![]() We examined the potential mediating role of school climate and its subcomponents(relationships at school, sense of belonging, commitment to academic achievement, and participation in school events) at 8 months postrandomization of the Strengthening Evidence base on scHool-based intErventions for pRomoting intervention on longer term adolescent health outcomes (depressive symptoms, experiences of bullying, and perpetration of violence) at 17 months Methods: Our study (N = 5,539) was situated within the Strengthening Evidence base on scHool-based intErventions for pRomoting randomized controlled trial, which demonstrated the effectiveness of a lay counseloredelivered school intervention among secondary school students in Bihar, India. Whole-school interventions take a universal approach in targeting the entire school environment (“school climate”) to improve adolescent outcomes however, little is known about the mediating role of school climate on these effects. Purpose: Adolescence encompasses a critical developmental phase, which fosters or hinders psychological, physical, and social health. These include the need to develop methods to effectively train teachers across large geographical regions to deliver new interventions with fidelity, the difficulty of engaging young adolescents with prevention programmes, and the long period of time required to implement policy and practice changes at 'whole-school' levels. ![]() The results draw attention to the difficulties faced when implementing large-scale, school-based, universal preventive interventions. Furthermore, statistically significant differences in the ratings of school climate across this time period were found only for staff-rated assessments.ĭespite using an extensive, structured programme, based on best evidence to increase protective factors and reduce risk factors at the individual and school levels, the intervention did not reduce levels of depressive symptoms among participating adolescents. 5), and teachers was used to assess changes in depressive symptoms, risk and protective factors relevant to depression, and the quality of the school environment.Ĭhanges in the level of depressive symptoms and in the levels of risk and protective factors experienced by students in the two groups did not differ significantly over the 3 years of the study. A range of measures completed by students, average age at baseline = 13.1 years (SD =. The intervention extended over a 3-year period and utilised a comprehensive classroom curriculum programme, enhancements to the school climate, improvements in care pathways, and community forums. ![]() Twenty-five pairs of secondary schools matched on socio-economic status were randomly assigned to either an intervention or a comparison group (n = 5,634 Year 8 students). The present study investigated the effectiveness of a universal intervention designed to reduce depressive symptoms among students commencing high school. They adversely affect adolescent development in a range of areas and greatly increase risk for suicide. Depressive disorders are experienced by 3-5% of the adolescent population at any point of time. ![]()
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