Scaling-Up of a Social Emotional Learning Curriculum in Uganda

NCT ID: NCT05147246

Last Updated: 2023-01-19

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 296 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-08-01
• Study Completion Date: 2022-08-25

Brief Summary

Teachers' social emotional learning/competence (SEL/SEC) can influence teachers' ability in developing healthy teacher-student relationship, managing classroom, implementing evidence-based SEL promotion strategies in classroom, and supporting students' parents. Also, most SEL/SEC interventions have not considered gender equity. Given high prevalence of gender-based violence and high exposure to adverse environment for teachers in low income countries (LIC), which may lead them to greater risk for lower SEC, transforming current education system and considering gender equity and SEL/SEC promotion curriculum to both teachers and children is needed.

The goal of this project is to respond to this need by adapting a locally supported evidence-based-intervention (EBI) for children and further integrates SEL/SEC curriculum for teachers and gender equity component. The EBI to be adapted in this study is ParentCorps-Professional Development (PD), a school-based EBI that trains, empowers, and supports teachers to apply EBI strategies to promote child SEL/SEC and academic learning, and reduce behavioral problems. Two pilot implementation studies from prior work conducted in Uganda and Nepal have demonstrated feasibility, acceptability, usefulness, and efficacy of PD in diverse low resource contexts. PD has shown positive impacts on multiple-level, including positive changes on students' emotional regulation and social competency, teacher-student relationship, and classroom social emotion climate. The proposed research builds on prior positive evidence and further partner with policy and relevant stakeholders to integrate gender equity and teacher SEL/SEC curriculum into the PD (as the PD-Enhance) as well as to test scalable strategies to provide the enhanced PD curriculum at the system level.

Conditions

Social Emotional Learning; Social Emotional Competence

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: PREVENTION
• Blinding Strategy: NONE

Study Groups

Intervention Schools - School Staff

Group Type: EXPERIMENTAL

ParentCorps-Professional Development (PD)

Intervention Type: BEHAVIORAL

PD is a school-based evidence-based-intervention (EBI) and preventive service provision model that supports teachers and school personnel to apply EBI strategies to promot young children's medical health in impoverished areas. Teachers and PTAs will participate in a 4-day training before the 1st school term. Teachers in the intervention condition will also receive 8 sessions (8 hours) of face-to-face group-based coaching during the 1st and 2nd terms. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies.

Intervention Schools - Parent-Child Pairs

Group Type: EXPERIMENTAL

ParentCorps-Professional Development (PD)

Intervention Type: BEHAVIORAL

PD is a school-based evidence-based-intervention (EBI) and preventive service provision model that supports teachers and school personnel to apply EBI strategies to promot young children's medical health in impoverished areas. Teachers and PTAs will participate in a 4-day training before the 1st school term. Teachers in the intervention condition will also receive 8 sessions (8 hours) of face-to-face group-based coaching during the 1st and 2nd terms. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies.

Wait-List Control Schools - School Staff

Group Type: NO_INTERVENTION

No interventions assigned to this group

Wait-List Control Schools - Parent-Child Pairs

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

ParentCorps-Professional Development (PD)

PD is a school-based evidence-based-intervention (EBI) and preventive service provision model that supports teachers and school personnel to apply EBI strategies to promot young children's medical health in impoverished areas. Teachers and PTAs will participate in a 4-day training before the 1st school term. Teachers in the intervention condition will also receive 8 sessions (8 hours) of face-to-face group-based coaching during the 1st and 2nd terms. Coaching sessions are to help teachers apply EBI strategies in their classrooms, engage families, and develop competencies.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Exclusion Criteria

• Evidence of psychopathology or cognitive impairment severe enough to preclude giving consent, or completing the survey instruments or the focus group of the study.

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

NYU Langone Health

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Keng-Yen Huang, PhD, MPH

Role: PRINCIPAL_INVESTIGATOR

NYU Langone Health

Locations

NAKASEKE

Nakaseke, , Uganda

Countries

Uganda

Other Identifiers

20-00816

Identifier Type: -

Identifier Source: org_study_id