Trial reportBMC psychology2016
Short-term effects of the "Together at School" intervention program on children's socio-emotional skills: a cluster randomized controlled trial.
Trial report in BMC psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT02178332 (Yhteispeli), which is not on this map. Cited by 12 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Yhteispeli: Intervention Effectiveness on Elementary School Childrens' Socio-emotional Skills and Psychiatric Symptoms
Who cites it
12 citing papers in PubMed, 37 citations in OpenAlex.
- Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents.International journal of environmental research and public health · 2022Trial
- Opportunities to Improve the Implementation of Relational Health Interventions for Children and Families: A Secondary Analysis of a Scoping Review.Clinical child and family psychology review · 2026Article
- A Living Scoping Review of Universal Interventions for Promoting Relational Health in Childhood, Adolescence and Young Adulthood.Clinical child and family psychology review · 2026Article
- Children's Socioemotional Strengths in Early Childhood Education (ECE) and Before/After School Care (BASC): A Multilevel Ecological Analysis.Children (Basel, Switzerland) · 2025Article
- Effectiveness of an e-Book on Bone Health as Educational Material for Adolescents: Single-Group Experimental Study.JMIR pediatrics and parenting · 2024Article
- Enabling pupils to flourish: six evidence-based principles of whole-school wellbeing promotion.Frontiers in public health · 2024Article
- School educational models and child mental health among K-12 students: a scoping review.Child and adolescent psychiatry and mental health · 2022Article
- Emotional School Engagement and Psychiatric Symptoms among 6-9-Year-old Children with an Immigrant Background in the First Years of School in Finland.Child psychiatry and human development · 2021Article
- Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.International journal of environmental research and public health · 2020Article
- Community Interventions to Promote Mental Health and Social Equity.Current psychiatry reports · 2019Review
- "EspaiJove.net"- a school-based intervention programme to promote mental health and eradicate stigma in the adolescent population: study protocol for a cluster randomised controlled trial.BMC public health · 2018Article
- Studies evaluating of health interventions at schools: an integrative literature review.Revista latino-americana de enfermagem · 2018Review
Corrections and comments
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Authors and funding
14 authors at 5 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTogether at School is a universal intervention program designed to promote socio-emotional skills among primary-school children. It is based on a whole school approach, and implemented in school classes by teachers. The aim of the present study is to examine the short-term effects of the intervention program in improving socio-emotional skills and reducing psychological problems among boys and girls. We also examine whether these effects depend on grade level (Grades 1 to 3) and intervention dosage.
methodsThis cluster randomized controlled trial design included 79 Finnish primary schools (40 intervention and 39 control) with 3 704 children. The outcome measures were the Strengths and Difficulties Questionnaire (SDQ) and the Multisource Assessment of Social Competence Scale (MASCS) with teachers as raters. The intervention dosage was indicated by the frequencies six central tools were used by the teachers. The data was collected at baseline and 6 months later. Intervention effects were analyzed using multilevel modeling.
resultsWhen analyzed across all grades no intervention effect was observed in improving children's socio-emotional skills or in reducing their psychological problems at 6-month follow-up. Among third (compared to first) graders the intervention decreased psychological problems. Stratified analyses by gender showed that this effect was significant only among boys and that among them the intervention also improved third graders' cooperation skills. Among girls the intervention effects were not moderated by grade. Implementing the intervention with intended intensity (i.e. a high enough dosage) had a significant positive effect on cooperation skills. When analyzed separately among genders, this effect was significant only in girls.
conclusionsThese first, short-term results of the Together at School intervention program did not show any main effects on children's socio-emotional skills or psychological problems. This lack of effects may be due to the relatively short follow-up period given the universal, whole school-based approach of the program. The results suggest that the grade level where the intervention is started might be a factor in the program's effectiveness. Moreover, the results also suggest that for this type of intervention program to be effective, it needs to be delivered with a high enough dosage.
trial registrationClinicalTrials.gov identifier: NCT02178332 ; Date of registration: 03-April-2014.
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