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Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway

This study examines the impact of interventions aimed at improving psychosocial health on students’ perception of a caring school climate, their feelings of loneliness, and school completion in Norwegian upper secondary education. Two intervention conditions were tested: a universal single-tier inte...

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Autores principales: Urke, Helga Bjørnøy, Larsen, Torill Bogsnes, Kristensen, Sara Madeleine Eriksen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10341405/
https://www.ncbi.nlm.nih.gov/pubmed/37444146
http://dx.doi.org/10.3390/ijerph20136299
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author Urke, Helga Bjørnøy
Larsen, Torill Bogsnes
Kristensen, Sara Madeleine Eriksen
author_facet Urke, Helga Bjørnøy
Larsen, Torill Bogsnes
Kristensen, Sara Madeleine Eriksen
author_sort Urke, Helga Bjørnøy
collection PubMed
description This study examines the impact of interventions aimed at improving psychosocial health on students’ perception of a caring school climate, their feelings of loneliness, and school completion in Norwegian upper secondary education. Two intervention conditions were tested: a universal single-tier intervention focused on improving the psychosocial school climate: the Dream School Program, and a multi-tier intervention combining the Dream School Program with a targeted measure, the Mental Health Support Team. The direct and indirect effects of these interventions on school completion were analyzed using structural equation models (SEM), with data from 1508 students (mean age at Time 1: 17.02 (SD = 0.92); 60.7% girls; 72.1% Norwegian-born). The results indicated that loneliness levels did not differ significantly between the intervention conditions. However, students in the multi-tier intervention group reported a significantly higher perception of a caring school climate compared to those in the single-tier intervention group. The multi-tier intervention group had a lower rate of school completion compared to the control group and the single-tier intervention group. The SEM analysis revealed that the multi-tier intervention reduced loneliness in the second year of upper secondary school by promoting a caring school climate in the first school year. In contrast, the single-tier intervention was associated with increased loneliness due to a decrease in the perception of a caring school climate. The implications of these findings are discussed.
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spelling pubmed-103414052023-07-14 Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway Urke, Helga Bjørnøy Larsen, Torill Bogsnes Kristensen, Sara Madeleine Eriksen Int J Environ Res Public Health Article This study examines the impact of interventions aimed at improving psychosocial health on students’ perception of a caring school climate, their feelings of loneliness, and school completion in Norwegian upper secondary education. Two intervention conditions were tested: a universal single-tier intervention focused on improving the psychosocial school climate: the Dream School Program, and a multi-tier intervention combining the Dream School Program with a targeted measure, the Mental Health Support Team. The direct and indirect effects of these interventions on school completion were analyzed using structural equation models (SEM), with data from 1508 students (mean age at Time 1: 17.02 (SD = 0.92); 60.7% girls; 72.1% Norwegian-born). The results indicated that loneliness levels did not differ significantly between the intervention conditions. However, students in the multi-tier intervention group reported a significantly higher perception of a caring school climate compared to those in the single-tier intervention group. The multi-tier intervention group had a lower rate of school completion compared to the control group and the single-tier intervention group. The SEM analysis revealed that the multi-tier intervention reduced loneliness in the second year of upper secondary school by promoting a caring school climate in the first school year. In contrast, the single-tier intervention was associated with increased loneliness due to a decrease in the perception of a caring school climate. The implications of these findings are discussed. MDPI 2023-07-04 /pmc/articles/PMC10341405/ /pubmed/37444146 http://dx.doi.org/10.3390/ijerph20136299 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Urke, Helga Bjørnøy
Larsen, Torill Bogsnes
Kristensen, Sara Madeleine Eriksen
Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title_full Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title_fullStr Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title_full_unstemmed Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title_short Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway
title_sort preventing loneliness and reducing dropout: results from the complete intervention study in upper secondary schools in norway
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10341405/
https://www.ncbi.nlm.nih.gov/pubmed/37444146
http://dx.doi.org/10.3390/ijerph20136299
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