Feasibility of a Social-emotional Learning Curriculum in a STEM-based After-school Program

NCT06768606 | Completed

• 1 other identifier: 2024/159
• Study Type: interventional
• Target: 26
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this single arm study is to:

• 3 feasibility measures (feasibility, acceptability, appropriateness of intervention) after each social-emotional module they complete teaching.
• weekly fidelity checklists to assess feasibility. Youth participants will be asked to complete: \- the intervention appropriateness measure during the post-curriculum data collection time point. Secondary Objective: Social-emotional learning skills After school program staff participants will be asked to complete the following measure pre- and post-curriculum implementation: \- social-emotional learning skills measure for each youth aged 11-14 years in their class. Youth participants will be asked to complete the following measure pre- and post-curriculum implementation: \- social-emotional learning skills measure Parents participants whose youth are in the intervention arm will be asked to participate in an interview. Secondary objective: Resilience and overall functioning After school program staff participants will be asked to complete the follow measures pre- and post-curriculum implementation: \- overall functioning measure for each youth aged 11-14 years in their class. Youth participants will be asked to complete: \- resilience measure

Conditions

Feasibility Study; Social-emotional Learning Curriculum

Outcome Measures

Primary Outcomes (3)

• Feasibility assessed by 5-point Likert-type scale

  Description: Staff will complete the Feasibility of Intervention (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite feasibility of intervention score.

  13 weeks

• Acceptability of Intervention

  Staff in the active intervention arm will complete the Acceptability of Intervention Measure (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite acceptability of intervention score.

  13 weeks

• Intervention Appropriateness

  Staff will complete the Intervention Appropriateness (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite appropriateness of intervention scale. Youth will complete the intervention appropriateness (Weiner et al., 2017) scale post-SEL curriculum implementation.

  13 weeks

Secondary Outcomes (3)

• Overall functioning

  13 weeks

• Resilience

  13 weeks

• Social-emotional learning skills

  13 weeks

Study Arms (1)

Single arm: Social-emotional learning curriculum

EXPERIMENTAL

This is the only group delivering the EMPOWER social-emotional learning curriculum.

Behavioral: EMPOWER Social-emotional learning curriculum

Interventions

EMPOWER Social-emotional learning curriculum BEHAVIORAL

EMPOWER is a 16-week social-emotional learning curriculum that is integrated into the after-school program context. The STEM Academy program will implement a shortened version of the social-emotional learning curriculum to meet their timelines.

Single arm: Social-emotional learning curriculum

Eligibility Criteria

• Age: 11 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Must be a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program
• Must sign and date the informed consent form
• Must speak and understand English
• Must be a facilitator of the STEM Academy program at the Visions of Science after school program
• Must sign and date the informed consent form
• Must speak and understand English
• Must be a caregiver/parent of a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program. Caregivers/parents whose children decide not to participate in data collection are still able to participate in an interview post-SEL curriculum implementation.
• Must sign and date the informed consent form
• Must speak and understand English

Sponsors & Collaborators

• Centre for Addiction and Mental Health: lead

Study Sites (1)

Centre for Addiction and Mental Health

Toronto, Ontario, M6J 1H4, Canada

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: January 7, 2025
• First Posted: January 10, 2025
• Study Start: January 21, 2025
• Primary Completion: May 30, 2025
• Study Completion: May 30, 2025
• Last Updated: March 18, 2026

Record last verified: 2026-03

Data Sharing

• IPD Sharing: Will not share

Locations

CA (1)