NCT07372456

Brief Summary

This randomized controlled trial will evaluate the effect of a nurse-led social emotional learning (SEL) program on bullying, victimization, and bystander behaviors among adolescents. The study will be conducted in two public middle schools in Istanbul, Türkiye, with students in grades 6-8. Participants in the intervention group will receive structured SEL sessions designed to enhance emotional regulation, empathy, and problem-solving skills, while the control group will continue with routine education. Outcomes will be measured using validated scales at baseline, three months, and six months after the intervention.

Trial Health

87
On Track

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Enrollment
210

participants targeted

Target at P75+ for not_applicable

Timeline
Completed

Started Oct 2025

Shorter than P25 for not_applicable

Geographic Reach
1 country

1 active site

Status
completed

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Start

First participant enrolled

October 3, 2025

Completed
4 months until next milestone

First Submitted

Initial submission to the registry

January 20, 2026

Completed
8 days until next milestone

First Posted

Study publicly available on registry

January 28, 2026

Completed
18 days until next milestone

Primary Completion

Last participant's last visit for primary outcome

February 15, 2026

Completed
3 months until next milestone

Study Completion

Last participant's last visit for all outcomes

May 15, 2026

Completed
Last Updated

June 25, 2026

Status Verified

June 1, 2026

Enrollment Period

5 months

First QC Date

January 20, 2026

Last Update Submit

June 22, 2026

Conditions

School HealthBullying VictimizationSchool BullyingSchool Based Intervention

Keywords

Peer bullyingSchool healthSocial emotional learningNurseMiddle school studentsNurse-Led interventionPeer relationshipsAdolescents

Outcome Measures

Primary Outcomes (1)

  • Bullying and Cyberbullying Scale for Adolescents

    The Bullying and Cyberbullying Scale for Adolescents (BCS-A) was originally developed by Thomas et al. (2019) and adapted into Turkish by Özbey and Başdaş (2020). The scale consists of two parallel forms measuring bullying and victimization experiences of adolescents during the past three months. Each form includes four subscales: physical, verbal, relational, and cyber. The scale has 26 items in total. Subscale scores are calculated by dividing the sum of the items by the number of items in that subscale. Reported Cronbach's alpha values for the Turkish version range between 0.606-0.806 for the victimization subscale and 0.616-0.815 for the bullying subscale.

    Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

Secondary Outcomes (3)

  • Bullying Victimization Self-Efficacy Scale

    Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

  • Bystander Intervention in Bullying Scale

    Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

  • Social Emotional Learning Skills Scale

    Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

Study Arms (2)

Intervention Group

EXPERIMENTAL

Students in the experimental group will participate in a structured six-week nurse-led social emotional learning intervention. The program comprises animations, an website, and a variety of learning activities designed to enhance emotional and social skills.

Other: Nurse-Led Take a SELSTEP Program

Control Group

NO INTERVENTION

Students in this group will continue their routine school curriculum without receiving the SEL-based program.

Interventions

Nurse-Led Take a SELSTEP ProgramOTHER

Nurse-Led Take a SELSTEP Program will be implemented in the intervention group once a week for six weeks. The program was developed based on the principles of social emotional learning. Each week addresses one of the five core components of social emotional learning: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. The education will be delivered using various instructional methods, including lectures, problem-solving, question-and-answer, group discussions, case studies, scenario-based learning, gamification, and brainstorming. A range of audio-visual materials will be utilized, such as computers, projectors, presentation screens, speakers, remote controls, posters, brochures, videos, colored papers, educational booklets, and magazines. Additionally, scenarios prepared for the education program have been transformed into animations, and a dedicated website has been developed to support the intervention.

Intervention Group

Eligibility Criteria

Age11 Years - 14 Years
Sexall
Healthy VolunteersYes
Age GroupsChild (0-17)

You may qualify if:

  • Students enrolled in 6th, 7th, or 8th grade during the study period
  • Students whose parents/legal guardians provide consent for participation
  • Students who volunteer to participate in the study
  • Students without communication barriers

You may not qualify if:

  • Students who provide incomplete data in the pre-test, post-test, or follow-up assessments
  • Students who do not fully participate in the intervention program
  • Students with insufficient cognitive level to complete the study requirements

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (1)

Marmara University

Istanbul, Turkey (Türkiye)

Location

Related Publications (5)

  • Kabakçı, Ö. F., & Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157).

    RESULT

  • Demirbaş, N. K., & Öztemel, K. (2019). Zorbalıkta seyirci müdahale ölçeği'nin (zsmö) Türkçe uyarlaması: geçerlik ve güvenirlik çalışması. Turkish Psychological Counseling and Guidance Journal, 9(54), 965-985.

    RESULT

  • Nickerson AB, Aloe AM, Livingston JA, Feeley TH. Measurement of the bystander intervention model for bullying and sexual harassment. J Adolesc. 2014 Jun;37(4):391-400. doi: 10.1016/j.adolescence.2014.03.003. Epub 2014 Mar 24.

    PMID: 24793386RESULT

  • Ozbey H, Basdas O. Psychometric properties of the Turkish version of the Bullying and Cyber Bullying Scale for Adolescents (BCS-A). Psychiatry Res. 2020 Jul;289:112994. doi: 10.1016/j.psychres.2020.112994. Epub 2020 Apr 25.

    PMID: 32408193RESULT

  • Thomas HJ, Scott JG, Coates JM, Connor JP. Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi-dimensional measurement model. Br J Educ Psychol. 2019 Mar;89(1):75-94. doi: 10.1111/bjep.12223. Epub 2018 May 3.

    PMID: 29726005RESULT

Related Links

Study Officials

  • Ayse Ergun, Prof, RN

    Marmara University

    STUDY CHAIR

  • Esma Akgul, MSc, RN

    Marmara University

    PRINCIPAL INVESTIGATOR

Study Design

Study Type
interventional
Phase
not applicable
Allocation
RANDOMIZED
Masking
SINGLE
Who Masked
OUTCOMES ASSESSOR
Purpose
PREVENTION
Intervention Model
PARALLEL
Model Details: The study is designed as a two-arm, cluster-randomized controlled trial with a parallel-group design, consisting of pre-test, post-test, and follow-up assessments.
Sponsor Type
OTHER
Responsible Party
SPONSOR

Study Record Dates

First Submitted

January 20, 2026

First Posted

January 28, 2026

Study Start

October 3, 2025

Primary Completion

February 15, 2026

Study Completion

May 15, 2026

Last Updated

June 25, 2026

Record last verified: 2026-06

Data Sharing

IPD Sharing
Will not share

Locations

TU(1)