Piloting a Learning Collaborative for School-Based Bilingual Providers Delivering Evidence-Based Interventions

NCT07471633 | Not Yet Recruiting

• 1 other identifier: STUDY00002199
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

This pilot feasibility trial is designed to evaluate an adapted Learning Collaborative (LC) as an implementation strategy to support delivery of the Supporting Transition Resilience of Newcomer Groups (STRONG) intervention in school settings serving newcomer youth. The LC will support bilingual school-based mental health providers delivering STRONG, a group-based, school-delivered behavioral intervention targeting stress, anxiety, depressive symptoms, and externalizing behaviors among newcomer middle school students. STRONG will be facilitated by bilingual providers with participating students and their caregivers completing pre- and post-intervention surveys assessing youth emotional and behavioral well-being. The primary aim is to assess the feasibility, acceptability, and appropriateness of the LC for supporting school-based implementation of STRONG, with feasibility measured by participation in LC activities and completion of implementation supports, and acceptability and appropriateness assessed through provider and leader feedback. Secondary aims include examining whether provider and school leader engagement in LC activities is associated with STRONG implementation fidelity and youth outcomes, and exploring potential mechanisms linking LC engagement to fidelity, including provider self-efficacy, leadership support, and team psychological safety. School-based providers and school leaders (e.g., principals and superintendents) will participate in LC activities focused on shared learning, collaboration, and implementation problem-solving, along with ongoing supports such as structured team support calls, Plan-Do-Study-Act (PDSA) cycles, and feedback forms during STRONG implementation cycles.

Conditions

Acculturative Stress; Mental Health

Keywords

implementation strategies; youth mental health; schools

Outcome Measures

Primary Outcomes (8)

• Feasibility of LC - School Staff Ratings

  To access feasibility of the LC, school mental health providers and school leaders will complete the Feasibility subscale from the Acceptability, Feasibility \& Appropriateness measure. The response scale is 1 = not at all, 3 = moderately, 5 = extremely.

  Post Learning Collaborative (12 months from initial implementation)

• Feasibility of LC - Attendance

  Attendance records for LC learning sessions and consultation calls will be collected by the research team

  During each Learning Collaborative learning session and consultation call (monthly during 12 month duration of Learning Collaborative)

• Feasibility of LC - Completion of PDSA cycles

  Using meeting minutes from LC consultation calls and session surveys completed by facilitators, the research team will track the use of plan-do-study-act cycles by each school team and their progress to testing improvement ideas.

  During each Learning Collaborative learning session and consultation call (monthly during 12 month duration of Learning Collaborative)

• Feasibility of LC - Barriers & Facilitators

  Guided by the Consolidated Framework for Implementation Research, providers and leaders' semi-structured individual interviews will ask about barriers and facilitators to participating in LC activities and delivering STRONG

  Post Learning Collaborative (12 months from initial implementation)

• Acceptability of LC - Staff Ratings

  To access acceptability of the LC, the STRONG facilitators and school leaders will complete the Acceptability (6-items) and Appropriateness (5-items) subscales from the Acceptability, Feasibility \& Appropriateness measure . The response scale is 1 = not at all, 3 = moderately, 5 = extremely.

  Post Learning Collaborative (12 months from initial implementation)

• Acceptability of LC - Staff Recommendation

  School staff will rate their level of agreement with recommending the LC to others

  Post Learning Collaborative (12 months from initial implementation)

• STRONG Fidelity

  An observational coding system will be developed to measure STRONG fidelity and competence for each session, which will be audio recorded by facilitators.

  Each STRONG session (weekly for 10 weeks)

• STRONG Adherence

  The facilitator will be asked to complete self-adherence checklists for each session to assess their delivery of STRONG.

  Each STRONG session (weekly for 10 weeks)

Secondary Outcomes (6)

• Youth Mental Health - SDQ

  Baseline, Mid-treament (5 weeks), and Post-Treatment (after 10 weeks)

• Youth Mental Health - YSR

  Baseline and Post-Treatment (after 10 weeks)

• Youth Mental Health - CBCL

  Baseline and Post-Treatment (after 10 weeks)

• Connor Davidson Resilience Scale

  Baseline and Post-Treatment (after 10 weeks)

• School Connectedness Scale

  Baseline and Post-Treatment (after 10 weeks)

Study Arms (1)

Learning Collaborative + STRONG

EXPERIMENTAL

A 12-month Learning Collaborative (LC) will be assigned to schools leaders/staff to help support the implementation of the STRONG intervention in schools. A LC helps systems implement effective interventions to improve the quality of care offered. Teams implementing STRONG and school leaders will meet often to learn about topics relevant to STRONG/newcomers and collaboratively solve challenges that arise when implementing STRONG. The LC consists of in person Peer Learning Workshop where participants will hear a presentation on a topic relevant to STRONG/newcomers and discuss their progress in implementing STRONG. The LC will also include Team Support Calls with all teams delivering STRONG on a regular basis. School leaders and school mental health providers will be participating in the LC, and school mental health providers will be administering the STRONG intervention to newcomer youth.

Behavioral: STRONG; Behavioral: Learning Collaborative

Interventions

STRONG BEHAVIORAL

Supporting Transition Resilience of Newcomer Groups (STRONG) is a school-based group intervention for anxiety, depression, and externalizing symptoms in newcomer youth. STRONG is an evidence-based treatment and has been translated in 6 languages. Newcomer youth will be receiving the STRONG intervention, which will be administered by school mental health providers. STRONG is a 10-week intervention, with one individual session with each newcomer student, a caregiver/parent session, and a teacher session if available. STRONG is strengths based, teaches newcomers coping skills, draws from cognitive behavioral therapy and because it is a group intervention, it helps facilitate social connectedness among newcomers.

Learning Collaborative + STRONG

Learning Collaborative BEHAVIORAL

A 12-month Learning Collaborative (LC) will be assigned to schools leaders/staff to help support the implementation of the STRONG intervention in schools. A LC helps systems implement effective interventions to improve the quality of care offered. Teams implementing STRONG and school leaders will meet often to learn about topics relevant to STRONG/newcomers and collaboratively solve challenges that arise when implementing STRONG. The LC consists of in person Peer Learning Workshop where participants will hear a presentation on a topic relevant to STRONG/newcomers and discuss their progress in implementing STRONG. The LC will also include Team Support Calls with all teams delivering STRONG on a regular basis. School leaders and school mental health providers will be participating in the LC.

Learning Collaborative + STRONG

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• School Leader Eligibility:
• (a) over 18 years old;
• (b) district-level or school-level staff who manage and oversee operations and may have some decision-making power; district examples are superintendents and directors, and school examples are principals, vice principals, and directors.
• School Providers Eligibility:
• (a) over 18 years old;
• (b) mental health clinicians or school staff who regularly interact with newcomer students;
• (c) bilingual in Spanish/English. It is important to note that at least one mental health clinician must facilitate STRONG but the co-facilitator can either be another clinician or a school staff who regularly interacts with newcomer students; example of such a school staff include English Language Development Teachers, interpreters, and equity coordinators
• Student Eligibility:
• (a) newcomer status (students who have migrated to a new country)
• (b) 6th-12th grade
• c) speaks Spanish/English/Mam
• (d) elevated levels of mental health symptoms and/or functional impairment
• Caregiver Eligibility:
• (a) over 18 years old;
• (b) primary caregiver (e.g., biological parent; older sibling) of a newcomer student aged 10-17 who is participating in STRONG;

You may not qualify if:

• \- For Students: Born in mainland United States

Sponsors & Collaborators

• University of Oregon: lead

Study Sites (1)

University of Oregon

Eugene, Oregon, 97408, United States

Location

MeSH Terms

Conditions

Psychological Well-Being

Condition Hierarchy (Ancestors)

Personal Satisfaction; Behavior

Central Study Contacts

Blanche Wright, PhD

CONTACT

541-346-4911; bwright1@uoregon.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: All student participants will be assigned to participate in STRONG. All provider and leader participants will participate in the LC.

Study Record Dates

• First Submitted: February 14, 2026
• First Posted: March 13, 2026
• Study Start: June 1, 2026
• Primary Completion (Estimated): January 31, 2027
• Study Completion (Estimated): January 31, 2027
• Last Updated: April 20, 2026

Record last verified: 2026-03

Locations

US (1)