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| Name | Class |
|---|---|
| Raising Voices | OTHER |
| Institute of Education, UK | UNKNOWN |
| Makerere University | OTHER |
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The purpose of this study is to determine whether use of the Good Schools Toolkit is effective in reducing violence against children in primary schools.
Violence against children has profound effects on both children's health and their ability to do well at school. Fear, anxiety and injuries caused by violence may play a large role in both children's absenteeism and low educational achievement, and there is increasing interest from large bilateral donors in investigating this link in low income countries. The Good School Toolkit has been developed and refined for 6 years in Uganda by Raising Voices. The toolkit takes a systemic approach, involving an entire school in a process of change to reduce violence and improve teaching techniques. The Toolkit draws on the Transtheoretical Model and incorporates standard behaviour change techniques such as setting a goal and making an action plan, which are effective in modifying behaviour. This study aims to determine whether use of the Good School Toolkit reduces children's experience of violence by school staff. The investigators will also examine the effects of the Toolkit on children's educational outcomes, mental health and well-being.
The investigators will conduct a cluster randomised controlled trial in 40 primary schools in Luwero District, Uganda. More than 3500 children in Primary 5, 6 and 7 will be surveyed (aged about 11-16 years). Half of the schools will receive the Toolkit, and other half will be put on a waiting list to receive the Toolkit at the end of the study. The results from this evaluation will be used to brief policy-makers within the Ministry of Education and Sports involved in developing country-wide policy and practice around violence against children in schools.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Good School Toolkit | Experimental | Schools in the intervention arm will receive the Good Schools Toolkit materials and implementation support. |
|
| Control | No Intervention | Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Good School Toolkit | Behavioral | The Toolkit uses a six step process to create a school wide intervention that engages teachers, students, administration, and parents to reflect on how they can promote quality of education in their school. The Toolkit articulates complex ideas (what is a good learning environment, a good teacher, how to create positive discipline without using violence) through booklets, posters and school initiated learning processes. Specific modules on alternative discipline techniques and how staff can use positive discipline are included in the Toolkit. The intervention includes sessions on knowledge, attitudes and opportunities to practice new behavioural skills. Work is led by teachers and students, and supported by visits from Raising Voices staff. The Toolkit can be reviewed at (http://www.raisingvoices.org/children/good\_school\_toolkit.php). |
| Measure | Description | Time Frame |
|---|---|---|
| Physical Violence From School Staff | past week experience of any physical violence from school staff | 2-year follow-up |
| Measure | Description | Time Frame |
|---|---|---|
| Child Mental Health | score on the Strengths and Difficulties Questionnaire (SDQ): 20 questions. Total difficulties score, divided by the number of completed items. Modelled as a continuous variable. Range 0 (no difficulties) to 2 (high difficulties). | 2-year follow-up |
| Educational Achievement: Word Recognition in English |
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Inclusion Criteria:
Schools
Participants
Exclusion Criteria:
Schools
-- existing program related to prevention of violence against children or school governance
Participants -- not able to understand consent and study procedures
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| Name | Affiliation | Role |
|---|---|---|
| Karen M Devries, PhD | London School of Hygiene and Tropical Medicine | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| District-wide | Multiple | Luwero District | Uganda |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 38849782 | Derived | Knight L, Atuhaire L, Bhatia A, Allen E, Namy S, Anton-Erxleben K, Nakuti J, Mirembe A, Nakiboneka M, Seeley J, Weiss HA, Parkes J, Bonell C, Naker D, Devries K. Violence outcomes in later adolescence with the Good School Toolkit-Primary: a nonrandomized controlled trial in Uganda. BMC Public Health. 2024 Jun 7;24(1):1532. doi: 10.1186/s12889-024-19024-5. | |
| 31996179 |
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Cross-sectional baseline and endline surveys were conducted in 42 schools in June/July 2012 and June/July 2014. A simple random sample of up to 130 P5, 6 and 7 students were invited for individual interviews. If there were fewer than 130 P5-7 students in a school, all were invited for interview.
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| ID | Title | Description |
|---|---|---|
| FG000 | Good School Toolkit | Schools in the intervention arm will receive the Good Schools Toolkit materials and implementation support. Good School Toolkit: The Toolkit uses a six step process to create a school wide intervention that engages teachers, students, administration, and parents to reflect on how they can promote quality of education in their school. The Toolkit articulates complex ideas (what is a good learning environment, a good teacher, how to create positive discipline without using violence) through booklets, posters and school initiated learning processes. Specific modules on alternative discipline techniques and how staff can use positive discipline are included in the Toolkit. The intervention includes sessions on knowledge, attitudes and opportunities to practice new behavioural skills. Work is led by teachers and students, and supported by visits from Raising Voices staff. The Toolkit can be reviewed at (http://www.raisingvoices.org/children/good\_school\_toolkit.php). |
| FG001 | Control | Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial. |
| Title | Milestones | Reasons Not Completed | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
The baseline survey total participants is shown here (whereas the number in the participant flow is the number of participants at endline, in both the "started and "completed")
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| ID | Title | Description |
|---|---|---|
| BG000 | Good School Toolkit | Schools in the intervention arm will receive the Good Schools Toolkit materials and implementation support. Good School Toolkit: The Toolkit uses a six step process to create a school wide intervention that engages teachers, students, administration, and parents to reflect on how they can promote quality of education in their school. The Toolkit articulates complex ideas (what is a good learning environment, a good teacher, how to create positive discipline without using violence) through booklets, posters and school initiated learning processes. Specific modules on alternative discipline techniques and how staff can use positive discipline are included in the Toolkit. The intervention includes sessions on knowledge, attitudes and opportunities to practice new behavioural skills. Work is led by teachers and students, and supported by visits from Raising Voices staff. The Toolkit can be reviewed at (http://www.raisingvoices.org/children/good\_school\_toolkit.php). |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Physical Violence From School Staff | past week experience of any physical violence from school staff | Posted | Number | participants | 2-year follow-up |
|
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Good School Toolkit | Schools in the intervention arm will receive the Good Schools Toolkit materials and implementation support. Good School Toolkit: The Toolkit uses a six step process to create a school wide intervention that engages teachers, students, administration, and parents to reflect on how they can promote quality of education in their school. The Toolkit articulates complex ideas (what is a good learning environment, a good teacher, how to create positive discipline without using violence) through booklets, posters and school initiated learning processes. Specific modules on alternative discipline techniques and how staff can use positive discipline are included in the Toolkit. The intervention includes sessions on knowledge, attitudes and opportunities to practice new behavioural skills. Work is led by teachers and students, and supported by visits from Raising Voices staff. The Toolkit can be reviewed at (http://www.raisingvoices.org/children/good\_school\_toolkit.php). |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr Karen Devries | London School of Hygiene and Tropical Medicine | 0207958 8164 | 8164 | Karen.Devries@lshtm.ac.uk |
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| ID | Term |
|---|---|
| D000092862 | Psychological Well-Being |
| D003863 | Depression |
| D001008 | Anxiety Disorders |
| D019955 | Conduct Disorder |
| ID | Term |
|---|---|
| D010549 | Personal Satisfaction |
| D001519 | Behavior |
| D001526 | Behavioral Symptoms |
| D001523 | Mental Disorders |
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|
Word recognition in English(words per minute). Early Grade Reading Assessment, Uganda version. Calculated as number of words read correctly (out of a maximum of 50), divided by the time (out of a maximum of 60 seconds). |
| 2-year follow-up |
| Safety and Well-being at School | Five questions. Each question asked with response options: all the time, most of the time, sometimes, never: I feel that my teachers care about me. I feel safe in school. I feel like I belong at school. I like to spend time at school. I am scared of my teachers (reverse coded). Scores summed, modelled as a continuous variable. Range 0 (low) to 15 (high). Higher score is better safety and well-being at school. | At 2 year follow-up |
| Carlson C, Namy S, Norcini Pala A, Wainberg ML, Michau L, Nakuti J, Knight L, Allen E, Ikenberg C, Naker D, Devries K. Violence against children and intimate partner violence against women: overlap and common contributing factors among caregiver-adolescent dyads. BMC Public Health. 2020 Jan 29;20(1):124. doi: 10.1186/s12889-019-8115-0. |
| 31931768 | Derived | Devries K, Parkes J, Knight L, Allen E, Namy S, Datzberger S, Nalukenge W, Atuhaire L, Kyegombe N, Walakira E, Seeley J, Weiss HA, Naker D. Context of Violence in Adolescence Cohort (CoVAC) study: protocol for a mixed methods longitudinal study in Uganda. BMC Public Health. 2020 Jan 13;20(1):43. doi: 10.1186/s12889-019-7654-8. |
| 29743105 | Derived | Knight L, Allen E, Mirembe A, Nakuti J, Namy S, Child JC, Sturgess J, Kyegombe N, Walakira EJ, Elbourne D, Naker D, Devries KM. Implementation of the Good School Toolkit in Uganda: a quantitative process evaluation of a successful violence prevention program. BMC Public Health. 2018 May 9;18(1):608. doi: 10.1186/s12889-018-5462-1. |
| 29217214 | Derived | Devries K, Kuper H, Knight L, Allen E, Kyegombe N, Banks LM, Kelly S, Naker D. Reducing Physical Violence Toward Primary School Students With Disabilities. J Adolesc Health. 2018 Mar;62(3):303-310. doi: 10.1016/j.jadohealth.2017.09.004. Epub 2017 Dec 6. |
| 28579503 | Derived | Kayiwa J, Clarke K, Knight L, Allen E, Walakira E, Namy S, Merrill KG, Naker D, Devries K. Effect of the good school toolkit on school staff mental health, sense of job satisfaction and perceptions of school climate: Secondary analysis of a cluster randomised trial. Prev Med. 2017 Aug;101:84-90. doi: 10.1016/j.ypmed.2017.05.022. Epub 2017 Jun 2. |
| 28578682 | Derived | Grundlingh H, Knight L, Naker D, Devries K. Secondary distress in violence researchers: a randomised trial of the effectiveness of group debriefings. BMC Psychiatry. 2017 Jun 2;17(1):204. doi: 10.1186/s12888-017-1327-x. |
| 28246136 | Derived | Devries KM, Knight L, Child JC, Kyegombe N, Hossain M, Lees S, Watts C, Naker D. Witnessing intimate partner violence and child maltreatment in Ugandan children: a cross-sectional survey. BMJ Open. 2017 Feb 28;7(2):e013583. doi: 10.1136/bmjopen-2016-013583. |
| 27473040 | Derived | Thumann BF, Nur U, Naker D, Devries KM. Primary school students' mental health in Uganda and its association with school violence, connectedness, and school characteristics: a cross-sectional study. BMC Public Health. 2016 Jul 29;16:662. doi: 10.1186/s12889-016-3351-z. |
| 27221125 | Derived | Clarke K, Patalay P, Allen E, Knight L, Naker D, Devries K. Patterns and predictors of violence against children in Uganda: a latent class analysis. BMJ Open. 2016 May 24;6(5):e010443. doi: 10.1136/bmjopen-2015-010443. |
| 26558829 | Derived | Devries KM, Child JC, Elbourne D, Naker D, Heise L. "I never expected that it would happen, coming to ask me such questions":Ethical aspects of asking children about violence in resource poor settings. Trials. 2015 Nov 11;16:516. doi: 10.1186/s13063-015-1004-7. |
| 26087985 | Derived | Devries KM, Knight L, Child JC, Mirembe A, Nakuti J, Jones R, Sturgess J, Allen E, Kyegombe N, Parkes J, Walakira E, Elbourne D, Watts C, Naker D. The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda. Lancet Glob Health. 2015 Jul;3(7):e378-86. doi: 10.1016/S2214-109X(15)00060-1. |
| 25035172 | Derived | Child JC, Naker D, Horton J, Walakira EJ, Devries KM. Responding to abuse: Children's experiences of child protection in a central district, Uganda. Child Abuse Negl. 2014 Oct;38(10):1647-58. doi: 10.1016/j.chiabu.2014.06.009. Epub 2014 Jul 14. |
| 23883138 | Derived | Devries KM, Allen E, Child JC, Walakira E, Parkes J, Elbourne D, Watts C, Naker D. The Good Schools Toolkit to prevent violence against children in Ugandan primary schools: study protocol for a cluster randomised controlled trial. Trials. 2013 Jul 24;14:232. doi: 10.1186/1745-6215-14-232. |
| BG001 | Control | Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial. |
| BG002 | Total | Total of all reporting groups |
| years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| OG001 | Control | Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial. |
|
|
|
| Secondary | Child Mental Health | score on the Strengths and Difficulties Questionnaire (SDQ): 20 questions. Total difficulties score, divided by the number of completed items. Modelled as a continuous variable. Range 0 (no difficulties) to 2 (high difficulties). | Posted | Mean | Standard Deviation | units on a scale | 2-year follow-up |
|
|
|
| Secondary | Educational Achievement: Word Recognition in English | Word recognition in English(words per minute). Early Grade Reading Assessment, Uganda version. Calculated as number of words read correctly (out of a maximum of 50), divided by the time (out of a maximum of 60 seconds). | Posted | Mean | Standard Deviation | words per minute | 2-year follow-up |
|
|
|
| Secondary | Safety and Well-being at School | Five questions. Each question asked with response options: all the time, most of the time, sometimes, never: I feel that my teachers care about me. I feel safe in school. I feel like I belong at school. I like to spend time at school. I am scared of my teachers (reverse coded). Scores summed, modelled as a continuous variable. Range 0 (low) to 15 (high). Higher score is better safety and well-being at school. | Posted | Mean | Standard Deviation | units on a scale | At 2 year follow-up |
|
|
|
| 0 |
| 1,921 |
| 0 |
| 1,921 |
| EG001 | Control | Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial. | 0 | 1,899 | 0 | 1,899 |
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| D019958 |
| Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |