Effectiveness of the settings-based intervention Shaping the Social on preventing dropout from vocational education: A Danish non-randomized controlled trial

Susan Andersen*, Morten Hulvej Rod, Teresa Holmberg, Liselotte Ingholt, Annette Kjær Ersbøll, Janne Schurmann Tolstrup

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Resumé

Background: Lack of formal education is an important social determinant of health inequality and represents a public health problem. School dropout is particularly common in vocational education; however few prevention programs targeting dropout in the vocational school setting have been evaluated. The purpose of the present study was to test the effect on school dropout of a settings-based intervention program (named Shaping the Social) that targeted the school organization in order to create social and supportive learning environments. Methods: A non-randomized controlled design including four large intervention schools and six matched-control schools was used. The target population was students in technical and agricultural vocational education, which is provided to students from age 16. Students were enrolled at school start. Register-based data (n=10,190) was used to assess the effect on school dropout during a 2-year period. Odds ratios (OR) and 95% confidence intervals (CI) were calculated in logistic regression models, adjusting for age, sex, ethnicity, parental income, prior school dropout and type of basic course. Student survey (n=2396) at 10-week follow-up was used to examine wellbeing at school (four subscales: school connectedness, student support, teacher relatedness, and valuing the profession) which was the hypothesized proximal intervention effect. As a secondary aim, we examined how the student wellbeing factors were associated with school dropout, independently of the intervention, and we explored whether the student wellbeing factors were potential mediators. Results: The present study showed an intervention effect on school dropout with dropout rates lower in intervention schools (36%) than control schools (40%) (OR=0.86, 95% CI: 0.74, 0.99). We had no attrition on the dropout outcome. School connectedness mediated the intervention effect; no significant mediation effects were found for student support, teacher relatedness, and valuing the profession. Independently of the intervention, each student wellbeing factor prevented dropout. Conclusions: Findings from this study suggest that a comprehensive, multicomponent school-based intervention could prevent dropout from vocational education by promoting school connectedness; nevertheless, the dropout rate remained high. Our results point to the need to explore how to further improve the wellbeing at school among young people in vocational education. Trials registration: ISRCTN, ISRCTN57822968. Registered 16 January 2013 (retrospective registered).

OriginalsprogEngelsk
Artikelnummer45
TidsskriftBMC Psychology
Vol/bind6
Antal sider11
ISSN2050-7283
DOI
StatusUdgivet - 12. sep. 2018

Fingeraftryk

Vocational Education
Non-Randomized Controlled Trials
Logistic Models
Odds Ratio
Confidence Intervals
Health Services Needs and Demand

Citer dette

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title = "Effectiveness of the settings-based intervention Shaping the Social on preventing dropout from vocational education: A Danish non-randomized controlled trial",
abstract = "Background: Lack of formal education is an important social determinant of health inequality and represents a public health problem. School dropout is particularly common in vocational education; however few prevention programs targeting dropout in the vocational school setting have been evaluated. The purpose of the present study was to test the effect on school dropout of a settings-based intervention program (named Shaping the Social) that targeted the school organization in order to create social and supportive learning environments. Methods: A non-randomized controlled design including four large intervention schools and six matched-control schools was used. The target population was students in technical and agricultural vocational education, which is provided to students from age 16. Students were enrolled at school start. Register-based data (n=10,190) was used to assess the effect on school dropout during a 2-year period. Odds ratios (OR) and 95{\%} confidence intervals (CI) were calculated in logistic regression models, adjusting for age, sex, ethnicity, parental income, prior school dropout and type of basic course. Student survey (n=2396) at 10-week follow-up was used to examine wellbeing at school (four subscales: school connectedness, student support, teacher relatedness, and valuing the profession) which was the hypothesized proximal intervention effect. As a secondary aim, we examined how the student wellbeing factors were associated with school dropout, independently of the intervention, and we explored whether the student wellbeing factors were potential mediators. Results: The present study showed an intervention effect on school dropout with dropout rates lower in intervention schools (36{\%}) than control schools (40{\%}) (OR=0.86, 95{\%} CI: 0.74, 0.99). We had no attrition on the dropout outcome. School connectedness mediated the intervention effect; no significant mediation effects were found for student support, teacher relatedness, and valuing the profession. Independently of the intervention, each student wellbeing factor prevented dropout. Conclusions: Findings from this study suggest that a comprehensive, multicomponent school-based intervention could prevent dropout from vocational education by promoting school connectedness; nevertheless, the dropout rate remained high. Our results point to the need to explore how to further improve the wellbeing at school among young people in vocational education. Trials registration: ISRCTN, ISRCTN57822968. Registered 16 January 2013 (retrospective registered).",
keywords = "Prevention, Settings-based intervention, Social environment, Student dropouts, Wellbeing, Follow-Up Studies, Health Status Disparities, Student Dropouts/psychology, Vocational Education/organization & administration, Humans, Male, Program Evaluation/methods, School Health Services/organization & administration, Socioeconomic Factors, Young Adult, Adolescent, Female, Students/psychology, Surveys and Questionnaires",
author = "Susan Andersen and Rod, {Morten Hulvej} and Teresa Holmberg and Liselotte Ingholt and Ersb{\o}ll, {Annette Kj{\ae}r} and Tolstrup, {Janne Schurmann}",
year = "2018",
month = "9",
day = "12",
doi = "10.1186/s40359-018-0258-8",
language = "English",
volume = "6",
journal = "B M C Psychology",
issn = "2050-7283",
publisher = "BioMed Central",

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TY - JOUR

T1 - Effectiveness of the settings-based intervention Shaping the Social on preventing dropout from vocational education

T2 - A Danish non-randomized controlled trial

AU - Andersen, Susan

AU - Rod, Morten Hulvej

AU - Holmberg, Teresa

AU - Ingholt, Liselotte

AU - Ersbøll, Annette Kjær

AU - Tolstrup, Janne Schurmann

PY - 2018/9/12

Y1 - 2018/9/12

N2 - Background: Lack of formal education is an important social determinant of health inequality and represents a public health problem. School dropout is particularly common in vocational education; however few prevention programs targeting dropout in the vocational school setting have been evaluated. The purpose of the present study was to test the effect on school dropout of a settings-based intervention program (named Shaping the Social) that targeted the school organization in order to create social and supportive learning environments. Methods: A non-randomized controlled design including four large intervention schools and six matched-control schools was used. The target population was students in technical and agricultural vocational education, which is provided to students from age 16. Students were enrolled at school start. Register-based data (n=10,190) was used to assess the effect on school dropout during a 2-year period. Odds ratios (OR) and 95% confidence intervals (CI) were calculated in logistic regression models, adjusting for age, sex, ethnicity, parental income, prior school dropout and type of basic course. Student survey (n=2396) at 10-week follow-up was used to examine wellbeing at school (four subscales: school connectedness, student support, teacher relatedness, and valuing the profession) which was the hypothesized proximal intervention effect. As a secondary aim, we examined how the student wellbeing factors were associated with school dropout, independently of the intervention, and we explored whether the student wellbeing factors were potential mediators. Results: The present study showed an intervention effect on school dropout with dropout rates lower in intervention schools (36%) than control schools (40%) (OR=0.86, 95% CI: 0.74, 0.99). We had no attrition on the dropout outcome. School connectedness mediated the intervention effect; no significant mediation effects were found for student support, teacher relatedness, and valuing the profession. Independently of the intervention, each student wellbeing factor prevented dropout. Conclusions: Findings from this study suggest that a comprehensive, multicomponent school-based intervention could prevent dropout from vocational education by promoting school connectedness; nevertheless, the dropout rate remained high. Our results point to the need to explore how to further improve the wellbeing at school among young people in vocational education. Trials registration: ISRCTN, ISRCTN57822968. Registered 16 January 2013 (retrospective registered).

AB - Background: Lack of formal education is an important social determinant of health inequality and represents a public health problem. School dropout is particularly common in vocational education; however few prevention programs targeting dropout in the vocational school setting have been evaluated. The purpose of the present study was to test the effect on school dropout of a settings-based intervention program (named Shaping the Social) that targeted the school organization in order to create social and supportive learning environments. Methods: A non-randomized controlled design including four large intervention schools and six matched-control schools was used. The target population was students in technical and agricultural vocational education, which is provided to students from age 16. Students were enrolled at school start. Register-based data (n=10,190) was used to assess the effect on school dropout during a 2-year period. Odds ratios (OR) and 95% confidence intervals (CI) were calculated in logistic regression models, adjusting for age, sex, ethnicity, parental income, prior school dropout and type of basic course. Student survey (n=2396) at 10-week follow-up was used to examine wellbeing at school (four subscales: school connectedness, student support, teacher relatedness, and valuing the profession) which was the hypothesized proximal intervention effect. As a secondary aim, we examined how the student wellbeing factors were associated with school dropout, independently of the intervention, and we explored whether the student wellbeing factors were potential mediators. Results: The present study showed an intervention effect on school dropout with dropout rates lower in intervention schools (36%) than control schools (40%) (OR=0.86, 95% CI: 0.74, 0.99). We had no attrition on the dropout outcome. School connectedness mediated the intervention effect; no significant mediation effects were found for student support, teacher relatedness, and valuing the profession. Independently of the intervention, each student wellbeing factor prevented dropout. Conclusions: Findings from this study suggest that a comprehensive, multicomponent school-based intervention could prevent dropout from vocational education by promoting school connectedness; nevertheless, the dropout rate remained high. Our results point to the need to explore how to further improve the wellbeing at school among young people in vocational education. Trials registration: ISRCTN, ISRCTN57822968. Registered 16 January 2013 (retrospective registered).

KW - Prevention

KW - Settings-based intervention

KW - Social environment

KW - Student dropouts

KW - Wellbeing

KW - Follow-Up Studies

KW - Health Status Disparities

KW - Student Dropouts/psychology

KW - Vocational Education/organization & administration

KW - Humans

KW - Male

KW - Program Evaluation/methods

KW - School Health Services/organization & administration

KW - Socioeconomic Factors

KW - Young Adult

KW - Adolescent

KW - Female

KW - Students/psychology

KW - Surveys and Questionnaires

U2 - 10.1186/s40359-018-0258-8

DO - 10.1186/s40359-018-0258-8

M3 - Journal article

C2 - 30208956

AN - SCOPUS:85053243560

VL - 6

JO - B M C Psychology

JF - B M C Psychology

SN - 2050-7283

M1 - 45

ER -