Child Wellbeing5Ways@SchoolNCT06144502
Promoting Wellbeing: The Five Ways at School Intervention
A study testing 5Ways@School in people with Child Wellbeing and Adolescent Health, run by Moss Kommune at 1 site in Norway.
Trial summary
The aim of this study is to develop a teaching material built on the Five Ways to Wellbeing and investigate its effects on wellbeing and mental health among school pupils aged 10 to 16 years in Moss municipality, Norway. The main questions it aims to answer are: 1. Read more about this study
- Who is it for?
- Ages 10 years and older
- Conditions the study is for
- Child Wellbeing, Adolescent Health, Quality of Life
- What is being tested?
- 5Ways@School
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 2,476 participants
- Where
- 1 siteNorway
- Study dates
- 20 Nov 2023to 19 Dec 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 10 years and older
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- Being a pupil in 5th to 10th grade in a public school in Moss municipality, OR
- Being a teacher who teaches the Five Ways at School to a school class in one of the participating schools.
- Exclusion Criteria: None. However, one school for pupils with special needs (n=18) does not participate in the study.
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Promoting Mental Health and Wellbeing Through a School-based Intervention - a Study Using a Mixed-methods, Quasi-experimental Extended Selection Cohorts Design
The aim of this study is to develop a teaching material built on the Five Ways to Wellbeing and investigate its effects on wellbeing and mental health among school pupils aged 10 to 16 years in Moss municipality, Norway. The main questions it aims to answer are:
- How do participating pupils, teachers, and other school personnel experience the teaching material - is it acceptable and experienced as useful?
- What are the immediate and long-term effects of the teaching material on the pupils' wellbeing and mental health?
- For whom is the teaching material effective, and what mechanisms may explain potential improvements in wellbeing after exposure to the teaching material?
Pupils will be given a teaching program at school, delivered by their teacher. Participating pupils and their teachers will be invited to complete questionnaires. Some teachers, school leaders, school health nurses, and parents will be invited to share their experiences with the teaching material in focus group discussions.
Read the detailed description
Background:
Mental health problems are common among children and adolescents worldwide, and the prevalence of mental distress and common mental disorders has increased in recent years. The recent Coronavirus pandemic has been challenging for the mental health and wellbeing of many children and adolescents; and in Norway higher levels of depressive symptoms and less optimistic future life expectations have been observed among adolescents as a result of the pandemic.The global challenge of mental health problems calls for different approaches; both treating mental health disorders, preventing mental health problems, and promoting mental health and wellbeing for all. School-based interventions are a primary tool in universal prevention to promote mental health and wellbeing, but well-designed interventions with proven long-term effects are rare.
The aim:
The aim of this study is to develop a teaching material built on the Five Ways to Wellbeing and investigate its effects on wellbeing and mental health among school pupils aged 10 to 16 years in Moss municipality, Norway.
The objectives are:
- To adapt the existing Five ways to wellbeing course for adults to a school setting, and to pilot the intervention in two schools.
- To explore how participating pupils, teachers, and other school personnel experience the pilot intervention, and identify aspects that should be adjusted before proceeding to a full scale trial.
- To examine how the teachers deliver the intervention in the full scale trial; their motivation, obstacles they encounter, general satisfaction with the intervention, and their adherence to the intervention manual (i.e., fidelity).
- To investigate whether the intervention is acceptable and experienced as useful for participating school pupils, parents, teachers, and other school personnel.
- To investigate whether the intervention have any adverse effects, such as triggering negative emotions.
- To evaluate the process of implementation.
- To describe the pupils' wellbeing and mental health at baseline (November 2023).
- To examine the immediate and long-term effects of the intervention on the pupils' wellbeing and mental health.
- To assess for whom the intervention is effective (i.e., subgroup analysis and moderation analysis, for example socioeconomic status, gender, and baseline symptom levels).
- To investigate what mechanisms explain potential improvements in wellbeing after exposure to the interventions.
Sample and recruitment:
Moss municipality has decided to give the "5 Ways@School" teaching material to all pupils aged 10-16 years in the municipality's public schools (n=16) as part of the schools' regular curriculum. In some schools the teaching will start in November 2023 while the remaining schools will start teaching in February 2024, ensuring a "delayed intervention" effect for approximately 50 % of the pupils. All pupils (n=3324) and their teachers (n=156) will be invited to complete questionnaires. The teachers also will be invited to share their experiences with the teaching material in focus group discussions.
Procedures:
The teaching material consists of five elements; Take notice, Be active, Keep Learning, Connect, and Give. The intervention will be given in an ordinary classroom setting by the class' main teacher in two school hours of 45 minutes each week for six consecutive weeks, i.e., a total of 12 school hours. The teaching sessions will consist of presentations of the five elements, videos, reflection exercises, focused group discussions, creative group work, and giving the pupils small "challenges" to practice what they have learned between the weekly sessions. Web-based questionnaires will be administrated and distributed by the PI via the teachers.
Power analysis:
The PI assumes a participation rate of 70 percent among the invited pupils, i.e., approximately 2300 participants. An estimation of statistical power in this study revealed a power of 0.8411 to detect an effect equal to 0.16.
- Conditions
- Child Wellbeing, Adolescent Health, Quality of Life
- Being tested
- 5Ways@School
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
5Ways@SchoolBehavioural
The 5Ways@School intervention is a teaching material consisting of five elements; Take notice, Be active, Keep Learning, Connect, and Give. The intervention will be given in an ordinary classroom setting by the class' main teacher in two school hours of 45 minutes each week for six consecutive weeks, i.e., a total of 12 school hours. The teaching sessions will consist of presentations of the five elements, videos, reflection exercises, focused group discussions, creative group work, and giving the pupils small "challenges" to practice what they have learned between the weekly sessions.
| Study group | Role | What they receive |
|---|---|---|
| Intervention from November 2023 | Experimental | Pupils in this arm receive the teaching material from November 2023 Receives: Behavioral: 5Ways@School |
| Wait-list control from November 2023 and intervention from January 2024 | Other | Pupils in this arm constitute a control group from November 2023 until they receive the teaching material from January 2024 Receives: Behavioral: 5Ways@School |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in subjective wellbeing (global life satisfaction - present)
As a measure of present wellbeing, a version of the Cantril Ladder Scale will be used, one that has been used in the Young in Norway study (Cantril, 1965). Pupils are asked to evaluate their life at the present time, on a scale from 0 (feeling very poor) to 10 (feeling very well).
Measured: Week 0, 7, 12, 17, and 52
Change in subjective wellbeing (global life satisfaction - future)
As a measure of the pupils' expected future wellbeing, a version of the Cantril Ladder Scale will be used, one that has been used in the Young in Norway study (Cantril, 1965). Pupils are asked to estimate how good or bad their life will be in five years from now, on a scale from 0 (feeling very poor) to 10 (feeling very well).
Measured: Week 0, 7, 12, 17, and 52
Change in subjective wellbeing (life satisfaction and self-esteem)
The following measures of life satisfaction and self-esteem will be assessed on a four-point scale ranging from "totally agree" to "totally disagree": "My life is good", "I have all I want in life", "I like myself the way I am", and "I am very satisfied with how I am".
Measured: Week 0, 7, 12, 17, and 52
Change in subjective wellbeing (satisfaction with different life domains)
Satisfaction with the different life domains will be measured by asking the pupils "how satisfied are you with the following aspects of your life: your parents, your friends, your school, your neighborhood, your health, and your appearance?". Pupils respond to each item on a four-point scale ranging from "not at all" to "very satisfied".
Measured: Week 0, 7, 12, 17, and 52
Change in social relationships (friends in general)
Relationships with friends will be assessed by asking the pupils: "Do you have a friend whom you can trust and talk to about everything?", with response options "Yes, I am sure", "Yes, I think so", "I don't think so", and "I have no friends, nowadays".
Measured: Week 0, 7, 12, 17, and 52
Change in social relationships (friends during leisure time and school breaks)
The pupils will be asked two items; "Do you have [a friend] to be with during 1) your leisure time and 2) in the school breaks?" These items will be measured by a four-point scale ranging from "Yes, always" to "No, never".
Measured: Week 0, 7, 12, 17, and 52
Change in depressive symptoms
Depressive symptoms will be measured by Kandel and Davies's six-item Depressive Mood Inventory, assessing depressive symptoms during the preceding week on a four-point scale from 'affected not at all' to 'affected extremely'. In addition, the prosocial items from the Strengths and Difficulties Questionnaire (SDQ) will be used.
Measured: Week 0, 7, 12, 17, and 52
Change in loneliness
Loneliness will be assessed by one item on feelings of loneliness in the past week, on a four-point scale from 'affected not at all' to 'affected extremely'.
Measured: Week 0, 7, 12, 17, and 52
Change in leisure activities (time spent per week)
The respondents' weekly leisure activities will be assessed with the following items: "In your leisure time, how often do you 1) meet with friends in their homes, 2) hang out with friends [outdoor], 3) exercise or do sports, 4) ride a horse, 5) stay at a youth activity club, 6) play an instrument, 7) do things together with your family, 8) help at home doing chores, 9) relax on your own most of the evening". The pupils will respond on a six-point scale ranging from "never" to "every day".
Measured: Week 0, 7, 12, 17, and 52
Change in leisure activities and screen time (time spent per day)
The respondents' daily leisure activities and screen time will be assessed with the following items: "In your leisure time, how many hours a day do you 1) watch tv, tv series, or online videos 2) read books, 3) play computer games, 4) play games on your mobile phone, 5) use social media, 6) read/watch news". The pupils will respond on a six-point scale ranging from "no time" to "3 hours or more".
Measured: Week 0, 7, 12, 17, and 52
Acceptability and feasibility 1 (teachers)
The teachers will respond on a four-point scale from "agree completely" to "disagree completely" to the following items: "1) I was well motivated to teach the 5Ways@School, 2) I enjoyed teaching the 5Ways@School, 3) Teaching life skills through the 5Ways@School is a natural part of my job as a teacher, 4) I got sufficient information and/or training before I started teaching the 5Ways@School, 5) I think the pupils learned something new and useful, 6) There was too little activities in the 5Ways@School, 7) There was too much activities in the 5Ways@School, 8) I followed the teaching manual to a high degree, 9) I completed all the six lessons in the 5Ways@School, 10) I had to abbreviate one or more lesson(s), 11) I think that the 5Ways@School should be part of the ordinary school curriculum in 5h to 7th grade, and 12) I think that the 5Ways@School should be part of the ordinary school curriculum in 8th to 10th grade."
Measured: Post-intervention at week 7 and 12, respectively
Acceptability and feasibility 2 (teachers)
The teachers who will be teaching the interventions will be asked: "Based on your experiences, which of the five elements in the 5Ways@School do you think was 1) most useful for the pupils?, easiest for you to teach, and 3) most challenging for you to teach?" The teachers will respond to these questions by choosing any of the five elements of the 5Ways@School: Take notice, Be active, Keep Learning, Connect, and Give.
Measured: Post-intervention at week 7 and 12, respectively
Acceptability and feasibility 3 (pupils)
The pupils will be given a questionnaire with the following items: "1) I enjoyed learning about 5Ways@School, 2) I learned something new, that I can make use of, 3) The teaching was easy to understand, 4) The teaching was boring, 5) The teaching was interesting, 6) There was too little activities, 7) There was too much activities, 8) The teaching made me sad, afraid, or angry, 9) The teaching made me happy, 10) I will practise more of the five ways in the future, 11) I think all pupils should learn about the five ways." The pupils will respond on a four-point scale from "agree completely" to "disagree completely"
Measured: Post-intervention at week 7 and 12, respectively
Secondary outcomes (3)
Socio-economic status
Family socio-economic status will be assessed by a composite score four items from the Health Behaviour in School-Aged Children (HBSC) Family Affluence Scale (Currie et al., 1997, 2008), which include frequency of traveling for family holidays in the previous year, number of computers and cars in the family, and the participant having an individual room at home. The scale ranges from 0 to 9, where a low score indicates low socio-economic status.
Measured: Week 0 and 17
Other demographics
Gender will be assessed. Only school grade (grades 5 to 10) but not age will be assessed. The pupils will be asked whether both their parents are born in a country other than Norway, and whether they have one or two homes.
Measured: Week 0 and 17
Pupils' knowledge of other health promoting programs
Pupils will be asked whether their class/school has completed one of the following teaching programs: 1) "Sam", and 2) "Robust Youths". Response options are "yes" and "no".
Measured: Post-intervention at week 7 and 12, respectively
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Nov 2023
- Study start20 Nov 2023
- Primary completion19 Dec 2024
- Study completion19 Dec 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Child WellbeingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This study has a quasi-experimental Extended Selection Cohorts (ESC) design. The ESC design is a cohort-longitudinal design with adjacent cohorts, that are measured at two or more time points. To separate any effects of the intervention from changes in variables due to other causes, a "wait list control group" element will be applied, i.e., delayed intervention/stepped wedge design: ½ of the schools will start the intervention in November 2023, while the remaining schools will start the intervention in January 2024.
- Masking
- None (open label)
- Enrolment
- 2,476 participants (actual)
Sponsor and investigators
- Lead sponsor
- Moss Kommune
- Sponsor type
- Other government
- Collaborators
- University of Oslo, Norwegian Institute of Public Health, Norwegian Council for Mental Health
- Responsible party
- Principal investigator, Kristian Green Krogshus, MD, Moss Kommune
- Investigators
- Ragnhild B Nes, PhD, Principal investigator, Norwegian Institute of Public Health
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06144502
- Sponsor's protocol ID
- 110419
- Other IDs
- 345560
- Acronym
- 5Ways@School
- Status last verified
- May 2025
- First submitted
- 7 Nov 2023
- Last updated
- 9 May 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Krogshus KG, Bjertness E, Czajkowski NO, Rodriguez-Cano R, Nes RB. Study protocol for 5Ways@School - An implementation and effectiveness trial of a school-based wellbeing intervention in 16 schools in Norway. Scand J Public Health. 2025 Sep 8:14034948251370109. doi: 10.1177/14034948251370109. Online ahead of print.
PubMed 40916894
Study at a glance
From the registry record, last updated by the sponsor on 9 May 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Promoting Mental Health and Wellbeing Through a School-based Intervention - a Study Using a Mixed-methods, Quasi-experimental Extended Selection Cohorts Design
- ClinicalTrials.gov ID
- NCT06144502
- Acronym / sponsor ID
- 5Ways@School / 110419
- Conditions
- Child Wellbeing, Adolescent Health, Quality of Life
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 2,476 participants (actual)
- Lead sponsor
- Moss KommuneOther government
- Collaborators
- University of Oslo, Norwegian Institute of Public Health, Norwegian Council for Mental Health
- Study start
- 20 Nov 2023 (actual)
- Primary completion
- 19 Dec 2024 (actual)
- Study completion
- 19 Dec 2024 (actual)
- First posted
- 22 Nov 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The aim of this study is to develop a teaching material built on the Five Ways to Wellbeing and investigate its effects on wellbeing and mental health among school pupils aged 10 to 16 years in Moss municipality, Norway. The main questions it aims to answer are:
- How do participating pupils, teachers, and other school personnel experience the teaching material - is it acceptable and experienced as useful?
- What are the immediate and long-term effects of the teaching material on the pupils' wellbeing and mental health?
- For whom is the teaching material effective, and what mechanisms may explain potential improvements in wellbeing after exposure to the teaching material?
Pupils will be given a teaching program at school, delivered by their teacher. Participating pupils and their teachers will be invited to complete questionnaires. Some teachers, school leaders, school health nurses, and parents will be invited to share their experiences with the teaching material in focus group discussions.
Detailed description
Background:
Mental health problems are common among children and adolescents worldwide, and the prevalence of mental distress and common mental disorders has increased in recent years. The recent Coronavirus pandemic has been challenging for the mental health and wellbeing of many children and adolescents; and in Norway higher levels of depressive symptoms and less optimistic future life expectations have been observed among adolescents as a result of the pandemic.The global challenge of mental health problems calls for different approaches; both treating mental health disorders, preventing mental health problems, and promoting mental health and wellbeing for all. School-based interventions are a primary tool in universal prevention to promote mental health and wellbeing, but well-designed interventions with proven long-term effects are rare.
The aim:
The aim of this study is to develop a teaching material built on the Five Ways to Wellbeing and investigate its effects on wellbeing and mental health among school pupils aged 10 to 16 years in Moss municipality, Norway.
The objectives are:
- To adapt the existing Five ways to wellbeing course for adults to a school setting, and to pilot the intervention in two schools.
- To explore how participating pupils, teachers, and other school personnel experience the pilot intervention, and identify aspects that should be adjusted before proceeding to a full scale trial.
- To examine how the teachers deliver the intervention in the full scale trial; their motivation, obstacles they encounter, general satisfaction with the intervention, and their adherence to the intervention manual (i.e., fidelity).
- To investigate whether the intervention is acceptable and experienced as useful for participating school pupils, parents, teachers, and other school personnel.
- To investigate whether the intervention have any adverse effects, such as triggering negative emotions.
- To evaluate the process of implementation.
- To describe the pupils' wellbeing and mental health at baseline (November 2023).
- To examine the immediate and long-term effects of the intervention on the pupils' wellbeing and mental health.
- To assess for whom the intervention is effective (i.e., subgroup analysis and moderation analysis, for example socioeconomic status, gender, and baseline symptom levels).
- To investigate what mechanisms explain potential improvements in wellbeing after exposure to the interventions.
Sample and recruitment:
Moss municipality has decided to give the "5 Ways@School" teaching material to all pupils aged 10-16 years in the municipality's public schools (n=16) as part of the schools' regular curriculum. In some schools the teaching will start in November 2023 while the remaining schools will start teaching in February 2024, ensuring a "delayed intervention" effect for approximately 50 % of the pupils. All pupils (n=3324) and their teachers (n=156) will be invited to complete questionnaires. The teachers also will be invited to share their experiences with the teaching material in focus group discussions.
Procedures:
The teaching material consists of five elements; Take notice, Be active, Keep Learning, Connect, and Give. The intervention will be given in an ordinary classroom setting by the class' main teacher in two school hours of 45 minutes each week for six consecutive weeks, i.e., a total of 12 school hours. The teaching sessions will consist of presentations of the five elements, videos, reflection exercises, focused group discussions, creative group work, and giving the pupils small "challenges" to practice what they have learned between the weekly sessions. Web-based questionnaires will be administrated and distributed by the PI via the teachers.
Power analysis:
The PI assumes a participation rate of 70 percent among the invited pupils, i.e., approximately 2300 participants. An estimation of statistical power in this study revealed a power of 0.8411 to detect an effect equal to 0.16.
Study design
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study has a quasi-experimental Extended Selection Cohorts (ESC) design. The ESC design is a cohort-longitudinal design with adjacent cohorts, that are measured at two or more time points. To separate any effects of the intervention from changes in variables due to other causes, a "wait list control group" element will be applied, i.e., delayed intervention/stepped wedge design: ½ of the schools will start the intervention in November 2023, while the remaining schools will start the intervention in January 2024.
| Arm | Type | Receives |
|---|---|---|
| Intervention from November 2023 | Experimental | Behavioral: 5Ways@SchoolPupils in this arm receive the teaching material from November 2023 |
| Wait-list control from November 2023 and intervention from January 2024 | Other | Behavioral: 5Ways@SchoolPupils in this arm constitute a control group from November 2023 until they receive the teaching material from January 2024 |
Who may qualify
- Ages
- 10 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Being a pupil in 5th to 10th grade in a public school in Moss municipality, OR
- Being a teacher who teaches the Five Ways at School to a school class in one of the participating schools.
- Exclusion Criteria: None. However, one school for pupils with special needs (n=18) does not participate in the study.
Key exclusion criteria (0 listed)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| 5Ways@SchoolThe 5Ways@School intervention is a teaching material consisting of five elements; Take notice, Be active, Keep Learning, Connect, and Give. The intervention will be given in an ordinary classroom setting by the class' main teacher in two school hours of 45 minutes each week for six consecutive weeks, i.e., a total of 12 school hours. The teaching sessions will consist of presentations of the five elements, videos, reflection exercises, focused group discussions, creative group work, and giving the pupils small "challenges" to practice what they have learned between the weekly sessions. | Behavioural | Intervention from November 2023, Wait-list control from November 2023 and intervention from January 2024 |
Primary outcome
Change in subjective wellbeing (global life satisfaction - present)
Time frame: Week 0, 7, 12, 17, and 52
As a measure of present wellbeing, a version of the Cantril Ladder Scale will be used, one that has been used in the Young in Norway study (Cantril, 1965). Pupils are asked to evaluate their life at the present time, on a scale from 0 (feeling very poor) to 10 (feeling very well).
Change in subjective wellbeing (global life satisfaction - future)
Time frame: Week 0, 7, 12, 17, and 52
As a measure of the pupils' expected future wellbeing, a version of the Cantril Ladder Scale will be used, one that has been used in the Young in Norway study (Cantril, 1965). Pupils are asked to estimate how good or bad their life will be in five years from now, on a scale from 0 (feeling very poor) to 10 (feeling very well).
Change in subjective wellbeing (life satisfaction and self-esteem)
Time frame: Week 0, 7, 12, 17, and 52
The following measures of life satisfaction and self-esteem will be assessed on a four-point scale ranging from "totally agree" to "totally disagree": "My life is good", "I have all I want in life", "I like myself the way I am", and "I am very satisfied with how I am".
Change in subjective wellbeing (satisfaction with different life domains)
Time frame: Week 0, 7, 12, 17, and 52
Satisfaction with the different life domains will be measured by asking the pupils "how satisfied are you with the following aspects of your life: your parents, your friends, your school, your neighborhood, your health, and your appearance?". Pupils respond to each item on a four-point scale ranging from "not at all" to "very satisfied".
Change in social relationships (friends in general)
Time frame: Week 0, 7, 12, 17, and 52
Relationships with friends will be assessed by asking the pupils: "Do you have a friend whom you can trust and talk to about everything?", with response options "Yes, I am sure", "Yes, I think so", "I don't think so", and "I have no friends, nowadays".
Change in social relationships (friends during leisure time and school breaks)
Time frame: Week 0, 7, 12, 17, and 52
The pupils will be asked two items; "Do you have [a friend] to be with during 1) your leisure time and 2) in the school breaks?" These items will be measured by a four-point scale ranging from "Yes, always" to "No, never".
Change in depressive symptoms
Time frame: Week 0, 7, 12, 17, and 52
Depressive symptoms will be measured by Kandel and Davies's six-item Depressive Mood Inventory, assessing depressive symptoms during the preceding week on a four-point scale from 'affected not at all' to 'affected extremely'. In addition, the prosocial items from the Strengths and Difficulties Questionnaire (SDQ) will be used.
Change in loneliness
Time frame: Week 0, 7, 12, 17, and 52
Loneliness will be assessed by one item on feelings of loneliness in the past week, on a four-point scale from 'affected not at all' to 'affected extremely'.
Change in leisure activities (time spent per week)
Time frame: Week 0, 7, 12, 17, and 52
The respondents' weekly leisure activities will be assessed with the following items: "In your leisure time, how often do you 1) meet with friends in their homes, 2) hang out with friends [outdoor], 3) exercise or do sports, 4) ride a horse, 5) stay at a youth activity club, 6) play an instrument, 7) do things together with your family, 8) help at home doing chores, 9) relax on your own most of the evening". The pupils will respond on a six-point scale ranging from "never" to "every day".
Change in leisure activities and screen time (time spent per day)
Time frame: Week 0, 7, 12, 17, and 52
The respondents' daily leisure activities and screen time will be assessed with the following items: "In your leisure time, how many hours a day do you 1) watch tv, tv series, or online videos 2) read books, 3) play computer games, 4) play games on your mobile phone, 5) use social media, 6) read/watch news". The pupils will respond on a six-point scale ranging from "no time" to "3 hours or more".
Acceptability and feasibility 1 (teachers)
Time frame: Post-intervention at week 7 and 12, respectively
The teachers will respond on a four-point scale from "agree completely" to "disagree completely" to the following items: "1) I was well motivated to teach the 5Ways@School, 2) I enjoyed teaching the 5Ways@School, 3) Teaching life skills through the 5Ways@School is a natural part of my job as a teacher, 4) I got sufficient information and/or training before I started teaching the 5Ways@School, 5) I think the pupils learned something new and useful, 6) There was too little activities in the 5Ways@School, 7) There was too much activities in the 5Ways@School, 8) I followed the teaching manual to a high degree, 9) I completed all the six lessons in the 5Ways@School, 10) I had to abbreviate one or more lesson(s), 11) I think that the 5Ways@School should be part of the ordinary school curriculum in 5h to 7th grade, and 12) I think that the 5Ways@School should be part of the ordinary school curriculum in 8th to 10th grade."
Acceptability and feasibility 2 (teachers)
Time frame: Post-intervention at week 7 and 12, respectively
The teachers who will be teaching the interventions will be asked: "Based on your experiences, which of the five elements in the 5Ways@School do you think was 1) most useful for the pupils?, easiest for you to teach, and 3) most challenging for you to teach?" The teachers will respond to these questions by choosing any of the five elements of the 5Ways@School: Take notice, Be active, Keep Learning, Connect, and Give.
Acceptability and feasibility 3 (pupils)
Time frame: Post-intervention at week 7 and 12, respectively
The pupils will be given a questionnaire with the following items: "1) I enjoyed learning about 5Ways@School, 2) I learned something new, that I can make use of, 3) The teaching was easy to understand, 4) The teaching was boring, 5) The teaching was interesting, 6) There was too little activities, 7) There was too much activities, 8) The teaching made me sad, afraid, or angry, 9) The teaching made me happy, 10) I will practise more of the five ways in the future, 11) I think all pupils should learn about the five ways." The pupils will respond on a four-point scale from "agree completely" to "disagree completely"
3 secondary outcomes
Socio-economic status
Time frame: Week 0 and 17
Other demographics
Time frame: Week 0 and 17
Pupils' knowledge of other health promoting programs
Time frame: Post-intervention at week 7 and 12, respectively
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 9 May 2025.
- Derived from this study: PubMed 40916894Krogshus KG, Bjertness E, Czajkowski NO, Rodriguez-Cano R, Nes RB. Study protocol for 5Ways@School - An implementation and effectiveness trial of a school-based wellbeing intervention in 16 schools in Norway. Scand J Public Health. 2025 Sep 8:14034948251370109. doi: 10.1177/14034948251370109. Online ahead of print.
- Individual participant dataSharing planned: No
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Nutrient Gap in Children, Pediatric Health and Well-Being
Not yet recruiting
Leveraging Families to Promote Healthy Socio-Emotional Development in Children
Child Development, Parents
Not yet recruiting
Inflammatory Pathways Modulated by Prenatal Mindfulness: A Route to Improve Maternal Child Emotional Well Being and Whole Person Health
Inflammation, Depression Disorder
RecruitingObservational study
Maternal Cancer Diagnosis and Treatment During Pregnancy:a Database for Maternal, Fetal, and Neonatal Outcomes
Pregnancy, Cancer, Cancer in Pregnancy, Gestational Breast Cancer, Pregnancy Related
Recruiting
Development & Validation of a Life Balance Program for Parents of Preschoolers: A Pilot Study
Parenting Stress, Mental Health
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Ragnhild B Nes, PhD principal investigator
Norwegian Institute of Public Health
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing 5Ways@School in people with Child Wellbeing and Adolescent Health, run by Moss Kommune at 1 site in Norway.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 0 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 9 May 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Norway. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in subjective wellbeing (global life satisfaction - present) (time frame: Week 0, 7, 12, 17, and 52). The study lists 13 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06144502, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 9 May 2025.