Feasibility StudyNCT06768606
Feasibility of a Social-emotional Learning Curriculum in a STEM-based After-school Program
A study testing EMPOWER Social-emotional learning curriculum in people with Feasibility Study and Social-emotional Learning Curriculum, run by Centre for Addiction and Mental Health at 1 site in Canada.
Trial summary
The goal of this single arm study is to: 1. primary purpose: to determine the feasibility of a novel social-emotional learning curriculum when implemented in the STEM Academy program at the Visions of Science after school program; 2a. Read more about this study
- Who is it for?
- Ages 11 years and olderHealthy volunteers can take part
- Conditions the study is for
- Feasibility Study, Social-emotional Learning Curriculum
- What is being tested?
- EMPOWER Social-emotional learning curriculum
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 26 participants
- Where
- 1 siteCanada
- Study dates
- 21 Jan 2025to 30 May 2025
- 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 11 years and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Youth participants must meet the following inclusion criteria:
- Must be a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program
- Must sign and date the informed consent form
- Must speak and understand English
- Staff participants must meet the following inclusion criteria:
- Must be a facilitator of the STEM Academy program at the Visions of Science after school program
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- Must sign and date the informed consent form
- Must speak and understand English
- Caregiver/parent participants must meet the following inclusion criteria:
- Must be a caregiver/parent of a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program. Caregivers/parents whose children decide not to participate in data collection are still able to participate in an interview post-SEL curriculum implementation.
- Must sign and date the informed consent form
- Must speak and understand English
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Single Arm Study of a Novel Social-emotional Learning Curriculum in STEM-based After-school Program for Youth
The goal of this single arm study is to:
- primary purpose: to determine the feasibility of a novel social-emotional learning curriculum when implemented in the STEM Academy program at the Visions of Science after school program; 2a. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects youth social emotional learning skills; 2b. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects on youth resilience and overall functioning.
Read more
Participants:
- Facilitators working with the STEM Academy program at the Visions of Science after school program
- Youth aged 11-14 who participate in the STEM Academy program at the Visions of Science after school program
- Parents of youth who participate in the STEM Academy Visions of Science after school program
The main questions this study aims to answer are:
Primary Objectives:
- Is the novel social-emotional curriculum feasible within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum acceptable within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum appropriate within the STEM Academy program at the Visions of Science after school program?
Secondary Objectives: Social-emotional learning skills
- Have youth social-emotional learning skills improved as a result of participating in the novel social-emotional learning curriculum?
Secondary Objectives: Resilience and overall functioning
- Have youth resilience abilities and overall functioning improved as a result of participating in the novel social-emotional learning program?
Comparator: None
Measures:
Primary Objective: Feasibility
After school program staff participants will be asked to complete:
- 3 feasibility measures (feasibility, acceptability, appropriateness of intervention) after each social-emotional module they complete teaching.
- weekly fidelity checklists to assess feasibility.
Youth participants will be asked to complete:
- the intervention appropriateness measure during the post-curriculum data collection time point.
Secondary Objective: Social-emotional learning skills
After school program staff participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure Parents participants whose youth are in the intervention arm will be asked to participate in an interview.
Secondary objective: Resilience and overall functioning
After school program staff participants will be asked to complete the follow measures pre- and post-curriculum implementation:
- overall functioning measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete:
- resilience measure
Read the detailed description
The EMPOWER project is a community-academic partnership between 2 after school programs (beyond 3:30 and Visions of Science) and a mental health teaching hospital (Centre for Addiction and Mental Health). The main objective of this project is to bolster youth mental well-being by developing a novel social-emotional learning curriculum that after school programs can embed into their existing activities.
The curriculum is designed to improve youth's social emotional learning skills through the integration of short social-emotional learning lessons that are embedded into existing programming within an after-school program. The curriculum is based on the Collaborative for Academic, Social and Emotional Learning's five core SEL competencies that include self-awareness, self-management, social awareness, relationship skills and decision-making.
The investigators have designed a pilot study to test the feasibility and efficacy of the EMPOWER social-emotional learning curriculum. Visions of Science hosts a 14-week program from January - April 2025 called STEM Academy, an after-school science-based program for youth in grades 6-8. We designed a single arm study to assess a shortened and modular use of the EMPOWER social-emotional learning curriculum that is tailored to Visions of Science.
- Being tested
- EMPOWER Social-emotional learning curriculum
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
EMPOWER Social-emotional learning curriculumBehavioural
EMPOWER is a 16-week social-emotional learning curriculum that is integrated into the after-school program context. The STEM Academy program will implement a shortened version of the social-emotional learning curriculum to meet their timelines.
| Study group | Role | What they receive |
|---|---|---|
| Single arm: Social-emotional learning curriculum | Experimental | This is the only group delivering the EMPOWER social-emotional learning curriculum. Receives: Behavioral: EMPOWER Social-emotional learning curriculum |
What is being measured
The primary outcome is the main question the study is designed to answer.
Feasibility assessed by 5-point Likert-type scale
Description: Staff will complete the Feasibility of Intervention (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite feasibility of intervention score.
Measured: 13 weeks
Acceptability of Intervention
Staff in the active intervention arm will complete the Acceptability of Intervention Measure (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite acceptability of intervention score.
Measured: 13 weeks
Intervention Appropriateness
Staff will complete the Intervention Appropriateness (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite appropriateness of intervention scale. Youth will complete the intervention appropriateness (Weiner et al., 2017) scale post-SEL curriculum implementation.
Measured: 13 weeks
Secondary outcomes (3)
Overall functioning
KIDSCREEN 10 (Child Public Health, 2023) is a 10-item, 5-point Likert-type scale that measures global quality of life. Staff will complete an adapted version of the KIDSCREEN for each youth they work with (avg. 25 youth/site) pre- and post-EMPOWER SEL curriculum intervention. Youth will complete the KIDSCREEN pre- and post-EMPOWER SEL curriculum intervention.
Measured: 13 weeks
Resilience
Connor-Davidson Resilience Scale (CD-RISC-10; 2007) is a 10-item, 5-point Likert-type scale that measures overall resilience. Youth will complete this measure pre- and post-EMPOWER SEL curriculum intervention.
Measured: 13 weeks
Social-emotional learning skills
The Social Skills Improvement System - Social Emotional Learning (SSIS-SEL Brief Scale; (Elliot et al., 2020) is a 20-item, 4-point Likert-type scale that measures self-awareness, self-management, social awareness, relationship skills, and decision making as a composite score of social-emotional competency. Staff will complete the SSIS-SEL Brief Scale for each youth they work with (avg. 25 youth/site) pre- and post-EMPOWER SEL curriculum intervention. Youth will complete the SSIS-SEL Brief Scale pre- and post-EMPOWER SEL curriculum intervention.
Measured: 13 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Jan 2025
- Study start21 Jan 2025
- Primary completion30 May 2025
- Study completion30 May 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Feasibility StudyStudies of the same condition, open and under way.
- More trials run by Centre for Addiction and Mental HealthThe sponsor's other registered studies.
- 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
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 26 participants (actual)
Sponsor and investigators
- Lead sponsor
- Centre for Addiction and Mental Health
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Brendan Andrade, Centre for Addiction and Mental Health
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06768606
- Sponsor's protocol ID
- 2024/159
- Status last verified
- Mar 2026
- First submitted
- 7 Jan 2025
- Last updated
- 18 Mar 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 18 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Single Arm Study of a Novel Social-emotional Learning Curriculum in STEM-based After-school Program for Youth
- ClinicalTrials.gov ID
- NCT06768606
- Acronym / sponsor ID
- 2024/159
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 26 participants (actual)
- Lead sponsor
- Centre for Addiction and Mental HealthUniversity, hospital or other
- Study start
- 21 Jan 2025 (actual)
- Primary completion
- 30 May 2025 (actual)
- Study completion
- 30 May 2025 (actual)
- First posted
- 10 Jan 2025 (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 goal of this single arm study is to:
- primary purpose: to determine the feasibility of a novel social-emotional learning curriculum when implemented in the STEM Academy program at the Visions of Science after school program; 2a. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects youth social emotional learning skills; 2b. secondary purpose: to determine whether the novel social-emotional learning curriculum has positive effects on youth resilience and overall functioning.
Participants:
- Facilitators working with the STEM Academy program at the Visions of Science after school program
- Youth aged 11-14 who participate in the STEM Academy program at the Visions of Science after school program
- Parents of youth who participate in the STEM Academy Visions of Science after school program
The main questions this study aims to answer are:
Primary Objectives:
- Is the novel social-emotional curriculum feasible within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum acceptable within the STEM Academy program at the Visions of Science after school program?
- Is the novel social-emotional curriculum appropriate within the STEM Academy program at the Visions of Science after school program?
Secondary Objectives: Social-emotional learning skills
- Have youth social-emotional learning skills improved as a result of participating in the novel social-emotional learning curriculum?
Secondary Objectives: Resilience and overall functioning
- Have youth resilience abilities and overall functioning improved as a result of participating in the novel social-emotional learning program?
Comparator: None
Measures:
Primary Objective: Feasibility
After school program staff participants will be asked to complete:
- 3 feasibility measures (feasibility, acceptability, appropriateness of intervention) after each social-emotional module they complete teaching.
- weekly fidelity checklists to assess feasibility.
Youth participants will be asked to complete:
- the intervention appropriateness measure during the post-curriculum data collection time point.
Secondary Objective: Social-emotional learning skills
After school program staff participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete the following measure pre- and post-curriculum implementation:
- social-emotional learning skills measure Parents participants whose youth are in the intervention arm will be asked to participate in an interview.
Secondary objective: Resilience and overall functioning
After school program staff participants will be asked to complete the follow measures pre- and post-curriculum implementation:
- overall functioning measure for each youth aged 11-14 years in their class.
Youth participants will be asked to complete:
- resilience measure
Detailed description
The EMPOWER project is a community-academic partnership between 2 after school programs (beyond 3:30 and Visions of Science) and a mental health teaching hospital (Centre for Addiction and Mental Health). The main objective of this project is to bolster youth mental well-being by developing a novel social-emotional learning curriculum that after school programs can embed into their existing activities.
The curriculum is designed to improve youth's social emotional learning skills through the integration of short social-emotional learning lessons that are embedded into existing programming within an after-school program. The curriculum is based on the Collaborative for Academic, Social and Emotional Learning's five core SEL competencies that include self-awareness, self-management, social awareness, relationship skills and decision-making.
The investigators have designed a pilot study to test the feasibility and efficacy of the EMPOWER social-emotional learning curriculum. Visions of Science hosts a 14-week program from January - April 2025 called STEM Academy, an after-school science-based program for youth in grades 6-8. We designed a single arm study to assess a shortened and modular use of the EMPOWER social-emotional learning curriculum that is tailored to Visions of Science.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Single arm: Social-emotional learning curriculum | Experimental | Behavioral: EMPOWER Social-emotional learning curriculumThis is the only group delivering the EMPOWER social-emotional learning curriculum. |
Who may qualify
- Ages
- 11 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (12 listed)
- Must be a youth aged 11-14 years attending the STEM Academy program at the Visions of Science after school program
- Must sign and date the informed consent form
- Must speak and understand English
- Must be a facilitator of the STEM Academy program at the Visions of Science after school program
- Must sign and date the informed consent form
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 |
|---|---|---|
| EMPOWER Social-emotional learning curriculumEMPOWER is a 16-week social-emotional learning curriculum that is integrated into the after-school program context. The STEM Academy program will implement a shortened version of the social-emotional learning curriculum to meet their timelines. | Behavioural | Single arm: Social-emotional learning curriculum |
Primary outcome
Feasibility assessed by 5-point Likert-type scale
Time frame: 13 weeks
Description: Staff will complete the Feasibility of Intervention (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite feasibility of intervention score.
Acceptability of Intervention
Time frame: 13 weeks
Staff in the active intervention arm will complete the Acceptability of Intervention Measure (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite acceptability of intervention score.
Intervention Appropriateness
Time frame: 13 weeks
Staff will complete the Intervention Appropriateness (Weiner et al., 2017) measure after each social-emotional domain (self-awareness, self-management, social awareness and relationship skills, decision-making) is taught. This is a 4-item, 5-point Likert-type scale that measures a composite appropriateness of intervention scale. Youth will complete the intervention appropriateness (Weiner et al., 2017) scale post-SEL curriculum implementation.
3 secondary outcomes
Overall functioning
Time frame: 13 weeks
Resilience
Time frame: 13 weeks
Social-emotional learning skills
Time frame: 13 weeks
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 18 Mar 2026.
- Individual participant dataSharing planned: No
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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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing EMPOWER Social-emotional learning curriculum in people with Feasibility Study and Social-emotional Learning Curriculum, run by Centre for Addiction and Mental Health at 1 site in Canada.
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 12 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 18 Mar 2026. 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 Canada. 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?
Feasibility assessed by 5-point Likert-type scale (time frame: 13 weeks). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 18 Mar 2026.