Effect of a social-emotional learning program on bullying in Hong Kong primary schools
Effectiveness of Motivated Social Motional Learning (MSEL) on Bullying Among Hong Kong Primary School Students: a Three-Arm Cluster Randomized Control Trial
This study is testing if a new social-emotional learning program can help reduce bullying among primary school students in Hong Kong compared to a traditional program.
Quick facts
| Phase | Not applicable |
|---|---|
| Study type | Interventional |
| Enrollment | 250 (estimated) |
| Ages | 9 Years to 13 Years |
| Sex | All |
| Sponsor | The University of Hong Kong Academic / other |
| Locations | 1 site (Hong Kong, Hong Kong) |
| Trial ID | NCT06615778 on ClinicalTrials.gov |
What this trial studies
This study evaluates the effectiveness of the Motivated Social Emotional Learning (MSEL) program compared to traditional Curriculum-based Social Emotional Learning (CSEL) in reducing bullying behaviors among primary school students in Hong Kong. The intervention focuses on enhancing students' autonomy, competence, and relatedness through tailored social-emotional learning activities. It aims to empower students to take on responsible roles and engage in prosocial behaviors, thereby reducing both bullying perpetration and victimization. The study will assess outcomes at posttest and a 3-month follow-up to determine the lasting impact of the interventions.
Who should consider this trial
Good fit: Ideal candidates for this study are primary school students aged 9-13 years from public schools in Hong Kong that fall within the middle band of academic ratings.
Not a fit: Students from single-sex schools or those enrolled in other anti-bullying programs may not benefit from this study.
Why it matters
Potential benefit: If successful, this program could significantly reduce bullying incidents and improve the social-emotional well-being of primary school students.
How similar studies have performed: Previous studies have shown that social-emotional learning programs can effectively reduce bullying, suggesting that this approach may yield positive results.
Eligibility criteria
Show full inclusion / exclusion criteria
* The inclusion criteria for schools, classes, and students are as follows. 1. Primary School: To reduce the confounding effect of academic achievements on student behavior, only public schools in the middle band (i.e., the middle 33% of academic ratings) in Hong Kong will be included in the sampling. Single-sex schools will be excluded in consideration of the sampling diversity. Furthermore, schools implementing other manualized anti-bullying programs will not be included. 2. Classes: The inclusion criteria are classes from Grade 4 and 6 (ages 9-13 years old). This research specifically targets classes in Grades 4 and 6 for several reasons. First, studying the integration of adaptive and maladaptive functions of problematic behaviors during this sensitive period may have a greater impact on young adolescents (Ellis et al., 2011). Secondly, a meta-analysis conducted by Yeager et al. (2015) reveals that the effectiveness of anti-bullying interventions declines significantly after Grade 7. Hence, the trial focuses on classes in Grades 4-6. 3. Students: Inclusion criteria for students specify that they must be enrolled in the class and regularly attend its lessons. * The exclusion criteria schools executing other manualized anti-bullying programs are excluded in this intervention.
Where this trial is running
Hong Kong, Hong Kong
- The Boys and Girls Clubs Association of Hong Kong — Hong Kong, Hong Kong, Hong Kong (Recruiting)
Study contacts
- Study coordinator: Jingqi Guan
- Email: jingqig@connect.hku.hk
- Phone: 852+5536-2162
How to participate
- Review the eligibility criteria above with your treating physician.
- Visit the official trial page on ClinicalTrials.gov for the most current contact information and recruitment status.
- Contact the listed study coordinator or principal investigator to request pre-screening. Pre-screening is free and never obligates you to enroll.