Table 1 Collection of data and time path
Instrument | Baseline | Follow-up | ||
|---|---|---|---|---|
T0 | T1 | T2 | ||
10 weeks | 2 years | |||
Personal characteristics | ||||
Sex, age, ethnic origin, ethnic identity, parental education [44], family social class, distance to school, living arrangement, having children, quantitative and qualitative aspects of social relations [36], health and health behaviour [36], level of Danish reading and writing, level of prior schooling, prior academic achievement and academic self-efficacy [45] | Self-reported | X | ||
Primary outcomes | ||||
Student well-being [33] | Self-reported | X | ||
Cigarette smoking [36] | Self-reported | X | X | |
School dropout | Register data | X | ||
Secondary outcomes | ||||
Life satisfaction [39], physical and psychological symptoms [37], loneliness [38], alcohol consumption, use of cannabis and other illicit drugs [36] | Self-reported | X | X | |
Immediate outcomes | ||||
Indicators of well-conducted introduction period | Self-reported | X | X | |
Indicators of classroom management [33] | ||||
Degree of implementation | ||||
Preliminary meeting at the school with a specialist teacher, the students and their relatives | Teacher reported | X | ||
Welcoming activities at first school day | Teacher reported | X | ||
Timetable with a clear description of course, time and clothing requirements | Teacher reported | X | ||
Class meeting every morning including beverages or food | Teacher reported | X | ||
Scheduled breaks | Teacher reported | X | ||
Created a place for hanging out during breaks | Teacher reported | X | ||
Monthly events during school hours organised across sections, and followed by an open café | Teacher reported | X | ||
Access to school facilities outside school hours and a member of staff is present | Teacher reported | X | ||