[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100644227":3},{"organization":4,"armGroups":7,"interventions":35,"overallOfficials":58,"centralContacts":63,"locations":41,"responsibleParty":68,"collaborators":71,"id":76,"slug":77,"hasResults":78,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":82,"eligibilityCriteria":83,"healthyVolunteers":78,"sex":84,"minAge":41,"maxAge":41,"enrollmentInfo":85,"targetDuration":41,"studyType":88,"phases":89,"briefSummary":91,"conditions":92,"keywords":95,"overallStatus":102,"whyStopped":41,"lastUpdateSubmitDate":103,"lastUpdatePostDateStruct":104,"startDateStruct":107,"completionDateStruct":109,"leadSponsor":111,"locationsCount":41},{"fullName":5,"class":6},"Hospital de Clinicas de Porto Alegre","OTHER",[8,16,20,25,29],{"label":9,"type":10,"description":11,"interventionNames":12},"Arm 1: In-Person Training + Supervision","EXPERIMENTAL","Participants receive two in-person training sessions on school-based psychosocial support, followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application. Participants also receive brief follow-up materials via mobile messages.",[13,14,15],"Behavioral: In-person School-Based Psychosocial Support Training","Behavioral: Supervision Sessions","Behavioral: Mobile-Based Reinforcement Materials",{"label":17,"type":10,"description":18,"interventionNames":19},"Arm 2: In-Person Training Only","Participants receive two in-person training sessions on school-based psychosocial support without additional supervision. Participants also receive brief follow-up materials via mobile messages.",[13,15],{"label":21,"type":10,"description":22,"interventionNames":23},"Arm 3: Online Training + Supervision","Participants receive two synchronous online training sessions (via videoconference), followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application. Participants also receive brief follow-up materials via mobile messages.",[24,14,15],"Behavioral: Online School-Based Psychosocial Support Training",{"label":26,"type":10,"description":27,"interventionNames":28},"Arm 4: Online Training Only","Participants receive two synchronous online training sessions (via videoconference) without additional supervision. Participants also receive brief follow-up materials via mobile messages.",[24,15],{"label":30,"type":31,"description":32,"interventionNames":33},"Arm 5: Asynchronous Training (Control Condition)","ACTIVE_COMPARATOR","Participants receive the same training content delivered in a fully asynchronous, self-paced format through digital materials, without live sessions or supervision.",[34],"Behavioral: Asynchronous School-Based Psychosocial Support Training",[36,42,46,50,54],{"type":37,"name":38,"description":39,"armGroupLabels":40,"otherNames":41},"BEHAVIORAL","In-person School-Based Psychosocial Support Training","A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs. The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies. The training is delivered in-person in two weekly sessions.",[9,17],null,{"type":37,"name":43,"description":44,"armGroupLabels":45,"otherNames":41},"Online School-Based Psychosocial Support Training","A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs. The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies. The training is delivered trough synchronous videoconference in two weekly sessions.",[21,26],{"type":37,"name":47,"description":48,"armGroupLabels":49,"otherNames":41},"Asynchronous School-Based Psychosocial Support Training","A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs. The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies. The training is delivered through an asynchronous self-paced course in a digital platform.",[30],{"type":37,"name":51,"description":52,"armGroupLabels":53,"otherNames":41},"Supervision Sessions","Structured small-group supervision sessions conducted via audio calls, focused on discussion of real-life cases, clarification of concepts, and support for practical application of the training content.",[9,21],{"type":37,"name":55,"description":56,"armGroupLabels":57,"otherNames":41},"Mobile-Based Reinforcement Materials","Brief follow-up materials delivered via mobile messaging to reinforce key concepts covered in the training sessions.",[9,17,21,26],[59],{"name":60,"affiliation":61,"role":62},"Giovanni A. Salum, MD, PhD","Child Mind Institute","PRINCIPAL_INVESTIGATOR",[64],{"name":60,"role":65,"phone":66,"phoneExt":41,"email":67},"CONTACT","(+55) 51 3359 8094","gsalum @hcpa.edu.br",{"type":62,"investigatorFullName":69,"investigatorTitle":70,"investigatorAffiliation":5,"oldNameTitle":41,"oldOrganization":41},"Giovanni Abrahao Salum Junior","Professor of Psychiatry and Behavioral Sciences at the Universidade Federal do Rio Grande do Sul (UFRGS); Senior Vice President of Global Programs at the Child Mind Institute.",[72,73],{"name":61,"class":6},{"name":74,"class":75},"Secretaria da Educação do Estado do Rio Grande do Sul (SEDUC-RS)","UNKNOWN","100644227","psychosocial-support-program-for-public-school-teachers-100644227",false,"NCT07666542","Psychosocial Support Program for Public School Teachers","Evaluation of the Effectiveness and Feasibility of Different Formats of a School-Based Psychosocial Support Program for Public School Teachers: A Randomized Clinical Trial","PSP","Inclusion Criteria:\n\nSchool-level inclusion criteria:\n\n* Public schools from the state education system of Rio Grande do Sul, Brazil, serving students in \"Ensino Fundamental\" and \"Ensino Médio\" (equivalent to grades 1-12), and belonging to \"Polo 1\", an administrative grouping defined by the Rio Grande do Sul State Department of Education that includes the following Regional Education Coordinators (Coordenadorias Regionais de Educação \\[CREs\\]): 1st, 2nd, 11th, 12th, 27th, and 28th CREs;\n* Schools with 10 or more teachers on staff;\n* Schools with a complete school management team, defined as having all three core management roles in place.\n\nParticipant-level inclusion criteria (teacher level)\n\nParticipating teachers must meet all of the following criteria:\n\n* Teachers currently working in participating public schools;\n* Able and willing to participate in all stages of the intervention and scheduled assessments;\n* Provide informed consent prior to participation\n\nExclusion Criteria:\n\nSchool-level exclusion criteria:\n\n* Schools with fewer than 10 teachers on staff;\n* Schools without a complete school management team;\n* Youth and Adult Education Centers (Núcleos de Educação de Jovens e Adultos \\[EJA\\]);\n* Schools that began operating as full-time schools in 2026;\n* Schools not belonging to Polo 1 of the state education system of Rio Grande do Sul;\n* Schools that do not serve students in grades 1-12\n\nParticipant-level exclusion criteria\n\n* Not currently working as a teacher in a participating public school;\n* Unable to participate in the training in the planned date for the specific school the teacher works at;\n* Decline or are unable to provide informed consent","ALL",{"count":86,"type":87},2925,"ESTIMATED","INTERVENTIONAL",[90],"NA","The goal of this clinical trial is to learn if different formats of a school-based psychosocial support training program can improve teachers' ability to recognize and respond to students' mental health needs. The study will include teachers working in public schools in Brazil.\n\nThe main questions it aims to answer are:\n\n1. Do teachers who receive the training improve their knowledge on how to better to identify and support students with mental health difficulties?\n2. Do different formats of training (in-person, online, or self-paced) and the presence of supervision lead to different levels of improvement in this knowledge, in attitudes related to mental health, and helping behaviors?\n\nResearchers will compare five versions of the program (in-person, online, and asynchronous formats, with or without supervision) to see which approach is more effective, acceptable, and feasible.\n\nParticipants will:\n\n1. Take part in a training program delivered either in-person, online, or through self-paced materials;\n2. In some groups, attend additional supervision sessions to discuss real-life cases;\n3. Receive brief follow-up materials through mobile messages after the training\n4. Complete online questionnaires at multiple time points (before the training, during the program, after completion, and at follow-up).\n\nThe study will measure changes in teachers' knowledge, attitudes, and behaviors related to supporting students' mental health, as well as satisfaction with the program and its feasibility for large-scale implementation.",[93,94],"Mental Health Literacy","School Mental Health Training of Teachers",[96,97,98,99,100,101],"School Mental Health","Psychosocial Support","Cluster Randomized Controlled Trial","Teacher Professional Development","Mental Health Promotion","Education Policy","NOT_YET_RECRUITING","2026-06-22",{"date":105,"type":106},"2026-06-24","ACTUAL",{"date":108,"type":87},"2026-06-29",{"date":110,"type":87},"2026-12-16",{"name":5,"class":6}]