[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"acculturative-stress\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:acculturative-stress":25},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,1,0,[8],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":14,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":4,"maxAge":4,"enrollmentInfo":17,"targetDuration":4,"studyType":20,"phases":21,"briefSummary":23,"conditions":24,"keywords":27,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":32,"lastUpdatePostDateStruct":33,"startDateStruct":36,"completionDateStruct":38,"leadSponsor":40,"locationsCount":5},"100629204","piloting-a-learning-collaborative-for-school-based-bilingual-providers-delivering-evidence-based-interventions-100629204",false,"NCT07471633","Piloting a Learning Collaborative for School-Based Bilingual Providers Delivering Evidence-Based Interventions","SABER","Inclusion Criteria:\n\nSchool Leader Eligibility:\n\n* (a) over 18 years old;\n* (b) district-level or school-level staff who manage and oversee operations and may have some decision-making power; district examples are superintendents and directors, and school examples are principals, vice principals, and directors.\n\nSchool Providers Eligibility:\n\n* (a) over 18 years old;\n* (b) mental health clinicians or school staff who regularly interact with newcomer students;\n* (c) bilingual in Spanish\u002FEnglish. It is important to note that at least one mental health clinician must facilitate STRONG but the co-facilitator can either be another clinician or a school staff who regularly interacts with newcomer students; example of such a school staff include English Language Development Teachers, interpreters, and equity coordinators\n\nStudent Eligibility:\n\n* (a) newcomer status (students who have migrated to a new country)\n* (b) 6th-12th grade\n* c) speaks Spanish\u002FEnglish\u002FMam\n* (d) elevated levels of mental health symptoms and\u002For functional impairment\n\nCaregiver Eligibility:\n\n* (a) over 18 years old;\n* (b) primary caregiver (e.g., biological parent; older sibling) of a newcomer student aged 10-17 who is participating in STRONG;\n* (c) able to speak in English, Spanish or Mam.\n\nExclusion Criteria:\n\n\\- For Students: Born in mainland United States","ALL",{"count":18,"type":19},70,"ESTIMATED","INTERVENTIONAL",[22],"NA","This pilot feasibility trial is designed to evaluate an adapted Learning Collaborative (LC) as an implementation strategy to support delivery of the Supporting Transition Resilience of Newcomer Groups (STRONG) intervention in school settings serving newcomer youth. The LC will support bilingual school-based mental health providers delivering STRONG, a group-based, school-delivered behavioral intervention targeting stress, anxiety, depressive symptoms, and externalizing behaviors among newcomer middle school students. STRONG will be facilitated by bilingual providers with participating students and their caregivers completing pre- and post-intervention surveys assessing youth emotional and behavioral well-being. The primary aim is to assess the feasibility, acceptability, and appropriateness of the LC for supporting school-based implementation of STRONG, with feasibility measured by participation in LC activities and completion of implementation supports, and acceptability and appropriateness assessed through provider and leader feedback. Secondary aims include examining whether provider and school leader engagement in LC activities is associated with STRONG implementation fidelity and youth outcomes, and exploring potential mechanisms linking LC engagement to fidelity, including provider self-efficacy, leadership support, and team psychological safety. School-based providers and school leaders (e.g., principals and superintendents) will participate in LC activities focused on shared learning, collaboration, and implementation problem-solving, along with ongoing supports such as structured team support calls, Plan-Do-Study-Act (PDSA) cycles, and feedback forms during STRONG implementation cycles.",[25,26],"Acculturative Stress","Mental Health",[28,29,30],"implementation strategies","youth mental health","schools","NOT_YET_RECRUITING","2026-04-14",{"date":34,"type":35},"2026-04-20","ACTUAL",{"date":37,"type":19},"2026-06-01",{"date":39,"type":19},"2027-01-31",{"name":41,"class":42},"University of Oregon","OTHER"]