School-based Anxiety Research Articles

Understanding Signs and Sources of Anxiety in Urban Elementary Schools Serving Predominately Ethnically/Racially Minoritized Children

ABSTRACT Objective This mixed-methods study examined teachers’ perceptions of student anxiety in urban elementary schools serving predominantly low-income and ethnically/racially minoritized youth. Method Most participating teachers were female (87.7%) and from minoritized backgrounds themselves (89.2%), teaching in schools serving predominantly Black/African American (40%) or Hispanic (60%) students, and in which > 70% of students are eligible for free meals. Teachers were asked in surveys (N = 82) and interviews (n = 12) about the nature of student anxiety, and cultural/contextual considerations that influence anxiety. Results Overall, teachers reported prevalence and signs of student anxiety that were consistent with the literature, but they reported higher levels of impairment than in previous community samples. Regressions revealed that greater levels of student exposure to community violence and higher proportions of Black students were associated with higher teacher-perceived prevalence and concern about student anxiety, respectively. Moreover, greater emotional exhaustion in teachers was associated with higher reports of anxiety-related impairment in students. Thematic coding of interviews emphasized how teachers perceived 1) most student anxieties to be proportional responses to realistic threats and stress in students’ lives (e.g. resource insecurity), 2) systems-level problems (e.g. pressure to perform on standardized tests) contribute to student anxiety, and 3) school-based anxiety sources often interact with traumas and stressors students experience outside of school (e.g. immigration experiences). Conclusions Relative to the predominant literature that has focused on biological, cognitive, and other intraindividual factors as sources of anxiety, the present work underscores the importance of considering how broader economic and systems-level influences exacerbate anxiety in marginalized youth.

Association between self-efficacy and anxiety symptoms in adolescents: Secondary analysis of a preventive program

Anxiety disorders are common among adolescents. To avert long-term adverse consequences, several school-based prevention programs have been created, yet few have explored the influence of emotional and social self-efficacy as a psychosocial competence on anxiety symptoms. In the context of the implementation of a school-situated anxiety prevention program named HORS-PISTE, the present study examines descriptions of anxiety symptoms associated with social anxiety, generalized anxiety, separation anxiety and panic anxiety, and two domains of self-efficacy (social and emotional), as well as an exploration of the association between these two elements, and the predictive effect of self-efficacy on anxiety symptoms. The present study included 1705 adolescents from 15 different schools in 4 different regions of Québec, Canada. Participants completed questionnaires assessing their anxiety symptoms and self-efficacy levels before and after completing the HORS-PISTE program. Our findings suggest that: emotional/social self-efficacy and anxiety symptoms differ according to certain characteristics in adolescents; self-efficacy and anxiety symptoms present a strong association in the context of the implementation of a school-based anxiety prevention program; self-efficacy has a predictive effect on anxiety symptoms; and self-efficacy presents a moderate interaction effect on anxiety symptoms change over time.

Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School-Based Anxiety Prevention Program During the COVID-19 Pandemic

Anxiety disorders have been on the rise among adolescents over the past decade. The COVID-19 pandemic appears to have contributed to this increase, putting further pressure on often already overburdened health systems. Universal prevention programs may offer a potential solution, but few have been evaluated in the context of a pandemic. The objective of this article is to measure the impact of a universal prevention program—the HORS-PISTE program—on several anxiety-related variables in the context of a pandemic. The HORS-PISTE program consists of 10 workshops spread over the two first years of high school, secondary 1 and 2 (grade 7 and 8 equivalent). Workshops are held in a classroom setting and focus on the development of psychosocial skills. The study was conducted in Quebec with 1,202 secondary 1 and 2 students (48.7% girls, 51.3% boys) with an average age of 12.58 years ( SD = 0.75). They completed an assessment protocol before and after participating in the HORS-PISTE program in the autumn of 2020. Their answers were subjected to descriptive analysis and multivariate analysis of variance. Results indicate a significant decrease in symptoms for several of the measured variables between the two measurement times, such as those associated with panic disorder, generalized anxiety disorder, and test anxiety. The results also show a decrease in some variables related to the interference of anxiety symptoms and the cognitive and behavioral vulnerabilities targeted by the program. The discussion highlights possible explanations for the results, as well as how universal prevention programs may contribute to the prevention of anxiety during adolescence, especially in a pandemic context.

Effectiveness of cognitive-behavioral group play therapy on anxiety-based school refusal and behavioral problems in elementary school boys: a preliminary randomized controlled trial

This study aimed to examine the effectiveness of cognitive-behavioral group play therapy on anxiety-based school refusal and behavioral issues in elementary school boys. A randomized controlled trial design (pretest-posttest with a control group) was utilized. Thirty elementary school boys with school refusal issues were randomly assigned to intervention (n = 15) and control (n = 15) groups. The intervention group received ten sessions of cognitive-behavioral group play therapy. The Screen for Child Anxiety-Related Emotional Disorders (SCARED) questionnaire and Rutter's Children's Behavior Questionnaire were used as assessment tools. Mean scores for anxiety-based school refusal and behavioral problems in the intervention group showed a significant decrease (p < 0.001). Cognitive-behavioral group play therapy is a practical approach to reducing anxiety levels and behavior problems in children with anxiety-based school refusal in primary school grades.

Too Anxious to Speak: Assessing the Impact of Social Anxiety on High School Students’ Self-Esteem, Academic Performance, and Coping Strategies

Social anxiety is one of the most prevalent mental health issues students experience. It is the excessive worry on negative opinions about oneself from people. This study analyzes relative impacts of social anxiety on high school students' academic performance and self-esteem, and evaluates what stimulates social anxiety problems among high school students and how they overcome it. A phenomenological approach was utilized to examine experiences of 12 high school students from Central Luzon State University, Philippines. Through Social Cognitive Theory, the researchers explored the cognitive, social, and behavioral components that contributed to effects of social anxiety on high school students' self-esteem, academic performance, and coping strategies. Data were gathered through semi-structured audio-recorded interviews and were analyzed thematically. Results revealed various factors, including environmental, negative experiences, and inner conflicts that caused social anxiety. Students suffering from social anxiety struggle academically while building relationships with peers as well. Overcoming social anxiety is challenging and effective coping strategy helps reduce students' anxiety. Collectively, social anxiety significantly impacts academic performance, self-esteem, and coping strategies.. This study would contribute to literature and the educational field as it could serve as a guide to what actions should be implemented to improve the mental health of high school students through better guidance on coping strategies, which was revealed to be lacking. Therefore, school-based anxiety treatments, as well as socio-academic programs, must be concretized to develop social skills and succeed in future endeavors. This study would benefit literature and the educational field as it could guide them to what actions should be made to improve the mental health of high school students through better guidance on coping strategies, which was revealed to be lacking.

Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.

Harnessing Home-School Partnerships and School Consultation to Support Youth With Anxiety

Youth with anxiety often experience significant impairment in the school setting. Despite the relevance and promise of addressing anxiety in schools, traditional treatment approaches to school-based anxiety often do not adequately address generalization to the school setting, or they require removing the student from the classroom to deliver time- and staff-intensive programs. Such programs often leave teachers and caregivers feeling ill-equipped to support the student with anxiety throughout the natural course of the school day. Given the heavy demands placed on teachers and documented burnout among school professionals, providing effective school supports requires collaborative partnerships among outpatient therapists/specialists, school personnel, and caregivers. Drawing from literature on collaborative models for externalizing problems, we offer recommendations for outpatient therapists and specialists working to implement evidence-based supports and promote home-school partnerships to benefit youth with anxiety in the school setting. Our recommendations touch upon several components of such school consultation, including (a) identification of key parties involved, (b) conducting a needs assessment, (c) collaborative goal setting and development of a fear hierarchy, (d) plan development and implementation (e.g., facilitating a school-based exposure mindset, promoting home-school communication, enhancing school relationships), and (e) progress monitoring and ongoing support. We conclude with a case example to bring these recommendations to life.

Assessing social cognitive functions in elementary school children: or problems of motor activity disorders

The urgency of the research issue is due to the tendency of an increase in the number of children with disorders of the muscle-skeleton system and motor skills. In this regard, these children have problems in learning activities, relationships with peers and adults. The purpose of the research presented in the paper was to study the social and psychological peculiarities of the personality of elementary school children with motor activity (motor skills) disorder. To solve the tasks set in the study and test the hypothesis, a number of methods and techniques were used: theoretical analysis of scientific literature, empirical methods: observation, experiment, questionnaire, technique of N.I. Ozeretsky; children's version of S. Rosenzweig's test; "school-based anxiety” test. The study revealed that two options are possible in the development of the personality of elementary school children with motor activity disorders: favorable and unfavorable. An unfavorable variant of the child's personality development is associated with “non-constructive” behavior, which manifests in the inability to withstand difficult social situations. A favorable variant of personal development is characterized by the predominance of “constructive” behavior, which allows one to overcome life difficulties.

Applying a Multicomponent Framework to Manage School Refusal: A Case Report

Abstract Introduction: This paper presents the rationale of applying a combined cognitive behavioral and dialectical approach with parent management strategies to a case of anxiety-based school refusal. School refusal is a serious concern that causes much subjective distress to the child, placing his/her parents under tremendous stress. It negatively impacts the child’s self-worth and psychological well-being, and also interferes with social and educational development. The condition is frequently co-morbid with emotional difficulties including depression and anxiety in children and adolescents. Method: The client in this study is a 17-year-old boy with an above average intelligence level presented with school refusal, along with symptoms of anxiety, obsessive worry and excessive reassurance seeking behaviors. Initial assessments using the Children’s Global Assessment Scale (CGAS) revealed moderate impairment in the social area and severe impairment in the academic area. The client showed clear difficulties in emotion regulation, in terms of a higher use of expressive suppression and lesser use of cognitive reappraisal, which were identified on the Emotion Regulation Questionnaire (ERQ). Psychotherapy involved weekly sessions of Cognitive Behavior Therapy (CBT) and Dialectical Behavior Therapy (DBT) techniques including facilitating exposure, cognitive restructuring, distress tolerance, effective goal setting, and interpersonal effectiveness skills in the family context. Changes were assessed at 6 months, 12 months and 18 months follow-up. Results: Results showed reductions in subjective anxiety and reassurance seeking behaviors, and an increase in distress tolerance, with a higher use of cognitive reappraisal. Improvements in interpersonal effectiveness in the family context were noted. The CGAS and ERQ ratings at 6 months, 12 months and 18 months follow-up showed steady improvement, with the client resuming regular schooling. Conclusion: A combined cognitive behavioral and dialectical behavioral approach can be useful in managing school refusal. This case report emphasizes the need for further research to understand the effectiveness of multicomponent approaches to school refusal.

Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior

Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.

The effectiveness, feasibility and scalability of the school platform in adolescent mental healthcare

Schools are increasingly at the forefront of mental healthcare for young people internationally. This review aims to describe recent developments in school-based mental health activities to respond to mental health needs in adolescents, with a focus on empirical studies aimed at preventing, ameliorating or treating mental disorders. The field is characterized by substantial heterogeneity in program design and research methods. Evidence for effectiveness of single-faceted school-based mental health programs is equivocal. Recent systematic reviews and meta-analyses have reported mixed findings across a variety of single-faceted universal and targeted programs at post-intervention, short-term and long-term follow-up. The largest and most recent review and network meta-analyses conclude there is limited evidence in support of these forms of school-based anxiety and depression prevention programs. Feasibility studies, which include consideration of appropriate service providers, suggest a need to consider schools as complex systems when designing interventions. Recent models adopting whole-school approaches appear feasible, effective and potentially sustainable with modest levels of resourcing. Greater evidence is needed regarding long-term impact and sustainability of interventions. Recent trials of multifaceted and multilevel interventions show particular promise. Future research should further explore strategies embedded within school systems and processes.

Treatment Integrity and Social Validity of the FRIENDS for Life Programme in a Northeastern Canadian School System

AbstractThe FRIENDS for Life (FFL) programme, a school-based anxiety prevention programme, targets anxiety reduction and resiliency development in elementary school-aged children (Barrett, Sonderegger &amp; Xenos, 2003). In the context of equivocal effectiveness findings regarding FFL in Canadian schools, the present study assessed pre–post changes in anxiety, self-esteem, and prosocial behaviour in a school system in Northeastern Canada. To yield further insight to the potential sources of equivocal FFL effectiveness findings, we also evaluated FFL treatment integrity (TI) and social validity (SV). Few studies have assessed FFL TI at the level of identifying which programme sessions, or within-session content, have or have not been adhered to (Higgins &amp; O'Sullivan S, 2015). Similarly, few studies have provided detailed programme SV data or perceived programme benefits by children and parents. TI and SV can provide programme data beyond anxiety reduction, which is key in prevention programming research, as pre–post changes are challenging to detect in ‘healthy’ samples (Durlak &amp; Wells, 1997). Treatment outcome, TI, and SV data were collected from classrooms across 10 elementary schools administering FFL. The sample included 210 child and 108 parent participants; post-testing occurred 1 week following FFL programme completion. Findings indicated significant decreases from pre- to post-test in child-reported anxiety and self-esteem but no changes in prosocial behaviours. Findings suggest that low TI ratings may have impacted anxiety, self-esteem, and prosocial behaviour results, and that child-reported SV may be more related to programme outcomes than parent-reported SV. Implications for FFL programme developers and future FFL evaluation studies are discussed.

CHANGING SCHOOL-BASED ANXIETY DURING PHYSICAL EDUCATION, TAKING THE INDIVIDUAL TYPOLOGICAL APPROACH INTO ACCOUNT

Purpose of the study: The purpose of the study is to identify changes in school-based anxiety in children aged 12 – 13 during their physical education using a special Program for the individual typological approach implementation.&#x0D; Methodology: Two groups had been formed: reference and experimental (25 people each); three methods were used (Method for studying individual typological peculiarities of middle-school children by A. Belov, Method of Kondash's anxiety scale (1973), and Method of identifying general physical education of students); diagnostic testing of physical fitness was conducted (long jump from the spot; lifting the body in 30 sec. (press); push-up (girls); pulling up on the crossbar (boys); running 30 meters, shuttle running 3x10; bending forward from a sitting position).&#x0D; Main Findings: The results of the study have been statistically processed with Excel 2000 and STATISTICA 8.0, using the Student's t-test for dependent and independent samples. The M average has been found; the differences have been considered significant at p &lt; 0.05.&#x0D; Applications of this study: The Program for the individual typological approach implementation has been compiled with an emphasis on reducing school-based anxiety in children aged 12 – 13; its features, objectives, indicators, criteria, content, and forms of implementation have been substantiated; a set of general physical exercises has been developed for each type of temperament, which includes the exercises for some groups of muscles of the upper shoulder girdle, back muscles, abdomen, and hips.&#x0D; Novelty/Originality of this study: The significant improvement in the physical fitness of students from the experimental group compared to the reference one identified during the term proves the efficiency of the implemented physical education program, taking into account the individual typological approach to the personality of adolescents with an emphasis on reducing their school-based anxiety. The results of the study have allowed formulating recommendations for improving the approaches to conducting physical education classes.

Effect of a School-Based Anxiety Prevention Program among Primary School Children.

Anxiety is one of the most common mental health disorders in childhood, and children with anxiety have an increased risk of psychiatric disorders during adulthood. This study aimed to evaluate the effectiveness of a school-based anxiety prevention program for reducing anxiety among primary school students relative to a school-as-usual control group. Secondary to this, the current study aimed to examine the effect of a school-based prevention program on worry coping skills and self-esteem. A two-group parallel cluster randomized controlled trial of a single-blinded study was conducted to evaluate the effectiveness of the program, with schools as the unit of allocation and individual participants as the unit of analysis. The intervention program was conducted between May 2016 and December 2017. The primary outcome was anxiety, whereas the secondary outcomes were worry coping skills and self-esteem measured at three months post-intervention. Data were analyzed by using a generalized linear mixed model, accounting for the clustering effect. Subgroup analyses were performed for children with anxiety. A total of 461 students participated in this study. At baseline, there was no significant difference between groups for anxiety score, worry coping skills score, and self-esteem score (p > 0.05). The intervention was effective in reducing anxiety for the whole sample (p = 0.001) and the anxiety subgroup (p = 0.001). However, it was not effective in improving worry coping skills and self-esteem. These findings suggest that the program could be effective for reducing symptoms of anxiety when delivered in schools and provide some support for delivering this type of program in primary school settings.

The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A) Adapted as a School-Based Anxiety and Depression Prevention Program: An Initial Cluster Randomized Wait-List-Controlled Trial

Anxiety and depression are common debilitating conditions that show high comorbidity rates in adolescence. The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A; Ehrenreich-May et al., 2018) is one of the few existing resources aimed at applying transdiagnostic treatment principles across the core dysfunctions implicated in the development of both anxiety and depression using a single protocol. This is the first known controlled study to examine the efficacy of the UP-A adapted as a nine-session universal preventive intervention program delivered in a school setting. A total of 151 students (mean age: 15.05) participated in this randomized wait-list-controlled trial conducted in Madrid, Spain. An unexpected decline in anxiety and depression levels from pre- to posttreatment and follow-up was found in both groups (p = .009, d = –0.22), and overall differences between conditions did not reach significance. Exploratory analyses of baseline emotional symptom severity as a potential predictor trended toward a significantly greater decrease in symptoms of depression for those with greater baseline emotional symptoms in the UP-A group compared to the wait-list-control group. Future trials with larger samples are justified to estimate the effect of the UP-A adapted as a selective prevention program for anxiety and depression.

Features of school-based anxiety of intellectually gifted adolescents in the modern educational system

The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education. It describes the study of school-based anxiety of intellectually gifted school children. We revealed the prevalence of personal, situational and other types of school-based anxiety in gifted adolescents. Increased personal, situational and school-based anxiety is associated with high cognitive motivation and motivation to achieve. A high degree of awareness and reflexivity of senior pupils make the educational sphere significant (super-significant) for gifted children. The disharmonious development of various areas of the personality of an intellectually gifted child does not always allow us to correct anxiety with various strategies of coping behavior. Behavioral and emotional manifestations of anxiety often prevent an adolescent from realizing his own potential. According to the study results, it is recommended to teach intellectually gifted senior pupils special methods of emotional regulation, attention switching, and methods of correcting their behavior using special programs. Vacation and profile sessions should include not only profile classes, but also coaching programs of both individual and group forms for the all-round development of an intellectually gifted adolescent’s personality with the aim of harmonious preparing him for activities in a world of uncertainty.

Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety

Anxiety is a common mental health factor associated with school refusal behaviour. This study aims to identify different school refusal behaviour profiles and to determine whether or not these profiles differ from each other based on three anxiety dimensions (Anticipatory Anxiety, School-based performance anxiety and Generalized Anxiety). Participants were Spanish children (N = 1113; 52.3% male) aged 8–11 years (M = 9.53; SD = 1.10). The School Refusal Assessment Scale-Revised (SRAS-R) and the Visual Analogue Scale for Anxiety-Revised (VAA-R) were administered. Cluster analysis revealed four school refusal behaviour profiles: Non-School refusal, School Refusal by Positive Reinforcement, School Refusal by Negative Reinforcement, and School Refusal by Mixed Reinforcement. The Mixed Reinforcement group was the most maladaptive profile since it obtained the highest mean scores on the three dimensions and the total score of the VAA-R. In contrast, Non-School Refusal and Positive Reinforcement groups revealed the lowest scores in all of the anxiety dimensions. Our findings underscore the idea certain school refusal behaviour profiles have a higher risk of presenting anxious symptoms. In these cases, the control of anxiety may be an important goal of preventive interventions.

Children’s Perceptions of Barriers to Session Attendance in School-Based Treatment for Anxiety

This study examined children’s perceived barriers to attending school-based anxiety treatment. One hundred and twenty-two anxious youth (mean age = 11.03 years; 51.6% female; 46.7% non-white) were randomized to receive either a modular cognitive behavioral anxiety treatment or usual care. The frequencies of 13 child-reported perceived barriers were examined following randomization and during one of the first three treatment sessions. Correlates of perceived barriers were also examined using a multi-informant assessment including: (1) child/family demographics, (2) child clinical characteristics, and (3) parental/family factors. Results indicated that 87.7% of children reported at least one perceived barrier to attending treatment. The most common barriers were worries about missing classroom work (45.3%) and the stigma associated with receiving mental health services (37.7%). Several factors were correlated with greater perceived barriers including minority racial/ethnic background, low parental education, higher child anxiety, and higher teacher-reported child externalizing behavior in the classroom. A multiple regression model showed that the strongest association was between teacher-rated externalizing behavior and children’s perceived barriers. Although school-based treatment removes logistical problems, children’s perceived barriers are still common. Assessing and reducing these perceived barriers, particularly among racial minority families and families with parents who did not attend college, may be beneficial.

ПРОБЛЕМА ШКОЛЬНОЙ ТРЕВОЖНОСТИ С ПОЗИЦИЙ СРЕДОВОГО ПОДХОДА

ПРОБЛЕМА ШКОЛЬНОЙ ТРЕВОЖНОСТИ С ПОЗИЦИЙ СРЕДОВОГО ПОДХОДА

The Spanish Version of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A) Adapted as a School-Based Anxiety and Depression Prevention Program: Study Protocol for a Cluster Randomized Controlled Trial.

BackgroundAnxiety and depression are common, impairing conditions that evidence high comorbidity rates in adolescence. The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A) is one of the few existing resources aimed at applying transdiagnostic treatment principles to target core dysfunctions associated with both anxiety and depression within a single protocol. To our knowledge, this is the first study examining the efficacy of the UP-A adapted as a universal preventive intervention program.ObjectiveThe primary aim of this study is to examine whether the Spanish version of the UP-A is more effective than a waitlist (WL) control group in reducing and preventing symptoms of anxiety and depression when employed as a universal, classroom-based preventive intervention. The secondary aim is to investigate changes in a broad range of secondary outcome measures, including negative and positive affect, anxiety sensitivity, emotional avoidance, top problems ratings, school grades, depression and anxiety-related interference, self-esteem, life satisfaction, quality of life, conduct problems, hyperactivity/inattention symptoms, peer problems, prosocial behavior, school adjustment, and discipline problems. Other aims are to assess a range of possible predictors of intervention effects and to examine the feasibility and the acceptability of implementing UP-A in a prevention group format and in a school setting.MethodsA cluster, randomized, WL, controlled trial design with classroom as the unit of randomization was used in this study. Five classes including a total of 152 adolescents were randomized to the experimental or WL control groups. Participants in the experimental group received 9 55-minute sessions delivered by advanced doctoral and masters students in clinical psychology. The WL control group will receive the intervention once the 3-month follow-up assessment is completed.ResultsWe have recruited participants to the cluster randomized controlled trial (RCT) and have conducted the intervention with the experimental group. We expect the WL control group to complete the intervention in July 2017. Data analysis will take place during the second semester of 2017.ConclusionsWe expect the experimental group to outperform the WL control group at post-intervention and 3-month follow-up. We also expect the WL control group to show improvements in primary and secondary outcome measures after receiving the intervention. Results will have implications for researchers, families, and education providers.Trial RegistrationClinicaltrials.gov NCT03123991; https://clinicaltrials.gov/ct2/show/NCT03123991 (Archived by WebCite at http://www.webcitation.org/6qp7GIzcR)