Periodic Reporting for period 4 - BOOST (Building social and emotional skills to BOOST mental health resilience in children and young people in Europe)
Período documentado: 2022-01-01 hasta 2023-06-30
Mental well-being is central to population health. Therefore, it is important to promote preventive interventions that create resilience with long-lasting effects. The overall aim of the BOOST project has been to promote mental health and well-being in the young through the development of an innovative approach. The project has developed, implemented, and tested a new SEL-based population approach to promote mental health and well-being in primary school children. This has been achieved through a collaborative effort between researchers with expertise in public health, psychology, education and service design, experts in dissemination, as well as school owners and policy makers.
The worked performed and results during the project period can be divided into the following components:
Formative study: The formative study provided a solid foundation on which to base the BOOST approach, as well as knowledge about the context of the three countries, Norway, Poland and Spain, where the approach was tested. It included a literature review, a policy review and qualitative interviews in the three countries.
The BOOST approach: Based on the findings from the formative study and consultations in 2018-2019, the BOOST approach was initially developed to comprise a service delivery model, learning materials and practical tools (www.testversion.boostapproach.com) and was more comprehensive than first envisioned at proposal stage. Through an iterative process, and in consultation with the schools involved, the Final BOOST approach has become an organisational learning process tool which can be used by schools to integrate social and emotional learning into their day-to-day activities and school environment. It comprises a step-by-step guide and 2 supporting guides (www.boostapproach.com). The approach is currently available in English and is in the process of being translated into more languages by stakeholders in and outside the project. The rationale behind the development of the approach, its form of delivery and practical aspects around the development are discussed in a report (D2.2)
Research components: To study the effectiveness and the implementation of the BOOST approach in the three countries, an Effectiveness study, an Economic evaluation and a Process evaluation were carried out. Unfortunately, the start of implementation coincided with the onset of the COVID-19 pandemic, which greatly affected both the implementation and the research during the following two years (D3.1). The effectiveness study did not reveal significant increases in terms of social and emotional competence, psychological adjustment, resilience, or school climate; however, it is worth noting that no deterioration was observed, suggesting a consistent trend in these variables between the experimental and control schools (D5.1). Furthermore, the presence of both internal and external challenges and varying implementation strategies did not allow for an economic evaluation as originally planned. Consequently, the aim and content of the economic analysis were revised and focused on presenting the data collected on time used to support social and emotional learning, from both implementation and control schools (D6.1). The process evaluation highlighted the variability in implementation quality across schools and countries. This evaluation not only underscored the difficulties faced during this period but also emphasized the challenges of implementing such a flexible and context-dependent approach. The findings of the evaluation offer a series of recommendations aimed at facilitating and enhancing the overall quality of future implementations (D4.1).
Dissemination activities have occurred throughout the project (D7.3). Videos, newsletters and articles and other project outputs have been published on the project website (www.boostproject.eu). In addition, the project has had a continued social media presence on Twitter/X and LinkedIn. Thus far, two scientific articles have been published from the project and many are in the pipeline. Furthermore, the project partners have actively participated in scientific conferences.
Exploitation activities have ensured the involvement of stakeholders, both at the local, regional and EU level through policy briefs, targeted meetings, webinars and through Brussels-based and local dissemination events, rounding it off with a Final conference in Brussels. At the EU level, there has been a focus to link BOOST’s activities and outcomes with mental health policy and programmes, like the project's contribution into the Mental Health in All Policies statement and DG Sante's work on the EU Comprehensive Strategy on Mental Health. As a result, the BOOST approach was recognized as one of 22 ideas for concrete action within mental health (2023). The approach is also mentioned in the EU initiative to promote mental well-being as part of the Healthier Together EU Non-Communicable Diseases Initiative document (2022). The BOOST project has also connected with DG EAC, through the Pathway 4 School Success Initiative resulting in the approach being selected for publication in the European Toolkit for Schools (2023). Exploitation beyond the project period is described in the Final exploitation plan (D8.3).
An Advisory board consisting of experts in mental health, public health, education, online learning, policymakers, and civil society, has followed the project closely. They have specifically contributed to the development of the approach and strategies for exploitation of the project results.
Formative study: The formative study provided a solid foundation on which to base the BOOST approach, as well as knowledge about the context of the three countries, Norway, Poland and Spain, where the approach was tested. It included a literature review, a policy review and qualitative interviews in the three countries.
The BOOST approach: Based on the findings from the formative study and consultations in 2018-2019, the BOOST approach was initially developed to comprise a service delivery model, learning materials and practical tools (www.testversion.boostapproach.com) and was more comprehensive than first envisioned at proposal stage. Through an iterative process, and in consultation with the schools involved, the Final BOOST approach has become an organisational learning process tool which can be used by schools to integrate social and emotional learning into their day-to-day activities and school environment. It comprises a step-by-step guide and 2 supporting guides (www.boostapproach.com). The approach is currently available in English and is in the process of being translated into more languages by stakeholders in and outside the project. The rationale behind the development of the approach, its form of delivery and practical aspects around the development are discussed in a report (D2.2)
Research components: To study the effectiveness and the implementation of the BOOST approach in the three countries, an Effectiveness study, an Economic evaluation and a Process evaluation were carried out. Unfortunately, the start of implementation coincided with the onset of the COVID-19 pandemic, which greatly affected both the implementation and the research during the following two years (D3.1). The effectiveness study did not reveal significant increases in terms of social and emotional competence, psychological adjustment, resilience, or school climate; however, it is worth noting that no deterioration was observed, suggesting a consistent trend in these variables between the experimental and control schools (D5.1). Furthermore, the presence of both internal and external challenges and varying implementation strategies did not allow for an economic evaluation as originally planned. Consequently, the aim and content of the economic analysis were revised and focused on presenting the data collected on time used to support social and emotional learning, from both implementation and control schools (D6.1). The process evaluation highlighted the variability in implementation quality across schools and countries. This evaluation not only underscored the difficulties faced during this period but also emphasized the challenges of implementing such a flexible and context-dependent approach. The findings of the evaluation offer a series of recommendations aimed at facilitating and enhancing the overall quality of future implementations (D4.1).
Dissemination activities have occurred throughout the project (D7.3). Videos, newsletters and articles and other project outputs have been published on the project website (www.boostproject.eu). In addition, the project has had a continued social media presence on Twitter/X and LinkedIn. Thus far, two scientific articles have been published from the project and many are in the pipeline. Furthermore, the project partners have actively participated in scientific conferences.
Exploitation activities have ensured the involvement of stakeholders, both at the local, regional and EU level through policy briefs, targeted meetings, webinars and through Brussels-based and local dissemination events, rounding it off with a Final conference in Brussels. At the EU level, there has been a focus to link BOOST’s activities and outcomes with mental health policy and programmes, like the project's contribution into the Mental Health in All Policies statement and DG Sante's work on the EU Comprehensive Strategy on Mental Health. As a result, the BOOST approach was recognized as one of 22 ideas for concrete action within mental health (2023). The approach is also mentioned in the EU initiative to promote mental well-being as part of the Healthier Together EU Non-Communicable Diseases Initiative document (2022). The BOOST project has also connected with DG EAC, through the Pathway 4 School Success Initiative resulting in the approach being selected for publication in the European Toolkit for Schools (2023). Exploitation beyond the project period is described in the Final exploitation plan (D8.3).
An Advisory board consisting of experts in mental health, public health, education, online learning, policymakers, and civil society, has followed the project closely. They have specifically contributed to the development of the approach and strategies for exploitation of the project results.
The BOOST project has developed a whole school approach which is intended to change the mindset of whole school environments and thus promote the well-being of primary school children. This approach is innovative in that it goes beyond established SEL programmes by being flexible and adaptable to the available resources and needs of each school, and not dependent on outside experts or requiring more time, resources and structure than an individual schools can maintain. The approach promotes shared learning and builds upon the competence already existing within the school environment. This has a potential to reduce costs by minimizing investment in many stand-alone programmes, and other outside costs. In this way the BOOST approach aims to not only encourage ownership but also sustainability. Sustainability will create a reinforcing, long lasting, social and emotional learning environment, which will constantly promote children's well-being, and enable long-term change.
Previous research has shown that school climate can promote students' academic achievement, affecting continued success in school and reducing early leavers from education. In the same manner, promoting wellbeing and building young people's resilience can reduce the risk of poor mental health later in life, and reduce costs associated with mental health issues. Social and emotional learning is at the centre of this work. Thus, the project has contributed to the current evidence base for promotive interventions which can have large population effects. The BOOST project has through its activities, dissemination events, policy briefs, and contribution to EU policy promoted the need for policy change at EU, national, regional, and local level, to prioritise LifeComp skills in educational policies, and ensure schools have the room to prioritise these skills.
Previous research has shown that school climate can promote students' academic achievement, affecting continued success in school and reducing early leavers from education. In the same manner, promoting wellbeing and building young people's resilience can reduce the risk of poor mental health later in life, and reduce costs associated with mental health issues. Social and emotional learning is at the centre of this work. Thus, the project has contributed to the current evidence base for promotive interventions which can have large population effects. The BOOST project has through its activities, dissemination events, policy briefs, and contribution to EU policy promoted the need for policy change at EU, national, regional, and local level, to prioritise LifeComp skills in educational policies, and ensure schools have the room to prioritise these skills.