Söderqvist et al. recently reported on a new school-based program designed to promote mental well-being in adolescents: the Solution-Focused Intervention for Mental Health (SIM, https://doi.org/10.1016/j.ssmmh.2025.100493). While previous studies on SIM were designed mainly to test, develop, refine and improve the program and its feasibility in a school setting, the current project aims to test the efficacy of SIM on adolescent mental health, primarily mental well-being. A two-arm, cluster, randomized, controlled trial will be conducted. The intervention group will receive the SIM program, and the control group will receive a lecture on mental well-being along with the usual school provisions. Randomization is done by class because the intervention takes place in mentor groups. Based on the results of our largest feasibility study, 559 students are required for paired measurements to detect a small effect on mental well-being with 80% power and a significance level of 0.05. The evaluation is based on validated instruments, with measurements taken before and after the intervention, as well as six and nine months later. The project is being implemented in collaboration with six upper secondary schools in Sweden. Recruitment and anchoring at the participating schools, as well as class randomization strafied on educational program, took place in 2025. Enrollment of participating students will begin in January 2026. This project will contribute new knowledge to the field by evaluating a universal program for schools to use in their health promotion work. The latter is important since high levels of mental well-being independently predict a lower incidence of subsequent mental illness and have a range of positive effects on individuals and society.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
560
SIM is a manual-based program delivered to upper secondary school students in mentor groups by a specially trained teacher. It consists of group-based, solution-focused coaching set within a normative frame of mental well-being. By co-creating perceptions and meaning through language and dialogue, focusing on resources for approaching a preferred future, students increase their solution-building capability, thereby acquiring skills to become agents in their own life, more aware of and prone to invest in mental health. For a detailed description, see Söderqvist et al. https://doi.org/10.1016/j.ssmmh.2025.100493.
Mental well-being
The mean difference in mental well-being between the intervention and control arms as measured by the Mental Health Continuum - Short Form. For more on the measurement instrument, see Söderqvist and Larm, https://doi.org/10.1007/s12144-021-01626-6.
Time frame: This study will examine participants from enrollment to the end of the 10-week intervention, as well as at six- and nine-month follow-ups.
Mental problems
The difference in mental problems between the intervention and control arms as measured by the Revised Child Anxiety and Depression Scale 25. For more on the measurement instrument, see Carlander et al. https://doi.org/10.1002/mpr.2007.
Time frame: This study will examine participants from enrollment to the end of the 10-week intervention, as well as at six- and nine-month follow-ups.
Perceived stress
The difference in perceived stress between the intervention and control arms as measured by a 14-item scale comprising stressors associated with different areas of adolescent life.
Time frame: This study will examine participants from enrollment to the end of the 10-week intervention, as well as at six- and nine-month follow-ups.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.