RESONATE is a cluster-randomised crossover trial focusing on reducing school dropout rates and fostering belonging through co-created music-based activites, by combining music therapy (MT), psychology, and social sciences. About 200 participants will be recruited in the area of Bergen, Norway. They will be randomized into the following intervention arms: group music activity followed by usual school schedule or usual school schedule followed by group music activity.
RESONATE is a research initiative with researchers from Norway, Finland, and Denmark, and cultural organizations, the project employs an interdisciplinary approach combining music therapy, psychology, and social sciences. By engaging pupils, teachers, and community stakeholders, RESONATE develops and implements music interventions that promote emotional well-being, social inclusion, and resilience. These interventions align with Norway's current national school curriculum (LK20) and are informed by evidence-based research, including studies from WHO and music therapy scholars. Activities such as music-making and listening enhance social interaction, self-expression, and emotional support-key factors in reducing dropout risks. The project follows a co-creation process, ensuring that interventions are designed with direct input from pupils and educators. A mixed-methods research approach, evaluates the impact of music activities on pupil engagement and well-being. Findings will be shared with policymakers, educators, the school sector, and welfare services to develop a transferable model applicable to schools nationally and internationally.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
200
Group music activity is a music therapy intervention where participants will performe activites such as songwriting, music production and singing. The sessions will be conducted by an appropriately qualified music therapist, with support from the teacher and the researcher.
The participants will at first only attend a ordinary school schedule over 1 semester without group music activity. The next semester the participants will be followed by group music activity plus orinary school schedule.
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Bergen, Vestland, Norway
NAV Vestland
Bergen, Vestland, Norway
Hyssingen Produksjonsskole
Bergen, Vestland, Norway
Møhlenpris idrettslag
Bergen, Vestland, Norway
Stiftelsen Vestnorsk Jazzsenter
Bergen, Vestland, Norway
Amalie Skram videregående skole
Bergen, Vestland, Norway
Bergen kommune, Bergen Offentlige Bibliotek
Bergen, Vestland, Norway
Vestland Fylkeskommune Opplæring og Kompetanse
Bergen, Vestland, Norway
Årstad videregående skole
Bergen, Vestland, Norway
Stiftinga Bergen Katedralskole
Bergen, Vestland, Norway
...and 6 more locations
Absence from school (any reason)
Days of absence from school for any reason per semester, from school records
Time frame: 4 months, 10 months
Absence from school (unexcused)
Days of unexcused absence from school per semester, from school records
Time frame: 4 months, 10 months
Healthy Use of Music Scale (HUMS Healthy)
Self-reported healthy music use. The scale consists of 5 items, each scored 1-5, to produce a total sum score from 5-25. Higher scores indicate more favourable use of music.
Time frame: 0 months, 4 months, 6 months, 10 months
Generalised Resistance Resources in School Scale (GRRS)
Self-reported generalised resistance resources in school. The scale consists of 9 items, each scored 1-5, to produce a total sum score from 9-45. Higher scores indicate a more favourable outcome (high degree of generalised resistance resources). Additionally there are 3 subscales (relational quality; task mastery in school; school motivation).
Time frame: 0 months, 4 months, 6 months, 10 months
Warwick-Edinburgh Mental Well-being Scale (WEMWBS)
Self-reported well-being. The scale consists of 14 items, each scored 1-5, summed to to produce a global score from 14-70. Higher scores indicate better mental well-being.
Time frame: 0 months, 4 months, 6 months, 10 months
Academic engagement (subscale of Positive Youth Development, PYD)
Self-reported academic engagement. The scale consists of 5 items, each scored 1-5. Mean scores are estimated. Score from 1-5. Higher scores indicate higher levels of academic engagement.
Time frame: 0 months, 4 months, 6 months, 10 months
Positive values (subscale of Positive Youth Development, PYD)
Self-reported positive values. The scale consists of 10 items, each scored 1-5. Mean scores are estimated. Score from 1-5. Higher scores indicate higher levels of positive values.
Time frame: 0 months, 4 months, 6 months, 10 months
Social competencies (subscale of Positive Youth Development, PYD)
Self-reported social competencies. The scale consists of 8 items, each scored 1-5. Mean scores are estimated. Score from 1-5. Higher scores indicate higher levels of social competencies.
Time frame: 0 months, 4 months, 6 months, 10 months
UCLA Loneliness Scale, short version
Self-reported loneliness. The scale consists of 3 items, each scored 1-3, to produce a total sum score from 3-9. Higher scores indicate less favourable outcomes (greater loneliness).
Time frame: 0 months, 4 months, 6 months, 10 months
Adverse events
Serious or non-serious, related or unrelated to study activities; reported by teachers
Time frame: 4 months, 10 months
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