Creating supportive learning communities – Systematic evaluation of a school-based intervention

Last registered on July 13, 2026

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Pre-Trial

Trial Information

General Information

Title

Creating supportive learning communities – Systematic evaluation of a school-based intervention

RCT ID

AEARCTR-0019125

Initial registration date

July 10, 2026

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published

July 13, 2026, 8:29 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name

Vibeke Myrup Jensen

Affiliation

VIVE the Danish Center for Social science research

Contact Primary Investigator

Other Primary Investigator(s)

PI Name

Tanja Pedersen Holt

PI Affiliation

VIVE

Contact Investigator

PI Name

Julie Seerup Kaas Bukrinski

PI Affiliation

VIVE

Contact Investigator

Additional Trial Information

Status

On going

Start date

2026-03-01

End date

2027-10-01

Keywords

Behavior, Education

Additional Keywords

JEL code(s)

I21, I38, C93, j24

Secondary IDs

Prior work

This trial does not extend or rely on any prior RCTs.

Abstract

This randomized controlled trial evaluates a school-based intervention designed to strengthen preventive capacity in Danish public primary schools to address classroom insecurity, conflict, and students’ externalizing behavior. The intervention targets fourth-grade classrooms experiencing persistent challenges related to student well-being and the learning environment. It combines structured collaboration between Educational Psychological Services (EPS) professionals and classroom teachers, a structured pedagogical dialogue tool, and a professional development program supporting implementation.

The intervention aims to improve classroom environments by strengthening interdisciplinary collaboration, enhancing teachers’ and EPS professionals’ capacity to identify and address classroom-level challenges, and supporting the development of inclusive and psychologically safe learning communities. Participating intervention schools receive support for weekly collaboration meetings between EPS professionals and teachers over a 10-week implementation period, alongside training and consultation activities.

The study uses a cluster randomized controlled trial design, with randomization at the classroom level. The sample includes up to 120 fourth-grade classrooms in Danish public schools, with approximately 50 classrooms assigned to the intervention group and 70 classrooms assigned to a control group receiving usual practice. Primary outcomes focus on students’ perceptions of classroom safety, well-being, and the learning environment, as well as measures of conflict and externalizing behavior. Secondary outcomes include teacher and school-level measures related to professional collaboration, perceived competence, and implementation experiences.

The study contributes evidence on whether strengthening school-based professional collaboration and preventive support structures can improve classroom environments and support inclusive educational practices.

External Link(s)

Registration Citation

Citation

Bukrinski, Julie Seerup Kaas, Tanja Pedersen Holt and Vibeke Myrup Jensen. 2026. "Creating supportive learning communities – Systematic evaluation of a school-based intervention." AEA RCT Registry. July 13. https://doi.org/10.1257/rct.19125-1.0

Sponsors & Partners

Partner

Name

The Danish Agency for Education and Quality, The Danish Ministry of Education

Type

government

URL

https://stukuvm.dk/

Name

University College Lillebælt

Type

none

URL

https://www.ucl.dk/international

Experimental Details

Interventions

Intervention(s)

The intervention is a 10-week school-based program designed to strengthen preventive capacity in Danish public primary schools. It combines structured collaboration between Educational Psychological Services (EPS) professionals and classroom teachers, a pedagogical dialogue tool, and professional development activities. EPS professionals and teachers meet weekly to conduct classroom observations, analyze challenges, and develop and refine classroom-wide strategies to promote student well-being, reduce conflict, and strengthen inclusive learning environments. The program is supported by training seminars and online consultations for teachers, EPS professionals, and school managers.

Intervention Start Date

2026-09-01

Intervention End Date

2027-03-01

Primary Outcomes

Primary Outcomes (end points)

Peer-to-peer relations

Primary Outcomes (explanation)

Using factoranalysis the outcome will be constructed on the basis of a set of questions to the students.
See Protocol, appendix A for the specific lists of survey-questions.

Secondary Outcomes

Secondary Outcomes (end points)

psychological safety, academic engagement, teacher-student relations, and well-being (Cantrills latter, life-satisfaction)

Secondary Outcomes (explanation)

See Protocol, appendix A for the specific lists of survey-questions.

Experimental Design

This study uses a cluster randomized controlled trial (RCT) design to evaluate the effects of a school-based intervention aimed at strengthening preventive capacity in Danish public primary schools. Randomization is conducted at the school level, with all participating classrooms within a school assigned to the same condition to reduce contamination. A total of 120 classrooms are allocated to either the intervention group (50 classrooms) or the control group (70 classrooms).

Randomization is stratified by baseline student distress, frequency of Educational Psychological Services (EPS) involvement at the school, and whether EPS is already engaged with the target classroom. The intervention consists of a 10-week structured collaboration between EPS professionals and teachers, supported by professional development and implementation consultations. Control schools continue receiving usual EPS services and participate in data collection.

Student outcomes are measured through surveys administered before and after the intervention. The primary outcome is peer-to-peer relations, with secondary outcomes including classroom psychological safety, academic engagement, and teacher–student relationships. Longer-term follow-up outcomes include student distress, school happiness, and absenteeism using survey and administrative data sources.

Experimental Design Details

Not available

Randomization Method

By computerprogram stata.

Randomization Unit

The unit of randomization is the school. All participating classrooms within a school are assigned to the same condition to minimize contamination. Students are the outcome measurement unit, with classrooms nested within schools.

The design allocates 50 intervention classrooms and 70 control classrooms. Randomization was stratified and conducted through: (1) construction of feasible allocation scenarios, (2) random assignment of stratum sizes (5–6 schools per stratum), (3) assignment of treatment intensity across strata, and (4) random assignment of schools within strata. The final design includes 14 randomization clusters with varying intervention-to-control school ratios.

Was the treatment clustered?

Yes