Roots for Life Project: Strengthening Mental Health in School Communities
ConditionMental Health Literacy
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age5+
SponsorUniversidad de Valparaiso
About this trial
This pilot study, titled "Roots for Life Project: Strengthening Mental Health in School Communities", aims to evaluate the feasibility and preliminary effectiveness of a mental health literacy (MHL) intervention for teachers and parents to improve the mental health of children aged 8-11 years (3rd to 5th grade) in primary schools located in socially vulnerable areas of Chile and Ecuador.
Child mental health problems represent a major burden worldwide, with high prevalence and a treatment gap exceeding 70% in Latin America. Schools and families play a key role in early detection, yet both often lack the necessary knowledge and confidence to identify mental health difficulties or seek appropriate help. Increasing mental health literacy-defined as knowledge and beliefs that support recognition, management, and prevention of mental health problems-has proven to enhance early help-seeking, reduce stigma, and promote wellbeing.
The project builds upon the prior Chilean FONIS Project SA21I0143, which tested a teacher-focused MHL program and demonstrated improvements in teachers' knowledge, reduced depressive symptoms, and lower burnout levels. The current study extends this work by (1) adding a parent-focused component, (2) evaluating outcomes in children, and (3) implementing the program in two countries to assess cross-cultural feasibility.
This quasi-experimental study will include seven primary schools-five in Chile (Valparaíso, Achao, Curaco de Vélez) and two in Ecuador (Daule). Schools will be randomly assigned within each locality to either intervention or control conditions. Approximately 230 children, their parents/guardians, and teachers will participate. Assessments will be conducted before and after the intervention using validated instruments.
The teacher program consists of six 2-hour participatory workshops covering topics such as self-care, child development, anxiety and depression, suicide prevention, behavioral disorders, autism, and child maltreatment. The parent program includes three 90-minute educational sessions addressing stigma, social support, healthy development, and emotional containment. Both components emphasize experiential learning and culturally adapted materials.
Primary outcome:
Mental health literacy among parents and teachers (MHL Scale).
Secondary outcomes:
Psychological wellbeing of adults (GHQ-12).
Chronic stress levels in children (cortisol in fingernails).
Adverse childhood experiences (ACE questionnaire).
Implementation indicators (acceptability, satisfaction, barriers, facilitators).
Quantitative analyses will compare pre- and post-intervention outcomes and calculate effect sizes. Mediation and moderation models will explore relationships among child, family, and school-level variables. Qualitative data from focus groups with parents and teachers will complement these findings to evaluate feasibility and contextual adaptations.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Child is enrolled in 3rd, 4th, or 5th grade of primary school
Child is under 12 years of age
Child's parent or legal guardian has provided written informed consent
Child attends a participating public or subsidized school in Valparaíso, Achao, Curaco de Vélez (Chile), or Daule (Ecuador)
Disqualifiers
Works as educational assistant or in administrative functions only
Voluntarily declines to participate in the study
Child has sensory problems or physical disabilities that prevent completion of surveys
Voluntarily declines to participate in the study
Trial design
Design model
Parallel
Treatments tested in this trial
Child Mental Health Literacy Program
BehavioralSchool staff and parents/caregivers from four schools will receive mental health literacy training through a multicomponent intervention. Educators will attend 6 in-person modules (120 minutes each, totaling 12 contact hours) covering care and self-care, healthy development, and mental health problems including anxiety, depression, suicidal spectrum, ADHD, conduct disorders, autism spectrum, and child maltreatment. Parents/caregivers will participate in 3 in-person modules (90 minutes each, totaling 4.5 contact hours) addressing stigma, support networks, healthy development, warning signs, and emotional containment. Both components use participatory methodologies including case discussions, audiovisual resources, and group reflection to create a coordinated support network for children's mental health.
Treatment groups
200 Participants
are divided into 2 treatment groupsGroup A: Child Mental health Literacy ProgramExperimental treatment 1 intervention
Group B: ControlNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Change in Children's Mental Health Problems Measured by SDQ
Change in the Total Difficulties Score (TDS) of the Strengths and Difficulties Questionnaire (SDQ) completed by parents/caregivers and teachers. The SDQ assesses emotional problems, conduct problems, hyperactivity/inattention, and peer relationship problems. The Total Difficulties Score is obtained by summing four of the five dimensions (excluding prosocial behavior). Scores range from 0 to 40, with higher scores indicating greater difficulties. Scores from parent and teacher reports will be analyzed.
Time frame
Baseline and 16 weeks2
Change in Teachers' Emotional Well-being
Change in teachers' mental health problems measured with the 12-item General Health Questionnaire (GHQ-12). The GHQ-12 is a screening instrument for detecting possible mental disorders. It consists of 12 questions. The best cut-off point validated in Chile is between 4/5 points to classify as possible mental disorder. Higher scores indicate greater likelihood of presenting mental health problems.
Time frame
Baseline and 16 weeks3
Change in Parents/Caregivers' Emotional Well-being
Change in parents and caregivers' mental health problems measured with the 12-item General Health Questionnaire (GHQ-12). The GHQ-12 is a screening instrument for detecting possible mental disorders. It consists of 12 questions. The best cut-off point validated in Chile is between 4/5 points to classify as possible mental disorder. Higher scores indicate greater likelihood of presenting mental health problems.
Time frame
Baseline and 16 weeksSecondary outcomes
1
Change in Teachers' Mental Health Literacy
Change in mental health literacy level measured with the Mental Health Literacy Scale validated in Chile. This scale assesses knowledge about identification and treatment of mental disorders, help-seeking, and stigma reduction. The scale has 5 sections with 12 items. Higher scores indicate greater level of mental health literacy.
Time frame
Baseline and 16 weeks2
Change in Parents/Caregivers' Mental Health Literacy
Change in mental health literacy level measured with the Mental Health Literacy Scale validated in Chile. This scale assesses knowledge about identification and treatment of mental disorders, help-seeking, and stigma reduction. The scale has 5 sections with 12 items. Higher scores indicate greater level of mental health literacy.
Time frame
Baseline and 16 weeks3
Intervention Feasibility Assessed by Teachers' Retention Rate
Feasibility will be assessed as the percentage of teachers who complete the mental health literacy program (attendance at all six sessions) among those who initiate the program. The denominator is the number of teachers who attend at least one session, and the numerator is the number who attend all six sessions of the program.
Time frame
At program completion (up to 16 weeks).4
Intervention Feasibility Assessed by Parents/Caregivers' Retention Rate
Feasibility measured by the percentage of parents and caregivers who complete the mental health literacy program (attend all 3 sessions of 90 minutes) among those who started the program. The denominator is the number of parents/caregivers who attend at least one session, and the numerator is the number who attend all three sessions. A higher retention rate indicates better feasibility.
Time frame
At program completion (up to 16 weeks)Sponsors and contacts
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Source ClinicalTrials.gov