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The problem
Intervention: Measurement of school-connectedness domains (whole school, peer, friend, and teacher connectedness) as a protective mechanism; the study tests whether strengthening connectedness could buffer mental health risks
Who it was tested with: 208 children aged 12 (61 with dyslexia, 147 without) transitioning from primary to secondary school in the UK.
The same group is measured before the intervention and again afterwards, with a baseline and an endline and sometimes a midline. Change is visible, but other causes cannot be ruled out.
"Children (N = 208, Mage = 12.16, 58% girls, 61 with dyslexia) and their caregivers (95% mothers) completed standardised measures of school-connectedness, depression, and anxiety in Year 6, and again in Year 7 after the transition to secondary school. Mediation models tested direct and indirect effects of dyslexia on Year 7 depression and anxiety through domains of school-connectedness." This design measures the same children before and after transition using standardised instruments and tests protective pathways, but lacks a comparison group or randomisation of the protective factor.
This is an observational study without random assignment or control of confounders beyond those measured; it does not prove that increasing connectedness will reduce mental health problems, only that the association exists. The study measures connectedness as a predictor rather than testing an intervention to improve it.
Across countries and designs
1 study · 1 country
