Clinical trial NCT04281966: Testing the Efficacy of the Ability School Engagement Partnership Program (ASEP)
Official title: Testing the Efficacy of the Ability School Engagement Partnership Program (ASEP)
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: School Attendance
Welfare Dependence
Antisocial Behavior
Keywords: School Attendance
Welfare Dependence
Antisocial Behavior
Third-Party Policing Partnerships
Lead sponsor: The University of Queensland
Sponsor class: OTHER
Collaborators: name: Restorative Outcomes Australia
name: Department of Education, Queensland
name: Queensland Police Service
name: Australian Department of Social Services
First posted: 2020-02-24
Enrollment: 753
Sex: ALL
Minimum age (years): 12
Maximum age (years): 16
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: The current project utilizes a randomized controlled cluster trial to assess the efficacy of the ASEP intervention and thereby theoretically test the efficacy of third-party-policing. Data will be collected from high schools that are in either socially disadvantaged areas or have students who reside in socially disadvantaged areas. A total of 69 high schools were identified as eligible for the Trial based upon measures of social disadvantage. The 69 eligible high schools were randomly assigned to participate in the ASEP (experiment) or business-as-usual (control) conditions. Young people from schools who take part in the ASEP (experiment) will be recruited from the experimental schools. Official data will be obtained about the young people (identified for those in the experimental condition who consent; de-identified for the young people in the control schools).
Primary purpose: PREVENTION

Brief summary: This project is an up-scaled test of the Ability School Engagement Partnership (ASEP) Project. The ASEP is a partnership program that aims to increase school attendance and is grounded in the theory of Third-Party-Policing (TPP). In ASEP, school-based police officers partner with schools (i.e., the third-party) who have legal powers to control and prevent school absenteeism. The ASEP intervention includes an ASEP conference in which the legal requirements to attend school are explicitly communicated in a procedurally just way to young people missing school and their parents/guardians. Restorative Outcomes Australia (ROA) is a provide provider partner who will oversee the facilitation of the ASEP conferences. While the program is designed to re-engage these young people in school and/or facilitate transitions to work and reduce antisocial behavior (e.g., delinquency), this trial will also test the capacity of the program to improve collaboration between the schools and police and also monitor young participants' future life outcomes, such as future welfare dependence.

Detailed description: The ASEP is grounded in the theory of Third Party Policing (TPP). TPP interventions focus on controlling negative behavioral outcomes through partnerships that use a third party's legal powers. In ASEP, the police partner with the schools to work together to engage with young people, reduce their anti-social behavior and increase their school attendance. At the core of the partnership is communication of the legal lever: in ASEP, it is the Queensland Education (General Provisions) Act (2006) - requiring young people attend school up to age 16 and holding parents legally responsible. The laws are communicated to parents and young people who are not regularly attending school in a procedurally fair way within the context of an ASEP conference. The ASEP conference is especially designed to incorporate fair communication of the laws and consequences and involves a purpose-built script that seeks to increase willingness of both parents and young people to comply with the law. The ASEP conference participants include a trained facilitator (from Restorative Outcomes Australia; ROA), the young person missing a lot of school, their parent or guardian, a uniformed school-based police officer, and a school representative (e.g., teacher). An individually tailored Action Plan is developed during the conference which stipulate the "actions" that all conference participants are to take over the subsequent two months in order to ensure that the young person increases their school attendance and re-engages with school and/or transitions into paid work.

Eligibility criteria: Inclusion Criteria:

* High school aged young people only, aged 12 to 16;
* Have 15% or more unexplained absences over each other previous two school terms;
* Have no known legitimate explanation for absences (e.g., ongoing medical issue); and
* Have at least one responsibly adult in their lives (e.g., parent, guardian, or carer) who provides social and/or financial support.

Exclusion Criteria:

* None

Primary outcomes:
measure: Official School Absences
timeFrame: Six-Months Post-Intervention
measure: Official Arrest Records
timeFrame: Six-Months Post Intervention
measure: Perceptions of School Legitimacy
timeFrame: Two-months post intervention
measure: Perceptions of School Procedural Justice
timeFrame: Two-months post intervention
measure: Perceptions of Police Legitimacy
timeFrame: Two-months post intervention
measure: Perceptions of Police Procedural Justice
timeFrame: Two-months post intervention
measure: Perceptions of Family Legitimacy
timeFrame: Two-months post intervention
measure: Perceptions of Family Procedural Justice
timeFrame: Two-months post intervention
measure: General Well-being
timeFrame: Two-months post intervention
measure: Self-efficacy
timeFrame: Two-months post intervention
Secondary outcomes:
Other outcomes:
Locations:
city: Brisbane
country: Australia
facility: The University of Queensland
state: Queensland
Study officials:
affiliation: The University of Queensland
name: Lorraine Mazerolle, Ph.D.
role: PRINCIPAL_INVESTIGATOR
affiliation: The University of Queensland
name: Sarah Bennett, Ph.D.
role: PRINCIPAL_INVESTIGATOR
affiliation: The University of Queensland
name: Stephanie Cardwell, Ph.D.
role: PRINCIPAL_INVESTIGATOR
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