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We investigate the emotional and social growth in young children through a social and emotional learning program, already implemented in more than 200 kindergartens in Norway, and compare this with children who will have extra playtime. The program, Småsteg, lasts 28 weeks and focuses on teaching children skills like making friends, understanding emotions, and handling the broad range of feelings humans experience. The study compares the addition of the social and emotional learning program Småsteg to an increased amount of playtime in kindergartens to see which improves children’s social and emotional learning (SEL).
Learning how to recognize and manage emotions at an early age can shape a child’s future. Emotional skills like empathy, managing stress, and understanding others are crucial to thrive in society. If the addition of Småsteg proves to be more effective than just playing, it could help improve educational strategies across kindergartens, ensuring children get the support they need from the start.
The study involves 990 children from 66 different kindergartens, where the kindergartens are split into two groups: one group will use Småsteg, while the other will have an increased amount of playtime. We will investigate how children develop socially and emotionally over time using the Strength and Difficulties Questionnaire (SDQ), filled out by parents, kindergarten teachers, and schoolteachers. Empathy will be evaluated by their parents using the Empathy Questionnaire for Children (EmQue). The children will be evaluated three times: before the program starts, right after it ends, and six months after they start a new school year in the first grade.  This study can demonstrate how one program can help kids manage emotions.

This project evaluates the effectiveness of Småsteg, a program of 28 weeks that emphasizes learning, friendship skills, and managing several strong feelings (e.g., scared, worried, surprised, frustrated, excited), not only anger, on socio-emotional learning (SEL) in kindergartens versus play is a cluster randomized controlled trial. Our hypothesis states that Småsteg is superior to play only in improving children's SEL. We will allocate 990 children within 66 kindergartens, which will be the randomization at the school level. The primary outcome is based on the Strength and Difficulties Questionnaire (SDQ), which will be answered by parents and teachers at baseline, immediately after the 28 weeks of intervention and then six months after the change to the new school (K1). The secondary outcome is empathy, assessed by the Empathy Questionnaire for Children (EmQue), a parent report-based questionnaire comprising 15 items assessing three domains: emotion contagion, attention to other's feelings, and prosocial actions. 
We believe that the Småsteg impacts the joint attention score, which, in turn, affects the SDQ score. A mobile application (app) will be developed to track children's behaviors via teachers, parents, and children's activities. This study contributes to the scientific understanding of how such interventions can impact (SEL) and future academic achievement in kindergarten-aged children but also brings insights into mechanisms throughout intervention like Småsteg in early childhood might help the development of SEL, shaping early education policies and practices.

The effectiveness of Småsteg on Socio-Emotional Learning in Kindergarten: a cluster randomized controlled trial

Online video training for teachers to improve reading skills in children using augmentative and alternative communication: the “Reading for all” trial 

Reading skills provide access to information, social interaction, education, and employment. For pupils with intellectual disabilities, reading skills are fundamental with language development, cognitive development, and more independent communication, and they can make greater use of text-based communication aids. 

There is a lack of evidence-based reading programmes adapted to this group of pupils that are often met with low expectations and limited competence. This group of pupils is often excluded from phonological reading instruction and the focus has been on the training of high-frequency words and vocabulary.  
  
The project has two objectives: 

a) RCT trial: measure the effect of video education for teachers teaching pupils with intellectual disabilities who use ASK through the reading material "Reading for all". 80 pupils with teachers will participate, with 40 teachers receiving video and 40 teachers receiving in-person instruction. 

b) Validate tests in phonological awareness and decoding. These tests will be tested on 900 typically developing children (1st and 2nd graders) and 100 children with intellectual disabilities who use ASK. 

The reading material, Reading for All, is based on research from the Accessible Literacy Learning reading program by Janice Light and David McNauhgton. The reading intervention will work systematically with various components of phonological awareness and decoding. The assignments are adapted to students who use ASK, and no verbal language is required.

Introduction: children with autism spectrum disorders, cerebral palsy, Down syndrome, and other disabilities may experience challenges in various areas of development, including communication skills, speech, language, cognitive and conceptual development, literacy, social participation, and access to education. Norway has sparse data on children who use AAC and their reading skills. National data on this estimates between 0.4 and 1.2 % of children, and no gold standard intervention is available to treat such a vulnerable population. Moreover, Norway lacks tools to assess those children regarding essential reading skills such as phonological awareness and decoding. Almost 50% of instruments available for reading assessment do report validation studies. 
The first objective is to test, via a superiority randomized controlled trial, the effectiveness of an online video training called Lesing for alle (Reading for all). We compare in-person + video training to video training only on word-level reading skills of children who use AAC. 80 children will be randomly allocated to one of the interventions. Lesing for alle is based on the research and methodology developed by researchers Janice Light and David McNaughton of Penn State University, which was designed to help educational personnel on teaching to read essential words and sentences by providing explicit, systematic instruction in the alphabetic principle and phonics. The second objective is to provide validity evidence via items response theory for a battery for assessing word-level skills assessing phonological awareness (including sound blending and phoneme segmentation, and letter-sound correspondence), recognition of sight words, and decoding for both ACC and non-ACC children. For the validation procedure, we will recruit 1,000 children (900 neurotypical developmental children and 100 children who use AAC.

Online video training for teachers to improve reading skills in children using augmentative and alternative communication

New findings from the project: Parental substance use is a consistent predictor of adolescent initiation and escalation of substance use. Mechanisms include: modeling of behaviors, increased access/availability at home, normalization of substance use as acceptable behavior, and strong evidence exists for alcohol, emerging for polysubstance patterns. We know that parental substance use is a strong risk factor for adolescent use, and parenting styles (authoritative, authoritarian, permissive, and neglectful) influence adolescent behavior. However, very few studies have asked whether parenting style can reduce the intergenerational transmission of substance use. This is the first large-scale evidence that parenting can attenuate intergenerational transmission of alcohol and drug consumption, evaluating more than 1,400 dyads of adolescents and their parents in terms of alcohol and drug use. 
Parental substance use predicts adolescent use, but parenting style can disrupt the cycle.  We saw that the risk of alcohol and drug consumption is transmitted, but it can also be buffered by authoritative parenting (parents with high warmth + high monitoring). Permissive/Neglectful parenting styles fail to buffer risk; adolescents remain vulnerable to alcohol and drug consumption.

Alcohol is a major component cause of non-communicable diseases (NCDs) like cancer, cardiovascular diseases, diabetes, and substance use disorders. Harmful alcohol use is a key risk factor for the rise of NCDs globally. To reduce the NCD burden, preventing and reducing harmful alcohol consumption is crucial. Delaying alcohol use among adolescents through evidence-based interventions is effective, especially community-based initiatives with school and family programs, and environmental strategies. In Brazil, UNODC and the Ministry of Health adapted proven programs like "Unplugged" (Tamojunto 2.0) and "Strengthening Families Programme 10-14" (Familias Fortes). However, these programs were discontinued due to a lack of "know-how" and stakeholder involvement. In Mozambique, no study or program aiming to reduce or prevent alcohol consumption in this target group has been conducted thus far.
There is a gap in Brazilian and Mozambican alcohol prevention policy for a community-based multicomponent intervention integrating existing programs and environmental strategies, with stakeholder participation. A hybrid implementation research study will be conducted, following WHO's framework with four phases: identification, adaptation, implementation and evaluation (including reach, adoption, fidelity), and scale-up. The study will assess readiness, appropriateness, acceptability, feasibility, fidelity, adoption, reach, sustainability, and effectiveness. Two small municipalities in São Paulo (Cordeirópolis and Iracemapolis) and two big cities in Mozambique (Maputo and Nampula) will be involved, with engagement from the executive and legislative branches. The aim is to translate and disseminate knowledge, ensuring sustained quality implementation. This research aims to improve alcohol prevention public policies in Brazil and Mozambique.

Reducing alcohol use among adolescents through a community-based, multicomponent intervention: an implementation research approach

3 projects

FRIPROSJEKT-FRIPROSJEKT

The effectiveness of Småsteg on Socio-Emotional Learning in Kindergarten: a cluster randomized controlled trial

Awarded: NOK 11.9 mill.

Project Period: 2025-2029

Location: Østfold

UTDANNING-UTDANNING

Online video training for teachers to improve reading skills in children using augmentative and alternative communication

Awarded: NOK 10.0 mill.

Project Period: 2023-2027

Location: Østfold

UTVIKLING-UTVIKLING

Reducing alcohol use among adolescents through a community-based, multicomponent intervention: an implementation research approach

Awarded: NOK 5.5 mill.

Project Period: 2023-2027

Location: Østfold