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Preventing Violence by Teachers in Primary Schools in Haiti

NCT05081622 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 1064

Last updated 2025-02-06

No results posted yet for this study

Summary

Violence has severe and long-lasting negative consequences for children's and adolescents' well-being and academic functioning, which can hinder communities' and societies' economic growth. According to the Human Development Index, Haiti is one of the least developed countries in the world and the least developed in the Western hemisphere. Although Haiti has officially signed international and national laws aiming to protect children, preliminary reports suggest high rates of violence against children at schools. In addition to a lack of adequate training and supervision of teachers and an underdeveloped education system, attitudes favoring violence against children as an effective and acceptable discipline method and the lack of access to alternative non-violent strategies are likely to contribute to teachers' ongoing use of violence against children.

Notwithstanding, no school-level interventions addressing these factors to reduce violence by teachers have been scientifically evaluated in Haiti so far.

Thus, the present study tests the effectiveness of the preventative intervention Interaction Competencies with Children - for Teachers (ICC-T) in primary schools in Haiti. Previous studies have provided initial evidence on the feasibility and effectiveness of ICC-T to reduce teacher violence in primary and secondary schools in Tanzania and secondary schools in Uganda. This study aims to provide first evidence for the effectiveness of ICC-T to reduce violence and to improve children's functioning (i.e. mental health, well-being, academic performance) in a cultural setting outside of Sub-Saharan Africa.

Conditions

  • Violence by Teachers

Interventions

BEHAVIORAL

Interaction Competencies with Children - for Teachers (ICC-T)

Core training components include teacher-student interaction, maltreatment prevention, effective discipline strategies, identifying and supporting burdened students and implementation of the training materials into the school setting. A one-day ICC-T refresher workshop aiming to refresh and re-emphasize the key aspects of the intervention is implemented about 6 to 12 months after the initial intervention.

Sponsors & Collaborators

  • University of Konstanz

    collaborator OTHER

  • P4H Global

    collaborator UNKNOWN

  • Bielefeld University

    lead OTHER

Principal Investigators

  • Anke Hoeffler, Prof. Dr. · University of Konstanz

Study Design

Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
DOUBLE
Model
PARALLEL

Eligibility

Min Age
7 Years
Max Age
70 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2021-11-15
Primary Completion
2024-09-30
Completion
2024-09-30

Countries

  • Haiti

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05081622 on ClinicalTrials.gov