Reducing LGBTQ Adolescent Suicide (RLAS)
|The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.|
|ClinicalTrials.gov Identifier: NCT02875535|
Recruitment Status : Active, not recruiting
First Posted : August 23, 2016
Last Update Posted : September 16, 2021
|Condition or disease||Intervention/treatment||Phase|
|Suicide||Behavioral: RLAS||Not Applicable|
Reducing youth suicide in the U.S. is a national public health priority. A supportive and safe school environment is pivotal to preventing youth suicide, and schools are now widely accepted as part of the de facto mental healthcare infrastructure for adolescents. Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth are at elevated risk for suicide. Safer school environments decrease this risk. The school nurse is well positioned to implement evidence-based (EB) strategies to enhance school environments and improve the mental health of all students, particularly members of this vulnerable population. These strategies include the creation of "safe spaces," adoption of harassment and bullying prohibitions, improved access to community health and mental health providers experienced in working with youth and LGBTQ people, school staff development, and incorporation of LGBTQ-specific information into health education curricula. These strategies promote positive mental health outcomes for LGBTQ youth, and their cisgender, heterosexual peers as well.
The investigators of this nursing intervention model is called "RLAS" (Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide). The model builds on the Exploration, Preparation, Implementation, and Sustainment conceptual framework and the Dynamic Adaptation Process (DAP), a structured methodology for implementing the EB strategies. The DAP accounts for the multi-level context of school settings, facilitates appropriate expertise and feedback to make them "implementation ready," and provides for targeted training of school nurses. Per the DAP, the nurses and other school professionals will convene and lead Implementation Resource Teams (IRTs) consisting of counselors, social workers, health educators, and youth. With the guidance of coaches, the IRTs will engage in an iterative process of assessment and planning to build school capacity and implement the EB strategies. To evaluate this model, the investigators will combine qualitative methods with population-based surveys and pursue three specific aims.
First, the investigators will utilize the DAP to enable specially-trained nurse champions and IRTs to implement and sustain EB strategies to address the needs of LGBTQ high school students. Second, the investigators will conduct a cluster randomized controlled trial (RCT) to assess whether sexual minority students and their peers in RLAS schools report reductions in suicidality, depression, substance use, and bullying, and increased safety compared to those in usual care schools. Third, the investigators will examine the individual, school, and community factors influencing both implementation and outcomes. The RLAS keeps with national priorities to: (a) improve school-based services for pediatric populations; (b) focus on LGBTQ youth mental health; and (c) revolutionize the role of nurses in U.S. healthcare. Through its collaborative processes to refine, improve, and sustain EB strategies in these systems, the RLAS also represents a novel and innovative contribution to implementation science.
|Study Type :||Interventional (Clinical Trial)|
|Actual Enrollment :||43 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||None (Open Label)|
|Official Title:||Implementing School Nursing Strategies to Reduce Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Adolescent Suicide|
|Study Start Date :||May 2016|
|Estimated Primary Completion Date :||May 31, 2022|
|Estimated Study Completion Date :||May 31, 2022|
No Intervention: Usual Care
Standard school nurse care for suicide prevention.
Through the RLAS, the investigators will train school nurses statewide. Using the Dynamic Adaptation Process, the nurses will then convene and lead Implementation Resource Teams (IRTs). With the assistance of RLAS coaches, the school nurse-led IRTs will engage in an iterative process of assessment and planning to build school capacity and implement up to six evidence-base strategies to reduce adolescent suicide.
The implementation model for this intervention will increase school-based supports and safety for gender and sexual minorities and broader student bodies, and be applicable to addressing other priority child and adolescent health and mental health issues within schools. The investigators refer to the model as "RLAS" (Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide).
Other Name: Dynamic Adaptation Process
- Adherence to EB strategy implementation [ Time Frame: 5 years ]Demonstration of adherence to the Centers for Disease Control and Prevention recommended EB strategies to enhance school environments
- Reduced suicidality and depression measured by the New Mexico Youth Risk and Resiliency Study (NM-YRRS) [ Time Frame: 5 years ]Self-reported suicidality and depression for youth as measured by the NM-YRRS
- Substance use measured by the NM-YRRS [ Time Frame: 5 years ]Self-reported substance use for youth as measured by the NM-YRRS
- Feelings of safety measured by the NM-YRRS [ Time Frame: 5 years ]Self-Reported experiences of bullying and safety concerns for youth as measured by the NM-YRRS