Feasibility Studies - Efficacy of Intervention Psychosocial Skills LearningNCT07686874

SCIENCE DES ÉMOTIONS : Evaluation of a Psychosocial Skills Development Program for Middle School Students

A study testing Socio-emotional curriculum - Science des Emotions in people with Feasibility Studies - Efficacy of Intervention Psychosocial Skills Learning and Efficacy of Intervention, run by University Paris 8 Vincennes Saint Denis at 1 site in France.

Active, not recruiting

Under way, not looking for participants. Everyone needed has enrolled. The study is still running.

Official record

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Trial summary

The goal of this Quasi-experimental cluster randomized trial is: 1a. Primary purpose: to determine the feasibility of the "Science des Emotions" curriculum through a participatory and translational research methodology, involving educators in evaluating programme fidelity, acceptability, perceived usefulness, and… Read more about this study

Who is it for?: Ages 10 years and olderHealthy volunteers can take part
Conditions the study is for: Feasibility Studies - Efficacy of Intervention Psychosocial Skills Learning, Efficacy of Intervention, Social Emotional Learning
What is being tested?: Socio-emotional curriculum - Science des Emotions
Type of treatment: Lifestyle or therapy programme
Could I receive a placebo?: No, everyone receives an active treatment
How many people: 2,500 participants
Where: 1 siteFrance
Study dates: 1 Jul 2025to 20 Dec 2027
Phase: Interventional
Are there results?: Not yet: the study is under way

Key requirements

Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.

Ages 10 years and older
All sexes
Healthy volunteers accepted
Child, Adult, Older adult

Who may be able to join

Youth participants must meet all of the following criteria:
Be enrolled in 6th or 7th grade in a school within the Créteil or Paris Districts
Have parental authorization
Provide written informed consent, as appropriate
Be able to speak and understand French
Staff participants must meet all of the following criteria:
Be part of the educational staff in a school within the Créteil or Paris Districts
Provide written informed consent

Who cannot join

Youth participants:
Students with diagnosed severe neurodevelopmental or psychiatric disorders preventing participation in mainstream classroom activities
SEGPA students (specialized adapted general and vocational education sections)
Allophone students (recent non-French-speaking arrivals)
Deaf students
No student is excluded from participating in the "Science des Emotions program itself, nor from completing the questionnaires (unless parental authorization is missing). The exclusions apply only to data analysis, in order to avoid any form of stigmatization or perception of exclusion.
Staff participants : none

Trial locations and contacts

1 site in 1 country.

France1 site

Laboratoire Dysco
Nanterre, 92001

Other trials in France

About this study

Official title: Evaluation of the Impact of "Science Des Emotions", a Psychosocial Skills Development Program for Middle-School Students

The goal of this Quasi-experimental cluster randomized trial is:

1a. Primary purpose: to determine the feasibility of the "Science des Emotions" curriculum through a participatory and translational research methodology, involving educators in evaluating programme fidelity, acceptability, perceived usefulness, and overall experience through quantitative and qualitative measures.
1b. Primary purpose: to assess the feasibility of the "Science des Emotions" curriculum from students' perspectives, including feasibility, acceptability, perceived usefulness, and overall experience, using quantitative and qualitative measures.
1c. Primary purpose: to determine whether the "Science des Emotions" curriculum improves psychosocial skills, emotional awareness, and adaptive emotion regulation strategies among 6th- and 7th-grade students.
2a. Secondary purpose: to determine whether the programme affects peer relationships, perceived closeness with classmates, and problematic behaviours among students.
2b. Secondary purpose: to determine whether the programme improves classroom climate reported by educators.
2c. Secondary purpose: to determine whether the programme improves educators' psychosocial skills and emotional awareness.
2d. Secondary purpose: to examine whether improvements in emotional awareness mediate the effect of the programme on educators' psychosocial skills.
2e. Secondary purpose: to examine whether improvements in emotional awareness and adaptive emotion regulation mediate the effect of the programme on students' psychosocial skills.
2f. Secondary purpose: to explore moderating factors of programme effectiveness, including students' behavioural difficulties and socio-economic background.
2g. Secondary purpose: to evaluate programme implementation through session-level assessments of clarity, feasibility, satisfaction, and visual materials completed by educators after each session. Changes in knowledge related to emotions and emotion regulation will also be assessed among students and educators.

This analysis will support recommendations for large-scale implementation and public policy.

Participants

Educators and educational staff delivering the programme (n = 100) Students aged 10-13 participating in the programme (n = 2400)

Measures

Primary objectives

Students (both arms) will complete psychosocial skills, emotion regulation, and emotional awareness measures at pre-test (t0), post-test (t1), and 5-month follow-up (t2).
Students in the intervention arm will complete a post-programme questionnaire assessing satisfaction, perceived usefulness, and acceptability, and may participate in a semi-structured interview assessing feasibility, usefulness, and overall experience.
Educators in the intervention arm will complete a post-programme questionnaire assessing implementation fidelity and perceived usefulness, and may participate in a semi-structured interview assessing acceptability, usefulness, and overall experience.

Secondary objectives

Students (both arms) will complete peer relationship, perceived closeness, problematic behaviour, and socio-demographic measures.
Educators (both arms) will complete classroom climate, psychosocial skills, emotional awareness, and knowledge questionnaires at t0, t1, and t2. Schools will also provide absenteeism and behavioural data.
Students (both arms) will complete an ad hoc knowledge questionnaire at t0, t1, and t2.
Educators in the intervention arm will complete session-level feasibility, clarity, and satisfaction measures after each session.

Read the detailed description

The "Science des Emotions" project is a school-based research initiative implemented in collaboration with middle schools across the Créteil district (suburb east of Paris, France), including 23 schools, of which 9 are REP/REP+ and 3 are located in QPV areas (French priority education areas identified based on socio-economic criteria). The main objective of this project is to enhance adolescents' psychosocial skills by developing a novel psychosocial learning program that can be integrated into regular school activities by teachers themselves. The program is designed to improve students' psychosocial skills by incorporating structured lessons on emotional awareness and emotion regulation into the school curriculum. The program is based on the Psychosocial Competencies (CPS) framework defined by Santé Publique France and focuses specifically on fostering emotional awareness and self-regulation, key protective factors for short- and long-term well-being and mental health, but also academic success and socio-professional integration A pilot randomized controlled trial has been designed to test the feasibility, acceptability, and effectiveness of the "Science des Emotions" program. Schools will be randomized into two arms: the intervention arm (n=12) will implement the program during regular school hours, while the control arm (n=12) will continue their usual "vie de classe" activities (such as group discussions, reflection on classroom rules, conflict resolution, and collective problem-solving).

Conditions: Feasibility Studies - Efficacy of Intervention Psychosocial Skills Learning, Efficacy of Intervention, Social Emotional Learning
Being tested: Socio-emotional curriculum - Science des Emotions
Keywords: efficacy of intervention, psychosocial competencies, Social Emotional Learning, School intervention, middle school

What participants receive

What participants receive. In a randomised study each person is assigned to one group by chance.

Socio-emotional curriculum - Science des EmotionsBehavioural
The "Science des Émotions" program is a structured socio-emotional learning curriculum delivered through 8 sessions integrated into the "vie de classe" period.

Study groups in NCT07686874
Study group	Role	What they receive
"Science des Emotions" Program Group	Experimental	Participants in this arm receive the "Science des Émotions" socio-emotional learning curriculum during the study period. Receives: Behavioral: Socio-emotional curriculum - Science des Emotions
Control Group	No intervention	No Intervention: usual "vie de classe" activities, Waitlist Control Participants in this arm follow the standard curriculum with no additional activities during the study period. They will receive the "Science des Émotions" program the following academic year (waitlist-control design). In some schools, optional, on-demand sessions may be provided for staff at the end of the school year, focusing on adolescent development. These sessions are not part of the intervention tested.

What is being measured

The primary outcome is the main question the study is designed to answer.

Educators' Implementation Fidelity and Perceived Usefulness Assessed by a Study-Specific Questionnaire
Implementation fidelity and perceived usefulness will be assessed using a study-specific questionnaire completed by educators in the intervention arm.
Measured: Immediately post-intervention (approximately 8 months after baseline).
Educators' Acceptability, Perceived Usefulness, and Overall Experience Assessed by Semi-Structured Interviews
Semi-structured interviews will be conducted with educators in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Measured: Immediately post-intervention (approximately 8 months after baseline).
Students' Satisfaction, Perceived Usefulness, and Acceptability Assessed by a Study-Specific Questionnaire
Implementation satisfaction, perceived usefulness and acceptability will be assessed using a study-specific questionnaire completed by students in the intervention arm.
Measured: Immediately post-intervention (approximately 8 months after baseline).
Students' Faisability, Perceived Usefulness, and Overall Experience Assessed via Semi-Structured Interviews
Semi-structured interviews will be conducted with students in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Measured: Immediately post-intervention (approximately 8 months after baseline).
Student Psychosocial skills Assessed by the Psychosocial skills scale
The Psychosocial skills scale is a 17-item self-report questionnaire assessing psychosocial skills. For each item, students indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Emotion Regulation Assessed by the Contextualized Emotion Regulation Survey for Adolescents (CERSA)
Situation 2 of the Contextualized Emotion Regulation Survey for Adolescents (CERSA) will assess emotion regulation in a hypothetical situation t (i.e., preparing an important oral presentation in class and feeling that they have forgotten what they had prepared just before presenting). Responses are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate greater emotion regulation in the given context.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Acceptance Assessed by the Cognitive Emotion Regulation Questionnaire (CERQ)
Acceptance capacity will be assessed using the Acceptance subscale of the Cognitive Emotion Regulation Questionnaire (CERQ). Items are rated on a 5-point Likert scale ranging from 1 ("almost never") to 5 ("almost always"). Higher scores indicate greater use of emotion regulation and acceptance strategies.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Emotional Awareness Assessed by the Emotion Awareness Questionnaire FR (EAQ)
The Emotion Awareness Questionnaire FR (EAQ) is a 30-item self-report questionnaire assessing emotional awareness in students. For each item, participants indicate the extent to which the described feeling or behavior applies to them using a 3-point Likert scale ranging from 1 ("not true") to 3 ("true"), with 2 corresponding to ("sometimes true"). Higher scores indicate greater emotional awareness.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)

Secondary outcomes (11)

Students' Peer Relationships Assessed by Peer Relationships subscale of the the Psychological Sense of School Membership - FR (PSSM)
The Peer Relationships subscale of the French version of the Psychological Sense of School Membership (PSSM) includes 5 items rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("very true"), with an intermediate option of ("somewhat true"). Higher scores indicate stronger perceived peer relationships.
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Students' Perceived Closeness with Classmates Assessed by the Inclusion of Other in the Self (IOS) Scale
Perceived closeness with peers will be assessed using the Inclusion of Other in the Self (IOS; Aron et al., 1992) scale, a pictorial measure consisting of 7 overlapping circles representing increasing levels of closeness, ranging from 1 (least close) to 7 (most close)
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Problematic Behaviors in Students Assessed by the Conduct Problems Subscale of the Strengths and Difficulties Questionnaire FR (SDQ)
The Conduct Problems subscale of the French version of the Strengths and Difficulties Questionnaire (SDQ) is a 5-item self-report measure assessing behavioral difficulties in students. Items are rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("certainly true"), with an intermediate response option of ("somewhat true"). Higher scores indicate greater behavioral difficulties and problematic behaviors.
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Classroom Climate Quality Perceived by Educators Assessed by the Classroom Climate Quality Scale (French Version)
Classroom Climate Quality Scale (French Version) is a 25-item self-report questionnaire assessing educators' perceptions of classroom climate quality. Items are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate a more positive perceived classroom climate
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Educators Psychosocial skills Assessed by the Pyschosocial Skill Scale
The Pyschosocial Skill Scale is a 15-item self-report questionnaire assessing psychosocial skills. For each item, educators indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Emotional Awareness in Educators Assessed by the Emotion Expression and Emotion Perception Subscales of the Trait Emotional Intelligence Questionnaire (TEIQue)
To assess emotional awareness, the Emotion Perception and Emotion Expression subscales of the Trait Emotional Intelligence Questionnaire (TEIQue) will be used. These self-report subscales each include 10 items rated on a 7-point Likert scale ranging from 1 ("completely disagree") to 7 ("completely agree"). Mean scores are calculated for each subscale, with higher scores indicating greater emotional perception and emotional expression abilities.
Measured: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Students in both the intervention and usual programming arms will report sociodemographic information using a study-specific questionnaire. Variables include age, gender, language spoken at home, and parents' occupations.
Measured: Baseline
Educators' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Educators in both the intervention and usual programming arms will report sociodemographic and professional information using a study-specific questionnaire. Variables include age, gender, employment status (permanent, contractual, or other), number of years teaching in middle school, and previous training related to socio-emotional skills.
Measured: Baseline
Students' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
A 10-item study-specific questionnaire will assess students' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions.
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Educators' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
A 14-item study-specific questionnaire will assess educators' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions.
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Absenteeism and behavioral incidents
Data are provided by the school in both intervention and usual programming arms at immediate post-test and 5-month follow-up.
Measured: Baseline, immediately post-intervention (approximately 8 months after baseline),

Timeline

From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.

1 Jul 202520 Dec 2027

First posted7 Jul 2026
Study start1 Jul 2025
Primary completion20 Dec 2026 (estimated)
Study completion20 Dec 2027 (estimated)

Resources

Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
Publications (13)Papers the sponsor has linked to this study.
Other trials for Feasibility Studies - Efficacy of Intervention Psychosocial Skills LearningStudies of the same condition, open and under way.
What the trial phases meanHow a treatment moves from first tests in people to approval.

More details

For doctors and researchers: how the study is designed, who runs it, and its registry IDs.

Study design

Study type: Interventional
Phase: Phase N/A
Primary purpose: Other
Allocation: Randomised
Intervention model: Parallel groups
Masking: None (open label)
Enrolment: 2,500 participants (actual)

IDs, dates and publications

ClinicalTrials.gov ID: NCT07686874
Sponsor's protocol ID: 2025-12-7
Status last verified: Jun 2026
First submitted: 18 Feb 2026
Last updated: 7 Jul 2026
Results posted: No
Data monitoring committee: No
FDA-regulated drug: No
FDA-regulated device: No
Individual data sharing: Undecided

Publications

Tessier, D., et al. (in preparation). Échelle des compétences psychosociales (CPS). Manuscript in preparation.
St-Amand, J., Boily, R., Bowen, F., Smith, J., Janosz, M., & Verner-Filion, J. (2020). The development of the French version of the Psychological Sense of School Membership (PSSM) questionnaire: An analysis of its structure, properties and potential for research with at-risk students. Interdisciplinary Education and Psychology, 2(3), 3.
Silvers JA. Adolescence as a pivotal period for emotion regulation development. Curr Opin Psychol. 2022 Apr;44:258-263. doi: 10.1016/j.copsyc.2021.09.023. Epub 2021 Oct 9.
PubMed 34781238
Shojaei T, Wazana A, Pitrou I, Kovess V. The strengths and difficulties questionnaire: validation study in French school-aged children and cross-cultural comparisons. Soc Psychiatry Psychiatr Epidemiol. 2009 Sep;44(9):740-7. doi: 10.1007/s00127-008-0489-8. Epub 2008 Dec 19.
PubMed 19099168
Lenoir, L., et al. (in preparation). Échelle des compétences psychosociales (CPS). Manuscript in preparation.
Lahaye M, Luminet O, Van Broeck N, Bodart E, Mikolajczak M. Psychometric properties of the emotion awareness questionnaire for children in a French-speaking population. J Pers Assess. 2010 Jul;92(4):317-26. doi: 10.1080/00223891.2010.482003.
PubMed 20552506
Fombouchet, Y., Pineau, S., Perchec, C., Lucenet, J., & Lannegrand, L. (2023). The development of emotion regulation in adolescence : What do we know and where to go next? Social Development, 32(4), 1227-1242. https://doi.org/10.1111/sode.12684
Fombouchet Y, Lannegrand L, Lucenet J. The Contextualized Emotion Regulation Survey for Adolescents (CERSA): How does emotion regulation vary according to context? Br J Dev Psychol. 2023 Sep;41(3):306-323. doi: 10.1111/bjdp.12450. Epub 2023 Apr 12.
PubMed 37046410
Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 2011 Jan-Feb;82(1):405-32. doi: 10.1111/j.1467-8624.2010.01564.x.
PubMed 21291449
d'Acremont M, Van der Linden M. How is impulsivity related to depression in adolescence? Evidence from a French validation of the cognitive emotion regulation questionnaire. J Adolesc. 2007 Apr;30(2):271-82. doi: 10.1016/j.adolescence.2006.02.007. Epub 2006 Apr 4.
PubMed 16600359
Cipriano C, Strambler MJ, Naples LH, Ha C, Kirk M, Wood M, Sehgal K, Zieher AK, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow JC, Durlak J. The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Dev. 2023 Sep-Oct;94(5):1181-1204. doi: 10.1111/cdev.13968. Epub 2023 Jul 13.
PubMed 37448158
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science education, 84(6), 740-756.Youth Risk Behavior Surveillance System (YRBSS).
Aron, A., Aron, E. N., & Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness.Journal of Personality and Social Psychology, 63(4), 596-612.

Study at a glance

From the registry record, last updated by the sponsor on 7 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.

Official title: Evaluation of the Impact of "Science Des Emotions", a Psychosocial Skills Development Program for Middle-School Students
ClinicalTrials.gov ID: NCT07686874
Acronym / sponsor ID: 2025-12-7
Conditions: Feasibility Studies - Efficacy of Intervention Psychosocial Skills Learning, Efficacy of Intervention, Social Emotional Learning
Keywords: efficacy of intervention, psychosocial competencies, Social Emotional Learning, School intervention, middle school
Study type: Interventional
Recruitment status: Active, not recruiting
Enrolment: 2,500 participants (actual)
Lead sponsor: University Paris 8 Vincennes Saint DenisUniversity, hospital or other
Collaborators: Paris Nanterre University, Observatoire des compétences psychosociales et du Bien-être en contextes Educatifs (OBE)
Study start: 1 Jul 2025 (actual)
Primary completion: 20 Dec 2026 (estimated)
Study completion: 20 Dec 2027 (estimated)
First posted: 7 Jul 2026 (actual)
Results: Not posted in the source record

Clinical summary

The research question as the sponsor registered it. This describes what the study plans to test, not what it found.

The goal of this Quasi-experimental cluster randomized trial is:

1a. Primary purpose: to determine the feasibility of the "Science des Emotions" curriculum through a participatory and translational research methodology, involving educators in evaluating programme fidelity, acceptability, perceived usefulness, and overall experience through quantitative and qualitative measures.
1b. Primary purpose: to assess the feasibility of the "Science des Emotions" curriculum from students' perspectives, including feasibility, acceptability, perceived usefulness, and overall experience, using quantitative and qualitative measures.
1c. Primary purpose: to determine whether the "Science des Emotions" curriculum improves psychosocial skills, emotional awareness, and adaptive emotion regulation strategies among 6th- and 7th-grade students.
2a. Secondary purpose: to determine whether the programme affects peer relationships, perceived closeness with classmates, and problematic behaviours among students.
2b. Secondary purpose: to determine whether the programme improves classroom climate reported by educators.
2c. Secondary purpose: to determine whether the programme improves educators' psychosocial skills and emotional awareness.
2d. Secondary purpose: to examine whether improvements in emotional awareness mediate the effect of the programme on educators' psychosocial skills.
2e. Secondary purpose: to examine whether improvements in emotional awareness and adaptive emotion regulation mediate the effect of the programme on students' psychosocial skills.
2f. Secondary purpose: to explore moderating factors of programme effectiveness, including students' behavioural difficulties and socio-economic background.
2g. Secondary purpose: to evaluate programme implementation through session-level assessments of clarity, feasibility, satisfaction, and visual materials completed by educators after each session. Changes in knowledge related to emotions and emotion regulation will also be assessed among students and educators.

This analysis will support recommendations for large-scale implementation and public policy.

Participants

Educators and educational staff delivering the programme (n = 100) Students aged 10-13 participating in the programme (n = 2400)

Measures

Primary objectives

Students (both arms) will complete psychosocial skills, emotion regulation, and emotional awareness measures at pre-test (t0), post-test (t1), and 5-month follow-up (t2).
Students in the intervention arm will complete a post-programme questionnaire assessing satisfaction, perceived usefulness, and acceptability, and may participate in a semi-structured interview assessing feasibility, usefulness, and overall experience.
Educators in the intervention arm will complete a post-programme questionnaire assessing implementation fidelity and perceived usefulness, and may participate in a semi-structured interview assessing acceptability, usefulness, and overall experience.

Secondary objectives

Students (both arms) will complete peer relationship, perceived closeness, problematic behaviour, and socio-demographic measures.
Educators (both arms) will complete classroom climate, psychosocial skills, emotional awareness, and knowledge questionnaires at t0, t1, and t2. Schools will also provide absenteeism and behavioural data.
Students (both arms) will complete an ad hoc knowledge questionnaire at t0, t1, and t2.
Educators in the intervention arm will complete session-level feasibility, clarity, and satisfaction measures after each session.

Detailed description

Study design

Primary purpose: Other
Allocation: Randomised
Intervention model: Parallel groups
Masking: None (open label)
Number of arms: 2

Arm	Type	Receives
"Science des Emotions" Program Group	Experimental	Behavioral: Socio-emotional curriculum - Science des EmotionsParticipants in this arm receive the "Science des Émotions" socio-emotional learning curriculum during the study period.
Control Group	No intervention	–No Intervention: usual "vie de classe" activities, Waitlist Control Participants in this arm follow the standard curriculum with no additional activities during the study period. They will receive the "Science des Émotions" program the following academic year (waitlist-control design). In some schools, optional, on-demand sessions may be provided for staff at the end of the school year, focusing on adolescent development. These sessions are not part of the intervention tested.

Who may qualify

Ages: 10 years and older
Sex: All
Healthy volunteers: Accepted
Age groups: Child, Adult, Older adult

Key inclusion criteria (8 listed)

Be enrolled in 6th or 7th grade in a school within the Créteil or Paris Districts
Have parental authorization
Provide written informed consent, as appropriate
Be able to speak and understand French
Be part of the educational staff in a school within the Créteil or Paris Districts

Key exclusion criteria (7 listed)

Students with diagnosed severe neurodevelopmental or psychiatric disorders preventing participation in mainstream classroom activities
SEGPA students (specialized adapted general and vocational education sections)
Allophone students (recent non-French-speaking arrivals)
Deaf students
No student is excluded from participating in the "Science des Emotions program itself, nor from completing the questionnaires (unless parental authorization is missing). The exclusions apply only to data analysis, in order to avoid any form of stigmatization or perception of exclusion.

Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.

Interventions

Intervention	Type	Arms
Socio-emotional curriculum - Science des EmotionsThe "Science des Émotions" program is a structured socio-emotional learning curriculum delivered through 8 sessions integrated into the "vie de classe" period.	Behavioural	"Science des Emotions" Program Group

Primary outcome

Educators' Implementation Fidelity and Perceived Usefulness Assessed by a Study-Specific Questionnaire
Time frame: Immediately post-intervention (approximately 8 months after baseline).
Implementation fidelity and perceived usefulness will be assessed using a study-specific questionnaire completed by educators in the intervention arm.
Educators' Acceptability, Perceived Usefulness, and Overall Experience Assessed by Semi-Structured Interviews
Time frame: Immediately post-intervention (approximately 8 months after baseline).
Semi-structured interviews will be conducted with educators in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Students' Satisfaction, Perceived Usefulness, and Acceptability Assessed by a Study-Specific Questionnaire
Time frame: Immediately post-intervention (approximately 8 months after baseline).
Implementation satisfaction, perceived usefulness and acceptability will be assessed using a study-specific questionnaire completed by students in the intervention arm.
Students' Faisability, Perceived Usefulness, and Overall Experience Assessed via Semi-Structured Interviews
Time frame: Immediately post-intervention (approximately 8 months after baseline).
Semi-structured interviews will be conducted with students in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Student Psychosocial skills Assessed by the Psychosocial skills scale
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
The Psychosocial skills scale is a 17-item self-report questionnaire assessing psychosocial skills. For each item, students indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills.
Students' Emotion Regulation Assessed by the Contextualized Emotion Regulation Survey for Adolescents (CERSA)
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Situation 2 of the Contextualized Emotion Regulation Survey for Adolescents (CERSA) will assess emotion regulation in a hypothetical situation t (i.e., preparing an important oral presentation in class and feeling that they have forgotten what they had prepared just before presenting). Responses are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate greater emotion regulation in the given context.
Students' Acceptance Assessed by the Cognitive Emotion Regulation Questionnaire (CERQ)
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Acceptance capacity will be assessed using the Acceptance subscale of the Cognitive Emotion Regulation Questionnaire (CERQ). Items are rated on a 5-point Likert scale ranging from 1 ("almost never") to 5 ("almost always"). Higher scores indicate greater use of emotion regulation and acceptance strategies.
Students' Emotional Awareness Assessed by the Emotion Awareness Questionnaire FR (EAQ)
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
The Emotion Awareness Questionnaire FR (EAQ) is a 30-item self-report questionnaire assessing emotional awareness in students. For each item, participants indicate the extent to which the described feeling or behavior applies to them using a 3-point Likert scale ranging from 1 ("not true") to 3 ("true"), with 2 corresponding to ("sometimes true"). Higher scores indicate greater emotional awareness.

11 secondary outcomes

Students' Peer Relationships Assessed by Peer Relationships subscale of the the Psychological Sense of School Membership - FR (PSSM)
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Students' Perceived Closeness with Classmates Assessed by the Inclusion of Other in the Self (IOS) Scale
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Problematic Behaviors in Students Assessed by the Conduct Problems Subscale of the Strengths and Difficulties Questionnaire FR (SDQ)
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Classroom Climate Quality Perceived by Educators Assessed by the Classroom Climate Quality Scale (French Version)
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Educators Psychosocial skills Assessed by the Pyschosocial Skill Scale
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Emotional Awareness in Educators Assessed by the Emotion Expression and Emotion Perception Subscales of the Trait Emotional Intelligence Questionnaire (TEIQue)
Time frame: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Time frame: Baseline
Educators' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Time frame: Baseline
Students' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Educators' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Absenteeism and behavioral incidents
Time frame: Baseline, immediately post-intervention (approximately 8 months after baseline),

Results and safety

This study is still under way. Results are not available in the source record yet.

Research links

Official record on ClinicalTrials.govLast updated by the sponsor 7 Jul 2026.
BackgroundTessier, D., et al. (in preparation). Échelle des compétences psychosociales (CPS). Manuscript in preparation.
BackgroundSt-Amand, J., Boily, R., Bowen, F., Smith, J., Janosz, M., & Verner-Filion, J. (2020). The development of the French version of the Psychological Sense of School Membership (PSSM) questionnaire: An analysis of its structure, properties and potential for research with at-risk students. Interdisciplinary Education and Psychology, 2(3), 3.
Background: PubMed 34781238Silvers JA. Adolescence as a pivotal period for emotion regulation development. Curr Opin Psychol. 2022 Apr;44:258-263. doi: 10.1016/j.copsyc.2021.09.023. Epub 2021 Oct 9.
Background: PubMed 19099168Shojaei T, Wazana A, Pitrou I, Kovess V. The strengths and difficulties questionnaire: validation study in French school-aged children and cross-cultural comparisons. Soc Psychiatry Psychiatr Epidemiol. 2009 Sep;44(9):740-7. doi: 10.1007/s00127-008-0489-8. Epub 2008 Dec 19.
BackgroundLenoir, L., et al. (in preparation). Échelle des compétences psychosociales (CPS). Manuscript in preparation.
Background: PubMed 20552506Lahaye M, Luminet O, Van Broeck N, Bodart E, Mikolajczak M. Psychometric properties of the emotion awareness questionnaire for children in a French-speaking population. J Pers Assess. 2010 Jul;92(4):317-26. doi: 10.1080/00223891.2010.482003.
BackgroundFombouchet, Y., Pineau, S., Perchec, C., Lucenet, J., & Lannegrand, L. (2023). The development of emotion regulation in adolescence : What do we know and where to go next? Social Development, 32(4), 1227-1242. https://doi.org/10.1111/sode.12684
Background: PubMed 37046410Fombouchet Y, Lannegrand L, Lucenet J. The Contextualized Emotion Regulation Survey for Adolescents (CERSA): How does emotion regulation vary according to context? Br J Dev Psychol. 2023 Sep;41(3):306-323. doi: 10.1111/bjdp.12450. Epub 2023 Apr 12.
Background: PubMed 21291449Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 2011 Jan-Feb;82(1):405-32. doi: 10.1111/j.1467-8624.2010.01564.x.
Background: PubMed 16600359d'Acremont M, Van der Linden M. How is impulsivity related to depression in adolescence? Evidence from a French validation of the cognitive emotion regulation questionnaire. J Adolesc. 2007 Apr;30(2):271-82. doi: 10.1016/j.adolescence.2006.02.007. Epub 2006 Apr 4.
Background: PubMed 37448158Cipriano C, Strambler MJ, Naples LH, Ha C, Kirk M, Wood M, Sehgal K, Zieher AK, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow JC, Durlak J. The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Dev. 2023 Sep-Oct;94(5):1181-1204. doi: 10.1111/cdev.13968. Epub 2023 Jul 13.
BackgroundBlack, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science education, 84(6), 740-756.Youth Risk Behavior Surveillance System (YRBSS).
Individual participant dataSharing planned: Undecided

Referral and contact

AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.

Marianne Habib, Associate Professor study director

Université Paris 8, DysCo Lab

Charlotte Pinabiaux, Professor study director

Université Paris Nanterre, DysCo Lab

Sophia Vorontsov, PhD Student principal investigator

Université Paris 8, DysCo Lab

1 site in 1 country: see every site and its status.

Questions about this trial

What is this clinical trial studying?

The full registered description is in the About this study section and the official record.

Who may be eligible to take part?

The sponsor lists 8 inclusion and 7 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.

Is this clinical trial currently recruiting?

The record says: under way, not looking for participants, as of the sponsor's last update on 7 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.

Where is the study taking place?

The record lists 1 site in France. Whether a site is taking part right now should be confirmed with that site. See every site.

What are the possible benefits and risks?

They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.

Are results available for this study?

This study is still under way. Results are not available in the source record yet.

How can a doctor refer a patient or contact the research team?

The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.

What does the primary outcome measure?

Educators' Implementation Fidelity and Perceived Usefulness Assessed by a Study-Specific Questionnaire (time frame: Immediately post-intervention (approximately 8 months after baseline).). The study lists 8 primary outcomes in all. It is what the study was designed to measure, not a finding.

Where can I read the original study information?

On the ClinicalTrials.gov record for NCT07686874, which also lists 13 linked publications.

Does a listing mean the treatment is approved or proven to work?

No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.

How often is this information updated?

AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Jul 2026.