Esther Mertens

48 | Chapter 3 Figure 1. Flow chart Assessed for eligibility ( n = 37 schools) Excluded ( n = 24 schools) • Did not meet inclusion criteria ( n = 6) • Declined to participate ( n = 10) • Other reason ( n = 8) Randomized ( n = 13 schools) Allocated to Light condition ( n = 4) Allocated to Standard condition ( n = 3) Allocated to Plus condition ( n = 3) Allocated to Control condition ( n = 3) 1 School dropped out, replaced by other school T1 Baseline • Included students ( n = 373) • No consent student ( n = 9) • No consent parent ( n = 3) T1 Baseline • Included students ( n = 303) • No consent student ( n = 8) • No consent parent ( n = 4) T1 Baseline • Included students ( n = 249) • No consent student ( n = 0) • No consent parent ( n = 1) T1 Baseline • Included students ( n = 374) • No consent student ( n = 3) • No consent parent ( n = 7) 1 st year • 1 trainer dropped out in 1 st year ( n = 45 students) • Left school n = 40 2 nd year • 1 class not received R&W ( n = 18, 16 completed all questionnaires, 2 left school) • Left school n = 15 1 st year • Left school n = 28 2 nd year • 1 class not received R&W ( n = 10, 8 completed all questionnaires, 2 left school) • Left school n = 23 1 st year • Left school n = 17 2 nd year • Left school n = 6 1 st year • Left school n = 31 2 nd year • Left school n = 18 T4 post measurement • Completers n = 271 (73%) T4 post measurement • Completers n = 250 (83%) T4 post measurement • Completers n = 226 (91%) T4 post measurement • Completers n = 325 (87%) Schools with a preparatory vocational education track (i.e., one of three educational tracks in the Dutch secondary school system) could participate in the present study. Schools were excluded from this study if they had implemented R&W in the last two years or if they were special education schools. Thirteen schools throughout the Netherlands, in urban and rural areas, were randomly allocated to the conditions (1:1:1:1) by stratified block randomization, with blocks of four (i.e., the number of