The municipality of Amsterdam implemented a 2-year school-based integrated approach in schools in a deprived neighborhood. The integrated approach targeted the domains of education, health and poverty and the children’s school, neighborhood and home environment by involving various agencies and actors. In this study, changes in children’s quality of life and psychosocial problems over the course of the integrated approach were examined and evaluated. A dynamic cohort design was used. At five measurement occasions (T1–T5) during 2 years, children from four consecutive grades in five schools filled out a questionnaire (total n = 614). In children between 7 and 13 years, quality of life was measured with the KIDSCREEN-10. In children between 9 and 13 years, psychosocial problems were measured with the Strengths and Difficulties Questionnaire. Generalized estimating equations were applied. Time, sex, age, socio-economic status, ethnic background, grade, and school were included as independent variables. Quality of life was higher from the first follow-up during the approach (T2) until the end of the approach (T4) compared to at the start of the approach (T1). At T5, several months after the approach ended, scores returned back to baseline. Likewise, a reduction in children’s psychosocial problems was detected at the end of the approach (T4) compared to at the start of the approach (T1). However, both before and after that time point, no improvements were detected. This study shows that integrated approaches can be beneficial for children’s quality of life and psychosocial health, but continued investments may be needed to maintain established improvements.

Trial registration NTR6571 (NL6395), August 4 2017 retrospectively registered.

阿姆斯特丹市政府在贫困社区的学校实施了为期 2 年的以学校为基础的综合方法。通过让不同的机构和行动者参与进来，综合方法针对教育、健康和贫困以及儿童的学校、社区和家庭环境等领域。在这项研究中，检查和评估了综合方法过程中儿童生活质量和社会心理问题的变化。使用动态队列设计。在 2 年的 5 个测量时刻（T1-T5），来自 5 个学校连续 4 个年级的孩子们填写了一份问卷（共n = 614）。在 7 至 13 岁的儿童中，使用 KIDSCREEN-10 测量生活质量。在 9 至 13 岁的儿童中，社会心理问题使用优势和困难问卷进行测量。应用广义估计方程。时间、性别、年龄、社会经济地位、种族背景、年级和学校作为独立变量。与方法开始时 (T1​​) 相比，从方法期间的第一次随访 (T2) 到方法结束 (T4) 的生活质量更高。在 T5，方法结束几个月后，分数回到基线。同样，与方法开始时 (T1​​) 相比，在方法结束时 (T4) 检测到儿童的社会心理问题有所减少。然而，在那个时间点之前和之后，都没有检测到任何改善。

试注册NTR6571（NL6395），2017年8月4日追溯注册。