Strategies to Increase Uptake of Parent Education Programs in Preschool and School Settings to Improve Child Outcomes: A Delphi Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Panel Formation
2.3. Survey Development
2.4. Survey Administration
2.5. Data Analysis
3. Results
3.1. Characteristics of Panelists
3.2. Statement Ratings
3.2.1. Survey Round 1
3.2.2. Survey Round 2
3.2.3. Survey Round 3
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Theme/Strategy Endorsed by Panelists | Consensus Level on Importance a | Consensus Level on Feasibility a | Round Where Item Was Endorsed |
---|---|---|---|
Parent education programs selection (8 original + 8 new) | |||
Schools should … | |||
1. select programs that are most relevant to the school’s parent population. | 86.7 | 93.3 | 1 |
2. select programs that are culturally relevant to the school’s population. | 96.7 | 90.0 | 1 |
3. select programs that treat parents as equal partners. | 90.0 | 90.0 | 1 |
4. select programs that include strategies with a research evidence base for being effective. | 90.0 | 90.0 | 1 |
5. include parent committees in the process of selecting programs. | 86.7 | 86.7 | 1 |
6. select programs that uses a whole school approach. | 83.3 | 86.7 | 1 |
7. select universal prevention programs with basic strategies for creating positive family communication. | 80.0 | 83.3 | 1 |
8. select programs that can be tailored to parents’ individual needs. | 93.3 | 80.0 | 1 |
9. offer both universal and targeted programs in order to meet the diverse needs of parents and children. | 100.0 | 100.0 | 2 |
10. select programs that demonstrate cultural awareness. | 100.0 | 96.2 | 2 |
11. adapt programs to suit the unique needs and resources of their school communities. | 100.0 | 84.6 | 2 |
12. involve the broader parent community, besides parent committees, in the selection of programs. | 84.6 | 84.6 | 2 |
13. select programs with a clear evidence base for improving student outcomes. | 88.5 | 84.6 | 2 |
14. select programs with evidence on motivating behaviour change in parents (and not just based on appraisals of the program’s “likeability”). | 84.6 | 80.8 | 2 |
15. select programs with a universal whole school approach which simultaneously targets teachers, parents and students. | 84.6 | 80.8 | 2 |
16. select programs that could be run in multiple rounds each year to allow for “refresher” sessions. | 82.6 | 91.3 | 3 |
Mean of consensus levels for items in this theme | 89.5 | 87.7 | - |
Increasing the accessibility of parent education programs (3 original + 3 new) | |||
Program developers should provide parents with choice on how the program is delivered, including | |||
1. face-to-face options. | 93.3 | 96.7 | 1 |
2. flexible timing. | 96.7 | 86.7 | 1 |
3. being delivered in community areas near public transport options. | 91.7 | 87.5 | 2 |
4. being delivered in non-school venues if the program is face-to-face. | 91.3 | 91.3 | 3 |
Programs should provide practical support, including: | |||
5. catering. | 80.0 | 80.0 | 1 |
6. translation and interpreting services. | 95.8 | 87.5 | 2 |
Mean of consensus levels for items in this theme | 91.5 | 88.3 | - |
Parent education program promotion: Schools (6 original + 3 new) | |||
Schools should … | |||
1. promote programs through universal communication strategies to all parents. | 90.0 | 96.7 | 1 |
2. use online and e-mediated forums to promote programs. | 90.0 | 93.3 | 1 |
3. include parent committees in the promotion of programs that the school is involved in. | 90.0 | 83.3 | 1 |
4. use regular social events to promote programs. | 86.7 | 83.3 | 1 |
5. create a leadership role so that a member of staff takes responsibility for informing other teachers. | 86.7 | 80.0 | 1 |
6. promote programs through targeted communication with the parents whom staff believe could benefit most from a program. | 80.0 | 80.0 | 1 |
7. provide programs as a suite of services and supports which families can access and engage with as part of a whole school community hub approach. | 91.7 | 87.5 | 2 |
8. appoint skilled staff/professionals in the school to build relationships with families and service providers. | 91.7 | 83.3 | 2 |
9. appoint skilled staff/professionals in the school to negotiate the delivery of local services and supports which meet family needs. | 91.7 | 83.3 | 2 |
Mean of consensus levels for items in this theme | 88.7 | 85.6 | - |
Parent education program promotion: School staff (3 original + 6 new) | |||
School staff should … | |||
1. ensure that their tone is positive when approaching parents. | 100.0 | 100.0 | 1 |
2. ensure language used when discussing programs with parents is suited to the target demographic. | 100.0 | 96.7 | 1 |
3. emphasise potential benefits for the child. | 96.7 | 96.7 | 1 |
4. use language that is inclusive, blame-free and shame-free when discussing programs with parents. | 100.0 | 95.8 | 2 |
5. advertise programs using inclusive and non-stigmatising language. | 100.0 | 95.8 | 2 |
6. use language and a tone of voice that reflects empathy with parents’ frustrations/challenges. | 95.8 | 95.8 | 2 |
7. use a strength-based approach when discussing programs with parents. | 95.8 | 95.8 | 2 |
8. promote programs that are sensitive to the needs of the family as a whole, rather than focusing only on the child’s school attendance and behaviour. | 95.8 | 87.5 | 2 |
9. promote programs that are sensitive to both the needs of the family and the school. | 91.7 | 87.5 | 2 |
Mean of consensus levels for items in this theme | 97.3 | 94.6 | - |
Parent education program promotion: Program developers (8 original + 4 new) | |||
Program developers should … | |||
1. create promotional materials that provide clear details on how to sign up. | 96.7 | 96.7 | 1 |
2. create promotional materials that use positive language. | 90.0 | 96.7 | 1 |
3. provide schools with publicity materials for their program. | 90.0 | 96.7 | 1 |
4. create promotional materials that clearly advertise the practical assistance provided by organisers. | 86.7 | 96.7 | 1 |
5. seek the input of school staff for strategies to promote their programs. | 93.3 | 93.3 | 1 |
6. create promotional materials that provide clear details on what is required to participate in the program. | 90.0 | 93.3 | 1 |
7. provide schools with instructions on how to refer a parent to their program. | 90.0 | 93.3 | 1 |
8. meet with school staff to agree upon recruitment processes. | 86.7 | 80.0 | 1 |
9. advertise programs using inclusive and non-stigmatising language. | 100.0 | 95.8 | 2 |
10. ensure the buy-in of the school leadership and student wellbeing teams prior to promoting the program. | 100.0 | 91.7 | 2 |
11. create promotional materials in languages other than English. | 91.7 | 91.7 | 2 |
12. offer a suite of communication tools that can be easily adapted for use by an individual school or early childhood centre. | 91.7 | 87.5 | 2 |
Mean of consensus levels for items in this theme | 92.2 | 92.8 | - |
Parent education program promotion: Service providers (all new) | |||
Service providers should … | |||
1. advertise programs using inclusive and non-stigmatising language. | 95.8 | 95.8 | 2 |
2. ensure the buy-in of the school leadership and student wellbeing teams prior to promoting the program. | 95.8 | 91.7 | 2 |
3. be aware of other programs available at the school. | 91.7 | 87.5 | 2 |
4. offer a suite of communication tools that can be easily adapted for use by an individual school or early childhood centre. | 87.5 | 83.3 | 2 |
Mean of consensus levels for items in this theme | 92.7 | 89.6 | - |
Increasing the understanding of educational staff (9 original, 7 new) | |||
There should be … | |||
1. efforts to ensure the reception staff are aware of the programs the school is offering. | 100.0 | 93.3 | 1 |
2. guidelines on the language and terms to use when promoting programs to parents. | 93.3 | 93.3 | 1 |
3. school policies that emphasise the importance of family engagement. | 100.0 | 90.0 | 1 |
4. guidelines for school staff on how to engage parents in programs. | 96.7 | 90.0 | 1 |
5. guidelines for teachers on how to approach parents who may feel a sense of shame if invited to a program. | 96.7 | 90.0 | 1 |
6. training for school staff regarding student mental health and wellbeing. | 96.7 | 90.0 | 1 |
7. professional development for teachers focused on how to engage parents. | 93.3 | 90.0 | 1 |
8. training for teachers to see the relationship between parenting, the child’s mental health and their academic performance. | 93.3 | 83.3 | 1 |
9. training for principals to see the relationship between parenting, the child’s mental health and their academic performance. | 93.3 | 80.0 | 1 |
10. school leadership to ensure the success of programs implemented for the school community. | 95.8 | 95.8 | 2 |
11. vision and mission statements in schools/early learning centres that emphasise the importance of students’ mental and physical wellbeing. | 91.7 | 95.8 | 2 |
12. professional development for educational staff on the value of parent–teacher/family–school partnership in supporting a child. | 100.0 | 91.7 | 2 |
13. opportunities for educational staff to be partners in program implementation and delivery so that they learn through doing. | 100.0 | 87.5 | 2 |
14. training for school staff to effect positive change in attitudes towards parent engagement. | 100.0 | 87.5 | 2 |
15. professional development for educational staff on the value of parent education programs. | 95.8 | 87.5 | 2 |
16. training for front-line administrative/reception staff on how to engage parents. | 100.0 | 83.3 | 2 |
Mean of consensus levels for items in this theme | 96.7 | 89.3 | - |
Parent education program development (all new) | |||
Program developers should… | |||
1. seek input from parents when developing their programs. | 100.0 | 100.0 | 2 |
2. seek input from family service providers when developing their programs. | 87.5 | 100.0 | 2 |
3. develop an evidence base on what works for family engagement. | 100.0 | 95.8 | 2 |
4. develop an evidence base on effective strategies for family–school partnerships. | 95.8 | 91.7 | 2 |
5. engage parents in co-designing programs. | 95.8 | 91.7 | 2 |
6. design a program based on principles and values that reflect the role of parents in moulding the future of their children. | 83.3 | 83.3 | 2 |
7. design programs that focus on the needs of both the family and the school. | 83.3 | 83.3 | 2 |
Mean of consensus levels for items in this theme | 92.3 | 92.3 | - |
Program Delivery (all new) | |||
1. school staff should be offered some training or support if necessary, by experts in the relevant subject area. | 100.0 | 87.0 | 2 |
2. schools/service providers should incorporate social elements when running programs for families (e.g., parents are able to share food and meet with each other). | 95.7 | 82.6 | 2 |
Mean of consensus levels for items in this theme | 97.8 | 84.8 | - |
Increasing parent and community engagement (all new) | |||
School leadership is required to … | |||
1. develop a school culture that enables parent/family engagement. | 100.0 | 91.3 | 2 |
2. establish goals and strategies for parent/family engagement. | 100.0 | 91.3 | 2 |
3. drive schools’ efforts at building partnerships with families. | 95.7 | 87.0 | 2 |
Schools should … | |||
4. recruit suitably qualified staff to build parents’ capacity to engage as partners with the school to improve student mental health and wellbeing outcomes. | 100.0 | 87.0 | 2 |
5. use evidence-based school improvement strategies to improve student mental health and wellbeing outcomes. | 91.3 | 87.0 | 2 |
6. use evidence-based strategies to improve partnerships with community groups with shared interests in child and family wellbeing. | 95.7 | 82.6 | 2 |
7. use evidence-based school improvement strategies to improve the tripartite partnership between school, family and community groups with shared interests in child and family wellbeing. | 95.7 | 82.6 | 2 |
8. recruit suitably qualified staff to support teacher professional development in engagement with families as partners with the school to improve student mental health and wellbeing outcomes. | 91.3 | 82.6 | 2 |
9. recruit suitably qualified staff to engage with community groups with shared interests in child and family wellbeing. | 91.3 | 82.6 | 2 |
Mean of consensus levels for items in this theme | 95.7 | 86.0 | - |
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Sim, W.H.; Toumbourou, J.W.; Clancy, E.M.; Westrupp, E.M.; Benstead, M.L.; Yap, M.B.H. Strategies to Increase Uptake of Parent Education Programs in Preschool and School Settings to Improve Child Outcomes: A Delphi Study. Int. J. Environ. Res. Public Health 2021, 18, 3524. https://doi.org/10.3390/ijerph18073524
Sim WH, Toumbourou JW, Clancy EM, Westrupp EM, Benstead ML, Yap MBH. Strategies to Increase Uptake of Parent Education Programs in Preschool and School Settings to Improve Child Outcomes: A Delphi Study. International Journal of Environmental Research and Public Health. 2021; 18(7):3524. https://doi.org/10.3390/ijerph18073524
Chicago/Turabian StyleSim, Wan Hua, John W. Toumbourou, Elizabeth M. Clancy, Elizabeth M. Westrupp, Michelle L. Benstead, and Marie B. H. Yap. 2021. "Strategies to Increase Uptake of Parent Education Programs in Preschool and School Settings to Improve Child Outcomes: A Delphi Study" International Journal of Environmental Research and Public Health 18, no. 7: 3524. https://doi.org/10.3390/ijerph18073524