Implementation of Evidence-Based Parenting Supports In Elementary School Settings: A Descriptive, Exploratory Study

Background and Purpose: Rates of social, emotional, and behavioral challenges among children are high and were exacerbated by the COVID-19 pandemic. While one of the most effective ways to address these concerns are through evidence-based parenting supports, access and utilization remain limited in part due to behavioral health workforce shortages. Using existing staff, elementary school settings offer an opportunity to reach large numbers of parents and children, and brief evidence-based parenting supports have evidence of effectiveness in improving both parenting and child outcomes. Yet, research on implementation of evidence-based parenting supports in elementary school settings using an existing workforce remain rare. The current study thus examines factors related to implementation of brief Triple P parenting supports in elementary school settings and reach to caregivers.

Method: Through an existing university-community partnership and an implementation team, select existing elementary school-based providers (counselors, social workers, parent liaisons) were targeted to receive training in brief Triple P models (Primary Care and Seminar). The majority of this workforce had no prior training in parenting support models. Pre, mid, and post-training data is collected using the Parent Consultation Skills Checklist and the Workshop Evaluation Survey. Data on reach and implementation facilitators and barriers are being collected using an online monthly survey.

Results: To date, all school-based providers (n=66) have successfully completed the multi-part training for Primary Care Triple P. From pre- to post-training, positive changes in perception of being adequately trained to deliver parenting supports grew substantially from an average of 3.98 (SD=1.45; n=52) to 6.50 (SD=0.78, n=60). Confidence to deliver parenting support grew from an average of 4.02 (SD=1.29, n=52) to 6.25 (SD=0.84, n=60). Satisfaction with training also grew from an average of 6.35 (SD=0.86, n=60) to 6.6 (SD=0.74, n=60). A total of 2888 parents to date have been reached through provider activities (1:1 contacts and school newsletters). The most commonly reported implementation facilitators are program materials (tip sheets, noted by n= 329 or 78% of providers) and positive responses from families (noted by n=134 or 31.8% of providers). The most common barriers reported were time to utilize the program (n=200, 47.4%) and lack of parent availability to meet (n=202, 47.9%).

Conclusions and Implications: Based on project results to date, it appears feasible to train large numbers of elementary school providers in brief, evidence-based parent support models. Growth in perception of being adequately trained and confidence in delivering brief parenting supports grew over the course of training and are important implementation drivers. Reaching large numbers of parents with brief parenting support for managing common challenges faced by parents of young children is possible in elementary school settings. Positive perceptions of program materials and positive responses from families support implementation, while time for incorporating parenting support into routine workflows and to meet with parents appear as barriers. Incorporating training in evidence-based parenting support models into pre-service provider educational settings may be helpful to enhancing provider skills and can support delivery of parenting supports in elementary school settings.