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Delivering evidence-based parenting support in educational settings

Published online by Cambridge University Press:  10 September 2021

Matthew R. Sanders ,
Karyn L. Healy ,
Julie Hodges  and
Grace Kirby Open the ORCID record for Grace Kirby [Opens in a new window]
Matthew R. Sanders*
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia
Karyn L. Healy
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia Child and Youth Mental Health Research Group, QIMR Berghofer Medical Research Institute, Brisbane, Queensland, Australia
Julie Hodges
Affiliation:
School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
Grace Kirby
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia
*
*Address for correspondence: Matthew Sanders, Parenting and Family Support Centre, The University of Queensland, 9/13 Upland Rd, St Lucia QLD 4067, Australia. Email: [email protected]
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Abstract

Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

Keywords

Parenting programsschoolsevidence-basedTriple Pimplementation
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 205 - 220
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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