Objective:
Although there is a wealth of evidence to support the effectiveness of social learning theory derived parenting programmes in improving the outcomes of children with childhood behavioural problems both at home and in school, there is limited evidence to support the use of interventions which target both environments simultaneously. With the background of increasing pupil numbers, decreased funding, and the introduction of the Additional Learning Needs and Education Tribunal (Wales) Act (2018), the objective of this study was to explore the feasibility and reception to Support for Kids In Learning and Language Strategies (SKILLS), a self-directed online intervention based on social learning theory derived parenting programmes, for use by parents and school support staff, as well as to gain insight into the existing state of training available to classroom support staff in schools.
Method:
A mixed methods study employing semi-structured interviews to both assess the existing experience of school support staff (n=5) at baseline, and the experience of all participants (n=7) in using the SKILLS programme at follow-up, alongside quantitatively analysed self-report measures and video observations to assess the impact of the programme on adult and child behaviour and well-being. Measures used were; Strengths and Difficulties Questionnaire; Parental Sense of Competence; School Support Staff Sense of Competence; Parenting Stress Index-short form; Teacher Stress Inventory; and SKILLS evaluation questionnaire. Video observations were coded using Dyadic Parent-child Interaction Coding System.
Results:
At baseline school support staff reported a shared experience of challenges related to time pressures and child behavioural problems alongside difficulties in accessing job-related training. Challenges were experienced in terms of recruitment of schools and parents simultaneously. Results from the feasibility study found that school support staff and parents did not independently jointly engage with SKILLS. General communication difficulties between parents and schools were also highlighted during the feasibility phase of the study. Overall participant satisfaction with the SKILLS programme was high, with all participants who completed follow-up interviews (n=7) expressing a view that the programme had been informative and easy to use.
Conclusion:
Overall this project has provided some insight into the challenges faced by schools in relation to pupil behaviour, parental engagement, and staff training. This project has highlighted challenges faced by researchers when working with schools, in terms of both recruitment and intervention implementation, which will need to be addressed if further home and school targeted interventions are to be tested successfully. The high level of satisfaction reported by participants with the SKILLS programme alongside some small changes in behaviour warrant further investigation, although future research is required to examine the effectiveness of the SKILLS programme due to the small sample size of this project.