Abstract
BackgroundIn Norway, a disproportionately high number of children receiving Child Welfare Services (CWS) struggle academically and drop out of school. Academic attainment is one of the strongest protective factors against societal marginalization. The present study is part of a knowledge translation project in collaboration with local CWS with the aim to develop, implement, and evaluate Enhanced Academic Support (EAS) for primary school children in CWS.Methods/designThe study is a mixed-methods hybrid type 2 randomized, controlled pragmatic trial. The participants are approximately 120 children whose families receive support measures from three child welfare agencies in and around Oslo, Norway, and practitioners from these agencies. Families are randomly assigned to either the EAS condition or “business as usual” support. Primary outcomes are math and reading skills, parental involvement in school, and intervention fidelity. Questionnaires and academic tests are administered at baseline, post-intervention (after 6 months), and at follow-up (after 12 months). Implementation drivers are assessed before and after the trial period, and intervention fidelity is monitored during the trial through checklists and structured telephone interviews. Semi-structured interviews and focus groups are conducted after the trial.DiscussionThis hybrid study has two implications. (1) The effects of providing EAS to children in child welfare will be investigated. The study also explores how each core component of the intervention and the use of specific adaptations, implementation drivers, and other important child-level covariates moderate the overall effects. The results can provide valuable knowledge about how to deliver precise and effective academic support to increase academic skills and prevent dropout. In turn, this can promote academic completion and well-being, outcomes that are beneficial for both children and society at large. (2) The study also evaluates the feasibility of applying an Integrated Knowledge Translation model designed to develop, implement, and evaluate research-supported practice in health, care, and welfare services in less time than is usually the case. If deemed successful, this model will provide an efficient collaborative approach to translate the best available evidence into effective evidence-based practice, applicable in effectiveness research and quality improvement efforts.Trial registrationISRCTN, ISRCTN38968073. Registered on 18 September 2017. https://doi.org/10.1186/ISRCTN38968073.
Highlights
In Norway, a disproportionately high number of children receiving Child Welfare Services (CWS) struggle academically and drop out of school
(2) The study evaluates the feasibility of applying an Integrated Knowledge Translation model designed to develop, implement, and evaluate research-supported practice in health, care, and welfare services in less time than is usually the case
Primary effectiveness outcomes aPhases of Integrated Knowledge Translation (IKT)-K: synthesis, co-creation, implementation, evaluation, sustainment bTotal co-creation workshops; 3 introduction workshops, 6 intervention workshops, 3 implementation workshops, 3 adjustments workshops cImplementation quality should be understood as the degree to which Enhanced Academic Support (EAS) reaches the target population, is used with adherence, competence, and appropriate adaptations by practitioners, and is comprehended by parents and children parent comprehension of core components, and user satisfaction with delivery of intervention components)
Summary
In Norway, a disproportionately high number of children receiving Child Welfare Services (CWS) struggle academically and drop out of school. Care, and welfare services in Norway experience increasing demands to ensure safe and effective services of high quality. Steps toward meeting these demands likely include identification of factors that contribute to favorable outcomes, supply and translation of the best available knowledge, and the establishment of quality monitoring and feedback systems. The majority (approximately 70%) of CWS is delivered by municipal agencies located across the country [3] These agencies vary considerably in size and organizational structure. To meet increasing demands to ensure safe, effective, and high-quality advice, guidance, and assistance, municipal child welfare agencies would benefit from professional support
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