INTERSECTORAL COLLABORATION IN SCHOOL early promotion and preventive interventions on class- and group level to increase child engagement, health and reduce risk of exclusion and mental ill-health

This project implements an innovative and intersectoral collaboration research program that addresses challenges that exist for children who risk mental ill-health, school failure and exclusion because of a) lack of adjustments and support that meet their needs in school, b) the lack of systematic work methods to create inclusive learning environments, and c) the lack of evidence-based school interventions aimed to improve the inclusive learning environment.

Relevance: Despite investments in support for children with special educational needs, there is many children with disengagement and restricted participation who do not achieve educational goals. For example, pupils with psychiatric disorders (e.g. ADHD, autism spectrum disorder), behaviour problems or pupils from poor socio-economic environments.

Poor school results may lead to mental ill-health and inequality in society, such as exclusion from higher education and labour market later in life.

To meet these challenges, the Canadian evidence-based model Partnering for Change (P4C) will be implemented in Swedish schools to create inclusive learning environments.

Specific research questions: In four studies, we aim to investigate P4Cs effect on pupil’s engagement, health and participation, its cost-effectiveness, and school staff’s capacity building on inclusive learning environments and interventions to meet pupils´ needs.

P4C is based on universal design for learning and aims to early implement promotion and preventive interventions by combining class-level, group-level and individual-level interventions using a three-tiered approach. By implementing P4C, children with or without diagnosis, will have access to adjustments that match needs.

Our feasibility study, with preliminary results, shows good feasibility and acceptance for P4C in Swedish schools.

Data and method: Participants are 20 classes (400 pupils, aged 6-12-years) (intervention and control classes) class teachers, occupational therapists and special educators in Student health services. Plan for project realisation: A mixed method design.

A non-randomized controlled intervention study design with before, after, follow up measurements will answer how effective P4C is for pupil’s engagement, health and well-being, and its cost-effectiveness. Qualitative and quantitative methods will answer P4C’s influence on teachers’ capacity building.

Pupil’s experiences of inclusive learning environments are investigated with focus groups interviews.