Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments

Vedrana B Baric; Moa Yngve; Marie Holmefur; Inna Feldman; Jenny Wilder; Kine Johansen; Nina Klang; Helene Lidström; Maria Borgestig

doi:10.1186/s12889-023-17053-0

Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments

BMC Public Health. 2023 Nov 10;23(1):2219. doi: 10.1186/s12889-023-17053-0.

Authors

Vedrana B Baric^{1

2}, Moa Yngve^{3

4}, Marie Holmefur⁵, Inna Feldman⁶, Jenny Wilder⁷, Kine Johansen⁴, Nina Klang^{8

9}, Helene Lidström^{3

4}, Maria Borgestig⁴

Affiliations

¹ Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden. vedrana.baric@liu.se.
² Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden. vedrana.baric@liu.se.
³ Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
⁴ Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden.
⁵ School of Health Sciences, Örebro University, Örebro, Sweden.
⁶ Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
⁷ Department of Special Education, Stockholm University, Stockholm, Sweden.
⁸ Department of Education, Uppsala University, Uppsala, Sweden.
⁹ School of Education, Culture and Communication, Mälardalen University, Vasteras, Sweden.

Abstract

Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.

Aim: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C.

Methods: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions.

Trial registration number: NCT05435937.

Keywords: Children with special needs; Dynamic performance analysis (DPA); Inclusive learning environments; Mental health; Partnering for change (P4C); Response to intervention (RtI); School-based service delivery model.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Humans
Learning
Quality of Life*
School Health Services
Schools*
Sweden

Associated data

ClinicalTrials.gov/NCT05435937