Clinical trial NCT05435937: Partnering for Change in Sweden - Intervention to Increase Pupils' Engagement and Participation
Official title: Partnering for Change (P4C) in Sweden - an Intersectional Collaborative Intervention to Create an Inclusive Learning Environment and Increased Conditions for Learning for Pupils at Risk of Unhealth, Exclusion and Low Academic Achievements
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Child Health
Keywords: Disabled Children
Special educational needs
Partnering for change
Universal design for learning
Participation
Tiered intervention model
Inclusive learning environment
Lead sponsor: Linkoeping University
Sponsor class: OTHER_GOV
Collaborators: name: Uppsala University
name: Örebro University, Sweden
name: Stockholm University
First posted: 2022-06-28
Enrollment: 400
Sex: ALL
Minimum age (years): 5
Maximum age (years): 13
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Non randomized control
Primary purpose: TREATMENT

Brief summary: This project implements an innovative and intersectional collaborative intervention model that addresses challenges that exist for children with special educational needs, who risk school failure, exclusion and poor health. The aim is to evaluate how the intervention model Partnering for Change (P4C) can be used to provide school-based services for creating an inclusive learning environment, and its effects on students 'conditions for learning, such as students' engagement and participation in school activities.

The study has a non-randomized controlled intervention study design with pre-, post- and follow-up measurements.

Detailed description: This project implements an innovative and intersectional intervention school-based service delivery model that addresses challenges that exist for children with special educational needs who risk school failure, exclusion and poor health because of a) the lack of accommodations and support that meet their needs in school, b) the lack of knowledge and systematic work methods to create inclusive learning environments, and c) the lack of evidence-based school interventions. Despite investments in support for children with special needs, there is a large proportion of children who do not achieve educational goals due to low engagement, attendance at school, disability or mental ill-health or poor socio-economic environments. Poor educational results may lead to inequality in society, such as exclusion from higher education and/or labour market later in life. To meet these challenges, the following study project focuses on creating inclusive learning environments by implementing the Canadian evidence and school-based service delivery model Partnering for Change (P4C) in Swedish schools. The aim of the study is to investigate the P4C´s effect on children's prerequisites for learning and children's experiences of inclusive learning environment. P4C is based on universal design for learning and facilitate earlier identification of pupils who need support, and through early intervention, with a tiered model at class, group, and individual level, increase the conditions of learning. By implementing P4C, children with or without diagnosis, will have access to accommodations that match their needs. The results of a feasibility study, with preliminary results, shows good feasibility and acceptance for P4C in Swedish schools. Participants in current study are 20 classes (400 pupils, ages 6-12 years) (intervention and control classes), class teachers, occupational therapists and special educator teachers in student health services. A non-randomized controlled intervention study design with before, after and follow up measurements will answer how effective P4C is for children.

Eligibility criteria: Inclusion Criteria for group of pupils are:

1. that the school's pupils health service has access to an occupational therapist and/or special education teacher,
2. preschool class or primary school class years 1-6,
3. that school staff feel that there are pupils in class in special educational needs and/or in need of a more accessible learning environment
4. that the school principal and class teacher agree to participate in the study. -

Exclusion Criteria: None

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Primary outcomes:
measure: Change in the Engagement Versus Disaffection With Learning: Teacher Report (EEL)
timeFrame: Baseline, four months, eleven months
Secondary outcomes:
measure: Change in the Swedish Child Health Utility 9D (CHU9D)
timeFrame: Baseline, four months, eleven months
measure: Change in How I Feel About My School (HIFAMS)
timeFrame: Baseline, four months, eleven months
measure: Change in occupational performance in school-based occupations
timeFrame: During the four months intervention period
measure: Change in attainment of school-based occupational performance goals
timeFrame: During the four months intervention period
measure: Change in School attendance
timeFrame: Baseline to eleven months
measure: Change in School setting interview (SSI)
timeFrame: During the four months intervention period
measure: Change in the Protocol of number of pupils with special educational needs
timeFrame: Baseline, four months, eleven months
Other outcomes:
Locations:
city: Falun
country: Sweden
facility: Falu kommun
city: Karlskrona
country: Sweden
facility: Karlskrona kommun
city: Kisa
country: Sweden
facility: Kinda kommun
Study officials:
affiliation: Linkoeping University
name: Helene Lidström, PhD
role: PRINCIPAL_INVESTIGATOR
References: