Enhanced Academic Support for children in child welfare services
Results and lessons learned from a pragmatic randomized controlled trial
Bibliographic Data
| ID | 21376449 |
|---|---|
| Authors | Benedicte Kirkøen (0000-0003-2641-5477, Regional Center for Child and Adolescent Mental Health (RBUP) Oslo Norway, corresponding author), Thomas Engell (0000-0001-9515-9732, Regional Center for Child and Adolescent Mental Health (RBUP) Oslo Norway), Ingvild B Follestad (Regional Center for Child and Adolescent Mental Health (RBUP) Oslo Norway), Solveig Holen (0000-0003-4976-4717, Regional Center for Child and Adolescent Mental Health (RBUP) Oslo Norway), Kristine Amlund Hagen (0000-0002-5778-2934, Norwegian Computing Center) |
| Year | 2023 |
| Volume | 60 |
| Issue | 9 |
| Pages | 3592-3611 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22944 |
| OpenAlex | W4372313735 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Enhanced Academic Support (EAS) is an intervention designed to improve academic achievement among children who receive support from the child welfare services (CWSs) in the home. We investigated the effects of EAS in a randomized controlled trial in Norway. In total, 82 families who received support from the CWS were included in the study (37 in the intervention group, 45 in the comparison group). Both groups were invited to a pretest, posttest, and follow‐up measure of the children's math and reading skills, their teachers' evaluation of their academic competence, and of parental involvement in children's education. CWS workers, parents, and children reported the dosage of academic support received. In the intervention group, 48% of families received the threshold dosage of EAS needed for the intervention to be considered as delivered. There were no statistically significant differences between the intervention and comparison group on the children's math and reading skills, or their teachers' evaluation of the children's academic competence. Given the variation in intervention delivery and the limited statistical power, limited conclusions about the effect of EAS can be made. Important lessons from implementation in CWS and on conducting a pragmatic randomized trial are discussed
Academic achievement · Academic skills · Competence (human resources) · Developmental psychology · Intervention (counseling) · Mathematics education · Medical education · Psychiatry · Randomized controlled trial · Welfare · Child Welfare and Adoption · Clinical Psychology · Early Childhood Education and Development · Family and Disability Support Research · Medicine · Psychology · Social Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |