Development and Testing of Interventions: Use of Homework Lessons to Enhance Parent Engagement in a School-Based Healthy Relationships Program

This abstract was presented at the 2018 Society for Prevention Research Annual Meeting which was held May 29 – June 1, 2018 in Washington, DC, US.

Maisha Syeda University of Calgary

Deinera Exner-Cortens University of Calgary; Lana Wells University of Calgary

Engaging parents in school-based prevention programs is crucial for maximizing public health impact. However, due to the multiple barriers parents face to engagement in this context (e.g., time, resources), parent engagement is challenging, and evidence of successful processes is limited. In an effort to increase engagement and reduce barriers, recent literature suggests that presenting information on how initiatives can potentially improve a child’s functioning may foster increased engagement and buy-in from parents. As well, successful strategies should focus on reaching parents where they are at (e.g., not requiring parents to come into the school building to participate). To this end, the present study examines the incorporation of collaborative homework lessons into an existing evidence-based, teacher-delivered dating violence prevention and healthy relationships promotion program for middle school students (Fourth R), as a strategy to increase parent engagement and reduce barriers to participation. 

Homework assignments for this project were designed by program developers, and three Grade 8 teachers were recruited for the pilot evaluation of these assignments as part of regular program training. Parents of students in participating classrooms (N=213) were asked to complete the homework assignments with their child, and also complete a survey to provide process feedback on feasibility and utility of this engagement strategy. Of the seven available assignments, four were assigned across the three participating classrooms, covering the topics of stress management, conflict resolution, and coping skills. About half of the parents in selected classrooms elected to participate in completing at least one of the assignments, and the majority of these participants were mothers. 

Feedback on the feasibility and utility of the homework assignments indicated that the majority of participants found assignments engaging (93%) and relevant (93%) for their child. Most parents also thought that the homework was engaging (89%) and relevant (88%) for themselves. Finally, about 88% of parents indicated that the homework was helpful in teaching their child about healthy relationship skills, and about 70% reported that they would participate in similar homework in the future. These results suggest that parents were generally receptive to participating in homework assignments, and that they represent a feasible and low-cost engagement strategy for parents. Barriers and challenges to the use of homework assignments, as well as other parent engagement tools used by this program, will also be discussed.