Training parents in a preventive intervention for transfer children

Area of Science:

• Education
• Developmental Psychology
• Child Psychology

Background:

• Children transferring schools face academic challenges.
• Early identification of at-risk students is crucial for intervention.
• Parental engagement is a key factor in academic outcomes.

Purpose of the Study:

• To evaluate the impact of a school-based tutoring program on at-risk students.
• To determine the added benefit of a parent training component within the tutoring program.
• To assess the influence of parental involvement on academic and social adjustment.

Main Methods:

• Quasi-experimental design comparing two intervention groups.
• One group received school-based tutoring; the other received tutoring plus parent training.
• Data collected on student grades and social adjustment measures.

Main Results:

• Students in the program with parent training showed improved grades.
• Collaborative efforts between parents and school personnel yielded more favorable outcomes.
• Enhanced parental engagement correlated with better social adjustment.

Conclusions:

• School-based tutoring programs are effective for at-risk students.
• Integrating parent training significantly enhances academic and social outcomes.
• Parent-school collaboration is vital for successful preventive interventions in education.