Increasing access to quality parent education through a virtual synchronous setting: A qualitative study.

Area of Science:

• Public Health
• Mental Health Services
• Family Support Programs

Background:

• The COVID-19 pandemic exacerbated the youth mental health crisis in America.
• Group-based parent education is effective for intervention and prevention but faces access barriers like parental time constraints.
• Live, virtual parent education models remain understudied despite technological advancements.

Purpose of the Study:

• To qualitatively evaluate the impacts and accessibility of a virtual, synchronous parent education program.
• To understand participant experiences with the E3 Parent Education (E3 PE) program.

Main Methods:

• Qualitative evaluation.
• Interviews with eight participants (n=8) of the E3 PE program.
• Analysis of participant experiences regarding access and program impact.

Main Results:

• Participants unanimously reported convenience, connection, and comfort as key themes.
• The virtual, synchronous format was perceived positively by all participants.
• Participants provided actionable suggestions for program enhancement.

Conclusions:

• A free, virtual, synchronous, group-based parent education program can provide equitable access and reduce participation barriers.
• Findings support the integration of virtual options into parent education delivery models.
• Policymakers and program developers should consider virtual formats to meet diverse family needs and improve accessibility.