Supporting students through behaviour improvement programmes

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What impact did behaviour improvement programmes have on parents, families and the community?

The BIP had a specific focus on supporting parents and families. BEST interventions acted positively on parents in a number of ways, including:

providing them with improved access to services;
creating and sustaining more effective links between home and school particularly after this relationship had broken down;
improving their parenting skills; and
helping to mediate in parent-child relationships.

BESTs helped provide access to services both in terms of direct contact to them within the BEST and through signposting to other agencies. The multi-agency nature of BESTs meant that access was more streamlined, practitioners from different specialisms being able to communicate directly, without families having to convey their situation to multiple parties. In many cases direct intervention by mentors and family support workers helped pupils and parents improve relations and led to improved behaviour in school.

Contact with parents, following the referral of a child to BEST, often resulted in the identification of adults’ needs relating to, for example, domestic violence or adult mental health issues. Family or social workers making home visits became aware of inadequate living conditions, and helped families access social welfare grants or practical resources.

Individual family work and group parenting courses helped to empower parents to better cope with parenting. BESTs gave parents advice about parenting skills and strategies (e.g. reward systems, routines and boundary setting) that parents continued to apply at home. These activities had the effect of improving parent-child relationships.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? How did schools and their staff benefit from working with other agencies? What impact did behaviour improvement programmes have on parents, families and the community? How did the location and structure of BESTs affect their work? How did behaviour improvement programmes support schools, students and parents? How was the evidence collected? What are the implications for practice? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Supporting students through behaviour improvement programmes This digest found in Behaviour Send to a friend Word doc 90KB Printer friendly Collate for later What impact did behaviour improvement programmes have on parents, families and the community? The BIP had a specific focus on supporting parents and families. BEST interventions acted positively on parents in a number of ways, including: providing them with improved access to services; creating and sustaining more effective links between home and school particularly after this relationship had broken down; improving their parenting skills; and helping to mediate in parent-child relationships. BESTs helped provide access to services both in terms of direct contact to them within the BEST and through signposting to other agencies. The multi-agency nature of BESTs meant that access was more streamlined, practitioners from different specialisms being able to communicate directly, without families having to convey their situation to multiple parties. In many cases direct intervention by mentors and family support workers helped pupils and parents improve relations and led to improved behaviour in school. Contact with parents, following the referral of a child to BEST, often resulted in the identification of adults’ needs relating to, for example, domestic violence or adult mental health issues. Family or social workers making home visits became aware of inadequate living conditions, and helped families access social welfare grants or practical resources. Individual family work and group parenting courses helped to empower parents to better cope with parenting. BESTs gave parents advice about parenting skills and strategies (e.g. reward systems, routines and boundary setting) that parents continued to apply at home. These activities had the effect of improving parent-child relationships.