Guidebook

Incredible Years Preschool

Incredible Years Preschool is a parenting intervention for parents with concerns about the behaviour of a child between 2 and 9 years old. It is delivered by two IY certified facilitators to groups of up to 12 families for 18 to 20 weekly sessions. During these sessions, parents learn strategies for interacting positively with their child and discouraging challenging child behaviour.

The information above is as offered/supported by the intervention provider.

Population characteristics as evaluated

2 to 9 years old

Level of need: Targeted-indicated
Race and ethnicities: Not reported

Model characteristics

Group

Setting: Community Centre, Early Years Setting, Schools.
Workforce: Parenting professional, Social worker, Psychologist.
Full evidence description (PDF)
View programme website
Evidence rating:
Cost rating:

Child outcomes:

  • Enhancing school achievement & employment
    • Improved literacy
  • Preventing crime, violence and antisocial behaviour

UK available

UK tested

Published: April 2025
Last reviewed: July 2016

Model description

Incredible Years (IY) Preschool Basic is part of the Incredible Years series of interventions for children, parents and teachers. IY Preschool Basic is specifically for parents with concerns about the behaviour of a child aged between 3 and 6 years old.

Parents attend 18 to 20 weekly group sessions where they learn strategies for interacting positively with their child and discouraging unwanted behaviour. Two facilitators with training in the IY model lead parents in weekly two-hour group discussions of mediated video vignettes, problem-solving exercises, and structured practice activities addressing parents’ personal goals.

During the sessions, parents practise child-directed play skills that build positive relationships and attachment; strengthen more nurturing parenting using social, emotion and persistence coaching methods; encourage school readiness skills and beginning problem-solving skills; establish predictable routines and rules; provide incentives for positive behaviour and reduce behaviour problems. Parental support is strengthened by weekly television calls with one of the group facilitators, parent buddy calls, and group process methods.

Age of child

3 to 6 years old

Target population

Parents with a child aged between 3 and 6 years old who have concerns about the child’s behaviour.

Disclaimer: The information in this section is as offered/supported by the intervention provider.

Why?

Science-based assumption

Young children naturally exhibit challenging and non-compliant behaviours

Challenging child behaviours during preschool and primary school increase the risk of behavioural problems in adolescence.

Science-based assumption

Effective parenting behaviours and a predictable family environment help the child to regulate their own behaviour and reduce the risk of child behavioural problems becoming entrenched

Ineffective parenting strategies occasionally increase the risk of child behavioural problems becoming entrenched.

Who?

Science-based assumption

Higher levels of family stress and disadvantage can increase the risk of child behavioural problems

How?

Intervention

Parents learn:

Age-appropriate expectations for their child

Strategies for establishing predictable family routines

Strategies for promoting positive parent–child interaction through non-directive play

Strategies for reinforcing positive child behaviour through labelled praise

Strategies discouraging challenging child behaviour through age-appropriate discipline.

What?

Short-term

Parents implement effective parenting strategies in the home

Parents confidence increases

Parent–child interaction improves.

Medium-term

Children’s self-regulatory capabilities and behaviour improves.

Long-term

Children are at less risk of antisocial behaviour in adolescence

Children are more likely to engage positively with others.

Who is eligible?

Parents with a child aged between 3 and 6 years old who have concerns about the child’s behaviour.

How is it delivered?

Incredible Years Preschool is delivered in 20 sessions of two hours’ duration each by two Incredible Years co-leaders, to groups of around 12 families.

What happens during the intervention?

During the sessions, parents practise child-directed play skills that build positive relationships and attachment; strengthen more nurturing parenting using social, emotion and persistence coaching methods; encourage school readiness skills and early problem-solving skills; establish predictable routines and rules; provide incentives for positive behaviour; and reduce behaviour problems.

Parental social support is strengthened by weekly facilitator calls, parent–buddy calls and group process methods.

Incredible Years Preschool can be combined with Incredible Years Advanced for families with more complex issues. Advanced is a 10 to 12-week add-on component that covers anger and depression management, building support networks, effective problem-solving for couples, and has teacher and family meetings.

Who can deliver it?

Practitioners with training in the Incredible Years model, typically with a qualification and or experience in a helping profession, such as social work or psychology.

What are the training requirements?

The practitioners have 24 hours of intervention training. Booster training of practitioners is recommended.

How are the practitioners supervised?

It is recommended that practitioners are supervised by one host agency supervisor and the intervention developer.

What are the systems for maintaining fidelity?

Intervention fidelity is maintained through the following processes:

  • Face-to-face training
  • Fidelity monitoring
  • Accreditation or certification process
  • Supervision.

Is there a licensing requirement?

Yes

Contact details*

Contact person: Carolyn Webster-Stratton

Organisation: Incredible Years

Email address: cwebsterstratton1@icloud.com
incredibleyears@incredibleyears.com

Website: https://www.incredibleyears.com/early-intervention-programs/parents

 

Contact person: Lisa Wallace-Gloria, M.Ed

Organisation: Incredible Years

Email address: lisawg@incredibleyears.com

*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.

Incredible Years Preschool’s most rigorous evidence comes from three RCTs conducted in the United Kingdom, consistent with Foundations’ Level 3 evidence strength criteria. One of these studies has evidence of a long-term impact and has been conducted independently of the intervention provider, meaning that Incredible Years Preschool has evidence consistent with Foundations’ Level 4+ criteria.

The first study observed that Incredible Years parents were significantly more likely to report improvements in their children’s behaviour and symptoms of hyperactivity (on multiple measures) immediately after the intervention in comparison to parents not receiving the intervention.

The second study replicated the first study’s findings and observed that benefits persisted two years post-intervention. Specifically, IY children assessed as having fewer problematic behaviours in comparison to children whose parents did not attend the intervention when they were younger.

Incredible Years Preschool can be described as evidence-based: it has evidence from at least two rigorously conducted RCTs demonstrating a statistically significant positive impact on a child outcome, and also has evidence of a long-term effect.   

Child outcomes

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+18

Interpretation

3.90-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

3

Reduced child deviance

Improvement index

+14

Interpretation

2.12-point improvement on the Strengths and Difficulties Questionnaire (Deviance Scale)

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced child deviance

Immediately after the intervention

Improvement index

+14

Interpretation

1.92-point improvement on the Strengths and Difficulties Questionnaire (Deviance Scale)

Study

1

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced externalising behaviour

Immediately after the intervention

Improvement index

+21

Interpretation

5.23-point improvement on the Child Behaviour Checklist (Externalising Scale)

Study

2

Improved behaviour

Immediately after the intervention

Improvement index

+17

Interpretation

9.98-point improvement on the Child Behaviour Checklist

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced parent defined problems

Immediately after the intervention

Improvement index

+32

Interpretation

1.41-point improvement on the Parent Defined Problems Questionnaire

Study

2

Reduced total problems

Immediately after the intervention

Improvement index

+27

Interpretation

3.94-point improvement on the Parent Daily Report

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced oppositional defiant disorder

Immediately after the intervention

Improvement index

N/A

Interpretation

0.22-point improvement on a coded observational measure of structured play

Study

2

Reduced oppositional defiant disorder

Long-term, 10 years later

Improvement index

+33

Interpretation

1.61-point improvement on the Child and Adolescent Psychiatric Assessment

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced oppositional defiant symptoms

Long-term, 10 years later

Improvement index

+32

Interpretation

1.58-point improvement on the Child and Adolescent Psychiatric Assessment

Study

2

Reduced antisocial personality traits

Long-term, 10 years later

Improvement index

+26

Interpretation

4.41-point improvement on the Antisocial Process Screening Device

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced antisocial behaviour

Long-term, 10 years later

Improvement index

+29

Interpretation

1.79-point improvement on the Strengths and Difficulties Questionnaire (Conduct Problems Scale)

Study

2

Reduced child hyperactivity

Immediately after the intervention

Improvement index

+28

Interpretation

4.32-point improvement on the Conners Parent Rating Scale (Parent Report)

Study

1

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced child hyperactivity

Immediately after the intervention

Improvement index

+18

Interpretation

1.07-point improvement on the Strengths and Difficulties Questionnaire (Hyperactivity Scale – Self-Report)

Study

1

Reduced child hyperactivity

Immediately after the intervention

Improvement index

+12

Interpretation

0.21 point-improvement on the Parent Account of Child Symptoms Interview

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced negative behaviour

Immediately after the intervention

Improvement index

+28

Interpretation

5.00-point improvement on an observed child negative behaviour scale

Study

3

Reduced conduct problems

Immediately after the intervention

Improvement index

+17

Interpretation

0.82-point improvement on the Strengths and Difficulties Questionnaire (Problems Scale)

Study

1

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced conduct problems

Immediately after the intervention

Improvement index

+31

Interpretation

0.40-point improvement on the Parent Account of Child Symptoms Interview (Parent report)

Study

2

Reduced conduct problems

Immediately after the intervention

Improvement index

+19

Interpretation

1.05-point improvement on the Strengths and Difficulties Questionnaire (Conduct Problems Scale – Self-Report)

Study

2

Improved independent play

Immediately after the intervention

Improvement index

+28

Interpretation

1.90-point improvement on an observed child independent play scale

Study

3

Improved reading ability

Long-term, 10 years later

Improvement index

+16

Interpretation

9.18-point improvement on the Weschler Objective Reading Dimensions age-standardised score

Study

2

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+35

Interpretation

29.19-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Reduced frequency of behaviour problems

Immediately after the intervention

Improvement index

+21

Interpretation

17.8-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

3

Reduced number of behaviour problems

Immediately after the intervention

Improvement index

+26

Interpretation

4.99-point improvement on the Eyberg Child Behaviour Inventory (Problem Scale)

Study

1

Reduced frequency of behaviour problems in siblings

Immediately after the intervention

Improvement index

+27

Interpretation

21.35-point improvement on the Eyberg Child Behaviour Inventory (Intensity Scale)

Study

1

Search and review

Identified in search3
Studies reviewed3
Meeting the L2 threshold0
Meeting the L3 threshold3
Contributing to the L4 threshold3
Ineligible0

Study 1

Study designRCT
CountryUnited Kingdom
Sample characteristics

153 families who were attending Sure Start centres in Wales with a child aged 36 to 59 months at risk of conduct disorder.

Race, ethnicities, and nationalities

Not Reported

Population risk factors

Most families were at a socioeconomic disadvantage compared with the mean valued for the UK.

Timing
  • Baseline
  • Post-intervention
Child outcomes
  • Reduced number and frequency of conduct problems (parent report)
  • Reduced child deviance (parent report)
  • Reduced child hyperactivity (parent report)
  • Reduced frequency of behaviour problems in siblings (parent report).
Other outcomes
  • Reduced symptoms of depression (parent self-report)
  • Reduced levels of stress (parent self-report)
    Increased positive parenting (observation).
Study rating3
Citations

Hutchings, J., Bywater, T., Daley, D., Gardner, F., Whitaker, C., Jones, K., Eames, C. & Edwards, R. T. (2007) Parenting intervention in Sure Start services for children at risk of developing conduct disorder: Pragmatic randomised controlled trial. BMJ. 334, 682.

Study 2

Study designRCT
CountryUnited Kingdom
Sample characteristics

141 families with children aged 3 to 7 who were referred to CAMHS for child behavioural problems.

Race, ethnicities, and nationalities

Not Reported

Population risk factors
  • 45% of parents were singe parents
  • 51% of mothers had left school by age 16
  • 47% living in council or housing association homes.
Timing
  • Baseline
  • Post-intervention
  • Five to 10-year follow-up.
Child outcomes

Post-intervention

  • Reduced oppositional behaviour (clinical assessment)
  • Improved behaviour (parent report)
  • Reduced conduct problems (parent report)
  • Reduced hyperactivity (parent report).

Long-term follow-up

  • Improved reading (researcher assessment)
  • Reduced antisocial personality traits (parent report)
  • Reduced antisocial behaviour (parent report)
  • Reduced oppositional defiant disorder (clinical assessment).
Other outcomes

Post-intervention

  • Reduced inappropriate commands (researcher observation).

Long-term follow-up

  • Warmer expressed emotion (researcher observation)
  • Improved supervision (clinical assessment)
  • Improved parent-child interaction (researcher observation).
Study rating3
Citations

Study 2a: Scott, S., Spender, Q., Doolan, M., Jacobs, B. & Aspland, H. (2001).. Multicentre controlled trial of parenting groups for childhood antisocial behaviour in clinical practice. BMJ. 323, 1–7.

Study 2b: Scott, S., Briskman, J. & O’Connor, T. (2014) Early prevention of antisocial personality: Long-term follow-up of two randomized controlled trials comparing indicated and selective approaches. American Journal of Psychiatry. 171, 649–657.

Study 3

Study designRCT
CountryUnited Kingdom
Sample characteristics

76 primarily low-income families with a child referred for conduct problems aged between 2 and 9 years old.

Race, ethnicities, and nationalities

Not reported

Population risk factors

Participants were primarily low-income families, who tended to live in conditions of social disadvantage; three sites were in housing estates, which were classified as the 10–20% most-deprived UK wards

Timing
  • Baseline
  • Post-intervention,
  • 18-month follow-up
Child outcomes
  • Improved independent play (observation)
  • Reduced number of behaviour problems (parent report)
  • Reduced frequency of behaviour problems (parent report)
  • Reduced negative behaviour (observation).
Other outcomes
  • Increased sense of competence (self-report)
  • Increased positive parenting strategies (self-report)
  • Decreased negative parenting strategies (self-report).
Study rating3
Citations

Gardner, F., Burton, J. & Klimes, I. (2006) Randomised controlled trial of a parenting intervention in the voluntary sector for reducing child conduct problems: Outcomes and mechanisms of change. Journal of Consulting and Clinical Psychology. 47, 1123–1132.

Additional studies are available at http://www.incredibleyears.com/research-library/all-articles

–

Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation’s terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.

Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.

Cost ratings:

Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.

Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.

Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.

Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.

Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.

Set up and delivery cost is not applicable, not available, or has not been calculated.

Click here for more information.

Child Outcomes:

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus.

Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.

Evidence ratings:

Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.

Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.

Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.

Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.

Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.

Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.

Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.

Click here for more information.