Parenting Through Adversity

Why?

• Face-to-face delivery shows evidence of effectiveness in supporting outcomes for parents.
• Online and hybrid delivery is becoming increasingly common but there is no evidence yet which shows the effectiveness of digital or hybrid delivery methods: more research is needed here. There can also be barriers to digital modes of delivery, such as digital exclusion and meeting accessibility needs associated with online delivery.

How?

• Local leaders, commissioners and practice supervisors should prioritise opportunities for face-to-face parenting support when designing services.
• Practitioners should work with parents to build confidence and self-esteem through coaching, and modelling and practicing parenting skills, supported by face-to-face interactions. Parents build relationships with practitioners and peers through participating in face-to-face group-based programmes.
• It is important that local leaders, commissioners, practice supervisors and practitioners are mindful of the logistical and financial barriers to face-to-face delivery, such as travel costs, the frequency and reach of public transport, and the distance and time needed to travel. The timing of interventions and need to balance work and childcare responsibilities can also be barriers to participation, as can the accessibility needs of parents with disabilities or mental health challenges.

Why?

• Both fixed and flexible/modular approaches are effective for families, which underlines the benefits of a mixed local offer.
• However, unpacking the data shows that for families with more complex needs, a fixed delivery model is associated with marginally higher impact in relation to harsh and violent parenting and to positive parenting practices. More structured interventions, which require targeting of resources, are more effective at reducing the risk of more serious harm to children

How?

• Local leaders and commissioners should design a mixed offer of parenting support, with both fixed and flexible delivery models, as appropriate to local needs.
• Local leaders and commissioners should carefully target resources to the higher need families most likely to benefit from more structured support, as outlined in Recommendation 1 of this guide.

Why?

• Overall, interventions that were group-based or one-to-one models had little difference in their effectiveness. Local leaders and commissioners should therefore have confidence in the benefits of a mixed local offer of group or individual support that reflects local needs (e.g. geography, delivery site access, and population need).

How?

• Practitioners should be enabled to offer skilled facilitation of groups, supporting group process and dynamics, holding safer spaces and navigating challenging conversations. Practitioners offering group-based support can provide opportunities for parents to share experiences, reduce feelings of isolation and build support networks with other parents.
• One-to-one delivery can support a more tailored approach and offer a confidential and focussed space for practitioners to build trust and rapport and to address individuals’ experiences.

Why?

• Evidence-based interventions are crucial for providing effective support for parents but there are challenges in uptake and the quality of implementation.
• Effective delivery of parenting interventions requires practitioners who are skilled, well-trained, and sensitive to the challenges families face. Parents value practitioners who build rapport, provide unbiased and fair support, and foster stable relationships over time.
• Multi-disciplinary teams are ideal for collaborative delivery, with roles tailored to intervention content, such as therapeutic expertise or skills in group facilitation.
• Interventions with the strongest evidence of impact provide comprehensive training and implementation support (e.g. through a programme manual, technical assistance with delivery, accreditation or certification).
• Where programmes specify staff qualification requirements, most require graduate or post-graduate level qualifications in mental health, social work, family support, early education, public health or related disciplines (e.g. family nurses, school nurses, health visiting), or a medical/science degree.
• Continuous improvement and quality assurance requires testing, learning, and adapting delivery based on local data. Regular testing of programme implementation ensures that interventions achieve their intended benefits and maintains their long-term effectiveness.

How?

• Strong leadership is essential throughout the implementation process, from the assessment of population needs and adoption of interventions, to embedding them and maintaining quality.
• Local leaders and commissioners should ensure that interventions match local workforce skills, such as therapeutic expertise or the ability to facilitate groups and give coaching in parenting practices.
• Practitioners should dedicate time to understanding parents’ practical needs (e.g., childcare, accessibility) and offer encouragement and emotional support to foster motivation.
• Collaboration within local service partnerships can improve accessibility, referral processes and community engagement, helping to improve recruitment and retention in parenting support.
• Leaders, commissioners and practice supervisors must ensure that practitioners receive initial and ongoing training, supervision, and access to resources to maintain high-quality delivery.
• Local leaders and practice supervisors must also ensure sufficient technical support at every stage, from preparation and introduction to monitoring and adaptation during delivery.
• Local leaders, commissioners and practice supervisors should establish systems for ongoing monitoring and quality assurance of practitioner skills, outcomes and delivery. Tools such as implementation checklists, supervision, practitioner learning and development, and regular reviews of participant feedback can identify areas for improvement and ensure interventions meet parents’ needs.