ArticleBJPsych open2025
A coach-assisted, online parenting programme to support parents of adolescents who refuse school: evidence of acceptability and feasibility.
Article in BJPsych open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Co-Designing a Digital Coach-Supported Parenting Program for Internalising Problems in Autistic Children.European journal of investigation in health, psychology and education · 2026Article
- Using Co-Design to Adapt a Digital Parenting Program for Parents Seeking Mental Health Support.Children (Basel, Switzerland) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThere is a need for developmentally tailored intervention approaches that empower parents to respond to adolescent school refusal in the context of internalising disorders. Partners in Parenting Plus-Education (PiP-Ed+) is a manualised coach-assisted online parenting programme that has been co-designed with parents, youth and education-sector experts to fill this gap. It addresses multiple parenting factors associated with adolescent school refusal and internalising disorders.
aimsThis study aimed to evaluate the acceptability, feasibility and preliminary indications of efficacy of PiP-Ed+.
methodAn open-label, uncontrolled trial was conducted using a mixed-methods design. Participants were 14 Australian parents of adolescents (12-18 years) who had refused school in the context of internalising disorders.
resultsPiP-Ed+ was viewed as highly acceptable and feasible. Coaching sessions in particular were perceived as valuable and appropriate to the parents' level of need, although longer-term support was suggested to sustain progress. Between baseline and post-intervention, there were significant increases in parents' self-efficacy to respond to adolescent school refusal and internalising problems, and concordance with evidence-based parenting strategies to reduce adolescent anxiety and depression. Days of school refused and carer burden did not change.
conclusionsFindings support the value of proceeding to evaluate the efficacy of PiP-Ed+ in a randomised-controlled trial. Results are interpreted in the context of study limitations.
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