Lessons learned in implementing youth and parent participatory action research in a school-based intervention

April K. Wilhelm; Shannon Pergament; Alainna Cavin; Nicole Bates; Mikow Hang; Luis E. Ortega; Martha Bigelow; Michele L. Allen

doi:10.1353/cpr.2021.0002

Lessons learned in implementing youth and parent participatory action research in a school-based intervention

April K. Wilhelm, Shannon Pergament, Alainna Cavin, Nicole Bates, Mikow Hang, Luis E. Ortega, Martha Bigelow, Michele L. Allen

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

Background: Participatory action research (PAR) empowers youth and parent stakeholders to address school connectedness and school environment inequities to improve educational social determinants of health. Objectives: To identify lessons learned when implementing school-based youth and parent PAR (YPAR and PPAR) targeting health and academic outcomes for Indigenous students and students of color. Methods: We collected data from five community-academic research team members who coordinated YPAR and PPAR implementation across five middle and high schools and used thematic analysis with deductive and inductive coding to identify contributors to successful PAR implementation. Results: Experiential learning strengthened youth and parent researcher skills and maintained their engagement, community-building supported the PAR process, PAR required support from facilitators with diverse skill sets, and individuals in bridging roles positioned researchers for suc-cess within institutions. Conclusions: PAR holds promise for application in other settings to address institutional change and social determinants of health.

Original language	English (US)
Pages (from-to)	15-36
Number of pages	22
Journal	Progress in Community Health Partnerships: Research, Education, and Action
Volume	15
Issue number	1
DOIs	https://doi.org/10.1353/cpr.2021.0002
State	Published - 2021

Bibliographical note

Funding Information:
This project was funded by a grant from the National Institute of Minority Health and Health Disparities (NIMHD) grant number R01MD010586 (PI: Allen). In addition, AW’s time on this project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under National Research Service Award in Primary Medical Care grant number T32HP22239 (PI: Borowsky), Bureau of Health Workforce. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by NIMHD, HRSA, HHS or the U.S. Government.”

Publisher Copyright:
© 2021 Johns Hopkins University Press.

Keywords

Community Health Partnerships
Education
Participatory Action Research
Program Evaluation
Social Determinants of Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1353/cpr.2021.0002

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abstract = "Background: Participatory action research (PAR) empowers youth and parent stakeholders to address school connectedness and school environment inequities to improve educational social determinants of health. Objectives: To identify lessons learned when implementing school-based youth and parent PAR (YPAR and PPAR) targeting health and academic outcomes for Indigenous students and students of color. Methods: We collected data from five community-academic research team members who coordinated YPAR and PPAR implementation across five middle and high schools and used thematic analysis with deductive and inductive coding to identify contributors to successful PAR implementation. Results: Experiential learning strengthened youth and parent researcher skills and maintained their engagement, community-building supported the PAR process, PAR required support from facilitators with diverse skill sets, and individuals in bridging roles positioned researchers for suc-cess within institutions. Conclusions: PAR holds promise for application in other settings to address institutional change and social determinants of health.",

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note = "Funding Information: This project was funded by a grant from the National Institute of Minority Health and Health Disparities (NIMHD) grant number R01MD010586 (PI: Allen). In addition, AW{\textquoteright}s time on this project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under National Research Service Award in Primary Medical Care grant number T32HP22239 (PI: Borowsky), Bureau of Health Workforce. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by NIMHD, HRSA, HHS or the U.S. Government.” Publisher Copyright: {\textcopyright} 2021 Johns Hopkins University Press.",

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N2 - Background: Participatory action research (PAR) empowers youth and parent stakeholders to address school connectedness and school environment inequities to improve educational social determinants of health. Objectives: To identify lessons learned when implementing school-based youth and parent PAR (YPAR and PPAR) targeting health and academic outcomes for Indigenous students and students of color. Methods: We collected data from five community-academic research team members who coordinated YPAR and PPAR implementation across five middle and high schools and used thematic analysis with deductive and inductive coding to identify contributors to successful PAR implementation. Results: Experiential learning strengthened youth and parent researcher skills and maintained their engagement, community-building supported the PAR process, PAR required support from facilitators with diverse skill sets, and individuals in bridging roles positioned researchers for suc-cess within institutions. Conclusions: PAR holds promise for application in other settings to address institutional change and social determinants of health.

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Lessons learned in implementing youth and parent participatory action research in a school-based intervention

Abstract

Bibliographical note

Keywords

UN SDGs

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