Partnering for Change in Sweden - Intervention to Increase Pupils' Engagement and Participation


Linköping University (LiU)




Child Health


Behavioral: Partnering for change (P4C-Swe)
Behavioral: Treatment as usual

Study type


Funder types




Details and patient eligibility


This project implements an innovative and intersectional collaborative intervention model that addresses challenges that exist for children with special educational needs, who risk school failure, exclusion and poor health. The aim is to evaluate how the intervention model Partnering for Change (P4C) can be used to provide school-based services for creating an inclusive learning environment, and its effects on students 'conditions for learning, such as students' engagement and participation in school activities. The study has a non-randomized controlled intervention study design with pre-, post- and follow-up measurements.

Full description

This project implements an innovative and intersectional intervention school-based service delivery model that addresses challenges that exist for children with special educational needs who risk school failure, exclusion and poor health because of a) the lack of accommodations and support that meet their needs in school, b) the lack of knowledge and systematic work methods to create inclusive learning environments, and c) the lack of evidence-based school interventions. Despite investments in support for children with special needs, there is a large proportion of children who do not achieve educational goals due to low engagement, attendance at school, disability or mental ill-health or poor socio-economic environments. Poor educational results may lead to inequality in society, such as exclusion from higher education and/or labour market later in life. To meet these challenges, the following study project focuses on creating inclusive learning environments by implementing the Canadian evidence and school-based service delivery model Partnering for Change (P4C) in Swedish schools. The aim of the study is to investigate the P4C´s effect on children's prerequisites for learning and children's experiences of inclusive learning environment. P4C is based on universal design for learning and facilitate earlier identification of pupils who need support, and through early intervention, with a tiered model at class, group, and individual level, increase the conditions of learning. By implementing P4C, children with or without diagnosis, will have access to accommodations that match their needs. The results of a feasibility study, with preliminary results, shows good feasibility and acceptance for P4C in Swedish schools. Participants in current study are 20 classes (400 pupils, ages 6-12 years) (intervention and control classes), class teachers, occupational therapists and special educator teachers in student health services. A non-randomized controlled intervention study design with before, after and follow up measurements will answer how effective P4C is for children.


400 estimated patients




5 to 13 years old


No Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria for group of pupils are:

  • that the school's pupils health service has access to an occupational therapist and/or special education teacher,
  • preschool class or primary school class years 1-6,
  • that school staff feel that there are pupils in class in special educational needs and/or in need of a more accessible learning environment
  • that the school principal and class teacher agree to participate in the study. -

Exclusion Criteria: None


Trial design

Primary purpose




Interventional model

Parallel Assignment


None (Open label)

400 participants in 2 patient groups

P4C-Swe intervention
Experimental group
Pupils in participating classes will receive the Partnering for change (P4C) intervention
Behavioral: Partnering for change (P4C-Swe)
Treatment as usual
Active Comparator group
Treatment as usual is provided by the Student health services that consists of a school doctor, school nurse, psychologist and counselor, and staff with special educational competence
Behavioral: Treatment as usual

Trial contacts and locations



Central trial contact

Maria Borgestig, PhD

Data sourced from

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