Programmes that Integrate Parenting Support and Financial Well-Being Support: A Systematic Scoping Review

Childhood experiences of economic disadvantage have harmful and long-lasting effects on child health. Early intervention can reduce some harms but it is unclear whether addressing economic disadvantage alongside psychosocial support yields additional benefits. This systematic scoping review aimed to identify evaluated programmes that integrate parenting support (PS) and financial well-being support (FWbS) for parents of children aged 0-19. The objectives were to describe programmes, relevant components, evaluation designs and impact on outcomes, and to consider if any programmes merit replication and testing in a UK context. Outcome or implementation evaluations of integrated PS and FWbS programmes published in English were included (no publication date or geographical limitations). A database search was supplemented by a programme registry search and consultation with parenting experts. Papers were screened independently by two reviewers. Data were extracted for: publication and study characteristics; programme description; evaluation method; measures used; and impact on outcomes (narrative description by study). Each data extraction record was checked by a second reviewer. Searches yielded 2988 (databases) and 346 (registries) articles and 20 programmes (expert consultation). After full text screening, 11 articles covering 11 programmes were included. All were targeted rather than universal. The majority principally offered PS with minimal FWbS (mostly money management). Theoretical justifications for integration of PS and FWbS were limited. Nine studies measured financial, parent health/well-being, parenting or child health/development outcomes; only two measured all four. Four studies measured implementation outcomes. Within-study impact on outcomes was mixed. Integrated PS*FWbS programmes are scarce and heterogeneous in design, content and evaluation. None should be replicated in the UK but components could be adopted and adapted in work to develop and evaluate theory-informed integrated PS*FWbS programmes.