Enhancing Preschool Children's Attention and Behaviour Through a Parent-Focused Program: A Non-Randomized Parallel Assignment Feasibility Pilot Study

Abstract Background Children’s developmental difficulties are significantly influenced by early exposure to parental psychological distress and mental health challenges. Preschool and young children with disrupted attentional/behavioural skills are at significant risk for social, developmental, and academic difficulties compared to their typically developing peers. While there is increasing recognition of the need to address both parental and child mental health, few early childhood programs target both areas simultaneously. Thus, the present study aims to evaluate the feasibility and acceptability of the Building Regulation in Dual Generations (BRIDGE) program, which was designed to improve both maternal mental health challenges (e.g. depression, anxiety, trauma, stress) and promote positive parenting for parents with young children with attention/behavioural problems. We will also assess preliminary efficacy of the (BRIDGE) program, for parents with young children with attention/behavioural problems to estimate effect sizes for future implementation. Combining Dialectical behaviour therapy (DBT), behaviour management, emotion socialization and mindfulness parenting strategies, the program seeks to support parental psychological distress and improve preschool children's self-regulation, thereby reducing their attention and/or behaviour problems. Ultimately, the goal of the program is to provide family-focused support that empowers parents to reduce their children’s attentional/behavioural difficulties. Methods The present study will be a non-randomized parallel assignment feasibility pilot design. Sixty parent-child dyads (30 participants and 30 controls) will take part in the study. Participants in the intervention group will complete the 12-week online BRIDGE program, along with in-person assessments at three time points: pre-intervention (week 0–1; T1), post-intervention (week 12; T2), and follow-up (week 24; T3). The control group will complete the same in-person assessments without participating in the intervention. Feasibility and acceptability will be evaluated by assessing program recruitment & retention rate, program satisfaction, processing time, assessment and questionnaire completion and attendance. Preliminary efficacy and exploratory outcomes will be assessed using repeated measures analyses of variance (ANOVA) and linear mixed-effects model will be used to compare outcomes between the intervention and control groups across the three time points while controlling for baseline characteristics (age, sex, baselines symptoms). Discussion In summary, the study aims to explore the feasibility, acceptability and potential efficacy of the BRIDGE program in addressing parents’ mental health difficulties and children’s attentional and/or behavioural problems. Results will guide program implementation for future randomized controlled trials. This research will add to the existing literature on the benefit of family-based parenting program for caregivers of young children. The study has broader implications for policymakers and educators, who could use its findings to offer practical strategies for supporting parents experiencing mental health challenges and to improve children’s attentional and behavioural outcomes, ultimately promoting positive early education and child development. Trial Registration The protocol has been registered on ClinicalTrial.gov on July 16 th, 2025 (24-06-073).