Making Connections that Count – a Case Study of the Family Referral Service in Schools Program on the Central Coast, New South Wales, Australia

Abstract

Introduction: Adverse childhood experiences (ACEs) are associated with health and social problems in later life, with an early intervention highly desirable for better outcomes. Description: The Family-Referral-Services-In-Schools (FRSIS) is an early-intervention case management program for children and families with complex unmet needs, providing access to family support, housing, mental health care, and/or drug and alcohol services. The in-school trial setting was aimed at improving service uptake which was low in its community counterpart. Discussion: FRSIS was a well-regarded intervention that reduced barriers to access for vulnerable families. The school setting and non-government agency service provision led to increased acceptability and trust. The program reached 5% of the student population. Support was tailored to family need, which was often complex and involved both children and caregivers. Initially, the multi-agency partnership and governance oversight group championed the service and enabled the pilot to be established, however funding uncertainty and competing priorities saw leadership support ebb away despite operational success. Conclusion: The FRSIS model breaks down numerous barriers to accessing care for vulnerable families by its generalist nature and tailored approach and represents a high-trust approach to brokering appropriate care. Consistency in leadership support was a missed opportunity for program sustainability.

Moving from idea to reality: The barriers and enablers to implementing Child and Family Hubs policy into practice in NSW, Australia

“…The need for strong governance structures has been previously discussed in the Hub literature [ 22 ], and the broader literature on inter-organizational collaboration in integrated care [ 41 ]. The importance of clear, robust and sustained governance and oversight in multi-sectoral initiatives to ensure ongoing agency engagement, funding and programme sustainability has also been highlighted in a recent evaluation of a school-based integrated care initiative [ 42 ]. This suggests the potential utility of a standardized framework, to be implemented according to context, to support the development and evolution of all new and existing Hub initiatives through evidence-based guidance around governance structures and mechanisms to facilitate inter-organizational collaboration.…”