| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Mean number of hours spent doing homework post-intervention: assessed by self-report | 87 | MD 0.51 (0.08 to 0.94) hours | Very Low | Effect favours intervention group but may be less than the MID |
| Mean number of hours spent doing homework at 9-month follow up: assessed by self-report | 87 | MD 0.14 (−0.24 to 0.52) hours | Very Low | Could not differentiate |
| Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the student version of the Educational Planning Assessment | 87 | MD 2.45 (0.98 to 3.92) | Very Low | Effect favours intervention group |
| Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the parent version of the Educational Planning Assessment | 87 | MD 2.81 (−0.94 to 6.56) | Very Low | Could not differentiate |
| Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the teacher version of the Educational Planning Assessment | 87 | MD 2.51 (−0.35 to 5.37) | Very Low | Could not differentiate |
| Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the student version of the Educational Planning Assessment | 87 | MD 2.68 (−0.23 to 5.59) | Very Low | Could not differentiate |
| Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the parent versions of the Educational Planning Assessment | 87 | MD 3.22 (0.32 to 6.12) | Very Low | Effect favours intervention group but may be less than the MID |
| Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the teacher versions of the Educational Planning Assessment | 87 | MD 2.77 (−0.23 to 5.77) | Very Low | Could not differentiate |
| Student self-attribution of accomplishments score post-intervention: youth were asked to list all their educational accomplishments for the past 6 months and a total count was gathered at each time point. | 87 | MD 0.80 (0.33 to 1.27) | Very Low | Effect favours intervention group but may be less than the MID |
| Student self-attribution of accomplishments score at 9-months follow up: youth were asked to list all their educational accomplishments for the past 6 months and a total count was gathered at each time point. | 87 | MD 0.24 (−0.22 to 0.70) | Very Low | Could not differentiate |
No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID
From: Interventions to support learning needs for school-aged looked-after children and young people
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