Partnerships and School Studies
From ICE Primer: A Tobacco Control Research Methodology Primer
Recruitment of schools for research is a critical element of a successful program of school-based research. The first element of recruitment is developing partnerships with the key stakeholders for tobacco related studies within the school environment. Key players might include researchers, Department of Education and Health personnel, School Boards / Districts and Principals. Key components for initiating school health research have been described in Navigating School Health Research: A resource guide for schools, school boards and researchers available at http://cshr.ca.
Developing true collaborative partnerships requires respect and understanding among all stakeholders around the table. Depending on the culture of the environment contacts are made by phone, letter, e-mail or person to person contact. Identifying who are the key stakeholders mandated to conduct school health initiatives and inviting these players to a discussion table is important. This may mean several meetings to ensure clarity and two way communications. Integrate research goals into existing health related activities within the Departments. Sustain contact with all partners at a level appropriate to their contribution to the project. Sample letters showcasing how to introduce a study to partners are included in the facilitators guide. Often schools are more receptive to researchers who are knowledgeable about the school and its environment. Once the dialogue has started it is important to keep in contact to foster collaborative relationships.
Negotiating contracts and funding proposals with proper authorities needs to happen separately from building supportive partnerships. A difficulty for school health research is the timelines for getting contracts in place has to be respectful of the school schedules and demands on schools from a variety of players.
Gaining support from Key policy and decision makers: Depending on the site of the study, getting Departments of Education or Health involved may vary. However, it is always better to be open and transparent whenever possible. However timing for such dialogue can be challenging. A key element of any presentation should be how tobacco research contributes to other mandates of the system and how participating in a tobacco research study can be integrated into other aspects of the system. As an example, conducting surveys to learn of current priorities of each school can help in recruiting schools to research projects. Ontario has linked the research outcome variables with the provincial learning objectives (i.e. readiness to learn, educational achievement, feelings of connectedness with in the schools http://www.edu.gov.on). Guidelines to follow for contacting schools boards / School Districts. Examples of letters for key stakeholders has been provided in the Facilitators Guide. The first step is to contact the Department and/or the Board and discuss how the research will complement or enhance their mandate.
Building relationships with Principals, teachers, parents and students is critical for sustaining a value added component of school health research. At the school level you need to identify the value added components of your study to the school. Creating small working groups with key school contact(s) in each school is very important. Prepare information packages that reflect knowledge translation and exchange guidelines (e.g., http://www.cihr-irsc.gc.ca/e/38766.html). Identify what role(s)teachers can / are interested in playing. Taking time to meet and discuss school concerns and how these may be addressed in the research protocol and the ethic application may be very valauble to the What are the incentives that would be important to schools to encouage their participation and how much funding do you have to accomodate those incentives.
