• Laura Rodenburg, Ankie Menting, Bram Orobio de Castro
• Looptijd: 2025 - 2030
• Gefinancierd door: ZonMW

De grootste zorgen van ouders in kwetsbare wijken met complexe problematiek zijn dat hun kinderen ongewild worden meegezogen in (kleine) criminaliteit en schooluitval.Deze problemen zijn veel effectiever te voorkomen dan lang is gedacht, als er maar jong genoeg integraal wordt samengewerkt in het op maat toepassen van bewezen effectieve verbindende kernelementen rond opvoeding, schoolklimaat en wijk.

Doel van het project is de ontwikkeling van (kleine) criminaliteit en schooluitval bij kinderen in kwetsbare gezinnen in kwetsbare wijken in de grote steden te halveren door (1) het versterken van wijkgericht werken door met gezinnen samen steeds op passende wijze bewezen effectieve kernelementen van ouder-, school- en wijkinterventies te combineren in de eerste lijn, en (2) Hier van te leren hoe deze aanpakken ook in andere wijken op maat ontwikkeld kunnen worden door systematisch samen te monitoren, evalueren en verbeteren in leercycli in de wijken

• Researchers: Joyce Coervers (UvA/RID), Dr Isabelle Oostveen-de Vink (UvA), Dr Madelon van den Boer (UvA), and Prof. Dr Elise de Bree (UvA), in collaboration with RID
• Funding: Stichting Onderwijsleerproblemen

Although basic skills such as reading, writing and arithmetic are essential for participation in society, dyscalculia receives far less attention in research than dyslexia. This results in limited knowledge about both the characteristics of children with dyscalculia and the effectiveness of treatments. In this project, we investigate which children with severe and persistent numeracy difficulties are referred for dyscalculia care. In addition, we examine the effectiveness of specialist dyscalculia treatment, about which there is currently hardly any scientific evidence. Using extensive data from RID Taal Rekenen, child characteristics, diagnostics and treatment outcomes are analysed. Together, this project provides insight into who receives dyscalculia care and how effective this care is, with the aim of improving support for children with dyscalculia.

• Geertjan Overbeek, Brechtje de Mooij, Loes van Rijn – van Gelderen (PI)
• Gesponsord door: ZonMw 
• Oktober 2024 – oktober 2026

Many children experience psychosocial problems, and in the Netherlands, approximately half a million young people up to the age of 23 seek professional support for these difficulties. Preventive parenting interventions play an important role in promoting children’s psychosocial well-being. Research has shown that supporting parents in strengthening their parenting strategies is one of the most effective ways to prevent or reduce psychosocial problems in children and adolescents. One well-established preventive intervention is the Family Check-Up, a brief, family-centered program designed to improve parenting practices and reduce child problem behavior. Most evidence for the effectiveness of the Family Check-Up comes from studies conducted abroad. Although these studies show promising results, it remains important to examine whether the intervention is similarly effective within the Dutch youth care context. In two ongoing studies, we evaluate the implementation and overall effectiveness of the Family Check-Up in real-world youth care settings in the Netherlands. In addition, we examine which elements of the intervention contribute most to positive outcomes, focusing specifically on motivational interviewing techniques and individualized feedback to parents. By studying both effectiveness and key components, this research aims to improve preventive youth care by identifying professional practices that are proven to work.

• • Dr Cara Verwimp (UvA), Dr Jurgen Tijms (RID), Dr Britt Hakvoort (Auris) and Prof. Dr Elise de Bree (UvA)
  • Gesponsord door: ZonMw Deelkracht

Many children with developmental language disorder (DLD) also experience severe and persistent word-reading difficulties. In this project, we examine the effectiveness of dyslexia treatment for children with DLD who also have dyslexia. We do this using two comparisons. First, we compare the reading and spelling outcomes of a group of children with DLD attending cluster 2 education who receive specialist dyslexia treatment with those of earlier cohorts from cluster 2 education—i.e. children with DLD in cluster 2 with the same severe reading difficulties but without specialist dyslexia treatment.
Second, we compare the effectiveness of dyslexia treatment for children with DLD in cluster 2 and dyslexia with that for a group of children with specific dyslexia only, and with a group of children with ADHD in cluster 4 education who also have dyslexia. The research findings will also contribute to a practical guideline on dyslexia diagnosis and treatment in children with DLD and dyslexia.

The main research lines are:

• Language acquisition, literacy and numeracy, with particular attention to learning difficulties
• Interaction and relationships between professional educators and young people, particularly pupils with special educational needs

• Leonieke Boendermaker, Cora van de Weerdhof, Annette Tijmann, Bram Orobio de Castro
• Gefinancierd door: Nationale Wetenschaps Agenda
• 2024-2030

Dit zesjarige ontwikkel- en onderzoeksprogramma richt zich op het ondersteunen van professionals in de specialistische jeugdzorg. Ons doel is om leren op de werkvloer duurzaam te verankeren in de dagelijkse praktijk en een stevige implementatie-infrastructuur te creëren. Op deze manier dragen we bij aan de verbetering van de kwaliteit van de jeugdzorg. In het programma staan werkzame elementen van interventies centraal, die de basis vormen voor de ontwikkeling van effectieve ondersteuning voor zorgprofessionals.

• • Dr Debora Roorda and Dr Rianne Bosman
  • Deels gefinancierd door: AUF, Boer ’t Hooft Foundation

Previous research shows that positive relationships with teachers lead to greater engagement, better achievement and fewer behavioural problems among students in secondary education. However, we still know little about how to strengthen teacher–student relationships in this context. This project therefore investigates the effectiveness of two intervention programmes aimed at improving mentor–student relationships in secondary (special) education:

• • Teacher–Student Interaction Coaching (LLInC): LLInC uses relationship-focused reflection by the mentor to improve relationships with students. It consists of four sessions focusing specifically on two students with whom the mentor experiences relational difficulties.
  • ‘I know you!’: Mentor and student engage in a conversation about shared interests (hobbies, interests, etc.). This fosters a sense of connection, thereby improving their relationship.

• Promovendus: Annick Zijlstra
• Promotors: Bram Orobio de Castro, Maroesjka van Nieuwenhuizen
• 2021 - 2026
• Gesponsord door ZonMW

Pasgeborenen van moeders met een licht verstandelijke beperking en multiproblematiek lopen een verhoogd risico op onveilig ouderschap. Dit project onderzocht welke steun, risico- en beschermende factoren belangrijk zijn tijdens de zwangerschap en ontwikkelde op basis daarvan de interventie Veilige Start. Uit dossieronderzoek bleek dat kindveiligheid vooral samenhangt met een opeenstapeling van factoren op verschillende leefgebieden, niet met de beperking zelf. Internationaal zijn prenatale kinderbeschermingsmaatregelen zeldzaam, behalve in Nederland, waar ze zonder expliciete wettelijke basis vaak worden ingezet.

Om preventieve hulp te verbeteren werd Veilige Start ontwikkeld en geëvalueerd in een quasi-experimenteel onderzoek. Veilige Start liet een duidelijke daling zien in uithuisplaatsingen (15% vs 74% in vergelijkingsgroep).

Tijdige, toegankelijke en vrijwillige ondersteuning biedt een veelbelovend alternatief naast of in plaats van kinderbeschermingsmaatregelen.

• Promovendus: Mieke Oldeman
• Promotors: Bram Orobio de Castro, Eline Smit, Eva van Reijmersdal

The prevalence of anxiety- and depression-related complaints in adolescents and emerging     adults has risen over the last decade, but youth face barriers when seeking professional help. Many therefore rely on social media for mental health information. Online short videos (OSVs) are a new form of online health information, which may come with risks and benefits for susceptible adolescents and emerging adults (e.g., misinformation and accessible    psychoeducation respectively).

In this project, we aim to understand to what extent, under which circumstances, and for whom mental health information in OSVs may be beneficial or detrimental. We will explore the information needs and mental health-related OSV consumption of adolescents and emerging  adults with anxiety- and depression-related complaints, and how their OSV consumption is related to their well-being. These findings will be used to develop and test a brief intervention to improve mental well-being.

• Promovendus: Naemi Alders
• Promotors: Eddie Brummelman, Jellie Sierksma (Utrecht University)

Unequal opportunities in education are a pressing societal issue. Children from low socioeconomic status (SES) or immigration backgrounds underperform in school relative to their high-SES or non-immigrant peers, even when they are equally competent. One common solution is to tailor education to children’s individual needs. Yet, such differentiation is often guided by teachers’ subjective perceptions of ability, which may, unknowingly and unintentionally, be influenced by societal stereotypes.

This project focuses on informal differentiation, examining how teachers’ everyday adaptations in instruction and feedback might inadvertently contribute to inequality. Using experimental, observational, and longitudinal studies with young children, we investigate whether, when, and how differentiation practices shape children’s self-views, social inclusion, and academic achievement.

The PhD project is part of the Differentiation in Education project, funded by Nationaal Regieorgaan Onderwijsonderzoek (NRO) of the Dutch Research Council (NWO).