Feasibility of Tiyanjane: A Family–School–Community Intervention Promoting Parental Involvement in the Education of Children with Disabilities in Malawi

David John Musendo (), Sarah Polack, Blessings Chirwa, Ellen S. Nkambule, Claire Mukakagame, Magnolia Chikanya, Thomas A. Nkhonjera and Tracey Smythe
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David John Musendo: International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK
Sarah Polack: International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK
Blessings Chirwa: Department of Water and Sanitation, Faculty of Environmental Sciences, Mzuzu University, Mzuzu P.O. Box 201, Malawi
Ellen S. Nkambule: Department of Nursing and Midwifery, Mzuzu University, Mzuzu P.O. Box 201, Malawi
Claire Mukakagame: Development Studies Department, Faculty of Social Sciences, Kigali Independent University, Kigali P.O. Box 2280, Rwanda
Magnolia Chikanya: Department of Statistical Science, Faculty of Science, University of Capetown, Cape Town 7701, South Africa
Thomas A. Nkhonjera: Department of Agricultural Sciences, Faculty of Environmental Sciences, Mzuzu University, Mzuzu P.O. Box 201, Malawi
Tracey Smythe: International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK

Social Sciences, 2025, vol. 14, issue 5, 1-22

Abstract: Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method approach was employed based on five aspects of Bowen’s feasibility framework: acceptability, demand, implementation, practicality, and limited efficacy. Twenty-one participants (13 caregivers, four teachers, and four local leaders) participated in the study. Standardised measures, namely the Parent and Family Adjustment Scale (PAFAS) and the Multidimensional Scale of Perceived Social Support (MSPSS), were employed to evaluate changes in parental practices, adjustments, and perceived social support. Qualitative data were collected using focus groups and in-depth interviews to assess the feasibility of the intervention. Tiyanjane showed promise in promoting parental involvement in the education of children with disabilities. The intervention demonstrated high fidelity, achieving 100% retention and 95% attendance. Local resources, commitment from participants and facilitators, and strong family school–community ties enabled the practicality and execution of the intervention. Significant improvements were observed in the PAFAS and MSPSS scores across the assessed post-intervention outcomes. Minor logistical issues including resource and implementation challenges were reported. Tiyanjane was feasible for the facilitators and participants in the Malawian context. Further studies are needed to assess the programme’s adaptation, integration, and expansion in other contexts before scaling up.

Keywords: parent involvement; children with disabilities; community engagement; education; feasibility study; family–school–community partnerships; low-income countries; supportive relationships (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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