O2128: Utilization of medical-educational advocate partnership in pediatric primary care

Background: Education is an important social determinant of health and is associated with health behaviors, morbidity, economic opportunity, and life expectancy. Academic achievement is dependent on numerous factors, including access to and enrollment in quality schools and appropriate educational supports. The educational system in the United States is complicated and difficult to navigate, especially for families from marginalized communities who are more likely to face logistical and socioeconomic barriers. Research shows that families face challenges with knowing the correct language to discuss education, understanding educational rights and resources, knowing how to advocate for their children, and feeling heard in the educational system.

Primary care pediatricians (PCPs) are well suited to help identify and address educational needs given their ongoing relationships with families, routine monitoring of development, and management of health issues that can affect school performance and the American Academy of Pediatrics has supported this task. However, PCPs have expressed multiple barriers to supporting educational issues including lack of appropriate training, knowledge, and insufficient time to appropriately address concerns.

Project Description: This is a pilot project to examine the utilization and outcomes of an advocacy partnership between an academic pediatric primary care center and EdNavigator, an educational advocate. Primary care providers identify children ages 2.5-19 years old with academic needs during primary care or follow-up appointments. Families are referred to EdNavigator who pairs them with an “educational navigator” who has expertise in the educational system. Referrals are for: special education, 504 plans, school-based mental health, school enrollment, school re-entry, and English language learning. The navigator supports the family with educational needs, sending the primary care provider updates throughout the referral until its resolution.

Discussion: 50 children have been referred for educational advocacy and support; half of the families have received support in Spanish. The reasons for referral are: IEP/Special Education (88%), 504 Plan/Other Accommodations (18%), School-Based Mental Health (15%), School Enrollment (24%), English Language Learning (6%). Evaluation of patient sociodemographic factors, family and provider satisfaction surveys are the next step.

Conclusion: While primary care providers are uniquely suited to identify and address educational needs, they often do not have sufficient knowledge, training, and time to adequately do so. This program helps support primary care providers and empowers families to advocate for their children’s educational rights. This medical-educational advocate partnership is a feasible, replicable, systems-based intervention to help support educational achievement.