# Partnering with Young Parents to Improve Early Hearing Detection and Intervention Programmes

## TL;DR

This study explores how adolescent parents in Teen Parent Units understand infant hearing and develop effective teaching tools through group learning and cultural relevance.

## Contribution

The study introduces a culturally grounded, group-based teaching tool for EHDI programs tailored to adolescent parents.

## Key findings

- Adolescent parents rely on trusted relationships for knowledge rather than social media.
- Multimodal teaching tools and peer-supported group learning are effective for this population.
- Incorporating Te Ao Māori enhances engagement and cultural relevance in health interventions.

## Abstract

Background: Early Hearing Detection and Intervention (EHDI) programmes must partner effectively with families navigating complex circumstances. Adolescent parents (APs) in Teen Parent Units (TPUs) represent a dynamic group demonstrating resilience as they balance childcare, education, and their own developmental journeys. This study explores their understanding of infant hearing, sources of knowledge, and the development of an effective teaching tool. Methods: A qualitative study was conducted with AP learners at a TPU in Aotearoa, New Zealand. Following a period of relationship-building, three focus groups were held. Data were analysed using content analysis and reflexive thematic analysis. Results: AP learners demonstrated a strong awareness of multisensory interactions. Major sources of knowledge included their relational interactions with people they trusted (midwives and family members), rather than social media. Four key themes emerged in the teaching tool’s development: (1) the effectiveness of multimodal teaching tools, (2) the benefits of peer-supported group learning, (3) the impact of high strain, and (4) the importance of Te Ao Māori (a Māori worldview). Conclusions: This study highlights the importance of culturally grounded health interventions for families navigating complex life circumstances. Group-based learning fostered peer support, hands-on multimodal teaching was effective, and culturally relevant materials and pedagogies enhanced engagement. EHDI programs may more effectively support infants from families navigating complex circumstances by collaborating with trusted support people, integrating with wraparound care networks, utilising safe and familiar settings, and delivering interventions in an engaging and culturally appropriate manner.