Implementation of a Digital Tool to Identify Child Development and Parental Mental Health Needs Among Multicultural Communities Attending a School‐Based Wellbeing Hub

BACKGROUND: Evidence supports developmental surveillance and integrated care hubs for early identification and intervention in child developmental vulnerabilities. However, data on their use in community settings including schools and multicultural populations is limited. This study examined the implementation of the Watch Me Grow-Electronic (WMG-E) developmental surveillance tool and staff perspectives at the Mirrung wellbeing hub integrated with a preschool in South-Western Sydney. METHODS: A mixed-methods study recruited parents/carers of children aged 3-6 years enrolled at Ashcroft Public School to complete WMG-E developmental screening assessments. Additionally, qualitative interviews with Mirrung staff assessed implementation metrics including acceptability, adoption, appropriateness, coverage and sustainability. Multilevel binary logistic regression models were conducted to determine whether sociodemographic and clinical characteristics were associated with the occurrence of developmental concern. Qualitative data was analysed thematically. RESULTS: Lower parent/carer education was associated with three-fold higher risk of child developmental concern (AOR 3.36, 95% CI 1.06-12.44). Thematic analysis revealed three themes: Barriers to Service Access, Enablers to Service Access and Uptake of WMG-E at Mirrung. CONCLUSION: WMG-E is a feasible, appropriate and acceptable developmental screening tool for multicultural school-based settings. Findings emphasise the need for culturally relevant health literacy resources to improve parents/carers' engagement to support early child development.