Wuntke_et_al_2025_Multi-family_groups

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Wuntke, Lena; Köhler, Joachim; Mahlau, Kathrin

Multi-family groups in schools. A systemic approach to support students at

risk

Liu, Xinqiao [Hrsg.]: Academic achievement - perspectives of students, teachers, and institutions.

IntechOpen 2025, 13 S.

Quellenangabe/ Reference:

Wuntke, Lena; Köhler, Joachim; Mahlau, Kathrin: Multi-family groups in schools. A systemic approach to

support students at risk - In: Liu, Xinqiao [Hrsg.]: Academic achievement - perspectives of students,

teachers, and institutions. IntechOpen 2025, 13 S. - URN: urn:nbn:de:0111-pedocs-327801 - DOI:

10.25656/01:32780; 10.5772/intechopen.1009445

https://nbn-resolving.org/urn:nbn:de:0111-pedocs-327801

https://doi.org/10.25656/01:32780

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Chapter

Multi-Family Groups in Schools:

A Systemic Approach to Support

Students at Risk

Lena VarunaWuntke, JoachimKöhler and KathrinMahlau

Abstract

Educational opportunities are still heavily dependent on the parental home. For

this reason, support concepts are needed that not only focus on the child but also its

environment. With the so-called multi-family groups in school, a schooling approach

has been found, in which at-risk students can develop social and emotional skills and

experience self-efficacy in their learning. The book chapter comprises three parts.

First, it provides an overview of the development and international dissemination

of the concept. It then describes its implementation in Germany, looking at how it is

actually put into practice in schools, identifying institutional measures and resources.

Finally, the chapter provides an up-to-date overview of the research situation and

discusses current research findings and needs. The outlook points to a promising

innovative support system that can strengthen the academic performance and mental

health of students in a holistic way by promoting cooperation between different

stakeholders.

Keywords: student performance, at-risk students, mental health, multi-family groups,

social and emotional learning, epistemic trust, mentalization

1. Introduction

Ideally, the school should be a place where children achieve knowledge, skills and

important competencies for life. However, up to 20% of school students struggle

with difficulties, such as learning and/or behavioral problems. These students,

often at-risk of failing school, require temporary or ongoing intervention in order to

succeed academically. Causes for underachievement and school problems are often

multifactorial [1], whereby the parental home—still—proves to be a strong factor in

terms of children’s educational trajectories and opportunities [2]. With a view to an

increasingly inclusive school system, there is a need of effective prevention concepts

that not only focus on the child but also its environment.

With the so-called multi-family groups in school [3], a schooling approach has

been found, in which students with particularly complex risk constellations can

develop social and emotional skills, build self-confidence and experience self-

efficacy in their development and learning. With a complex structure, multi-family

groups aim at having a lasting influence on the relationships between all involved

Academic Achievement – Perspectives of Students, Teachers, and Institutions

participants (children, parents, teachers). The central view is that education and

upbringing are more successful when all those involved in the children’s education

work together as partners. In multi-family group programs, family and group therapy

approaches are implemented. The methods of peer feedback and change of perspec-

tive used here are primarily based on the development of mentalization skills and

epistemic trust [4, 5]. The origins of the support approach lie in the psychiatrically

and psychotherapeutically oriented multi-family therapy (MFT) [4], the positive

effects of which have been proven in numerous studies [6]. Since its adaptation for

the school setting in England in the 1990s, school-based multi-family work has spread

throughout Europe [3, 7]. As the approach is still new, it is important to consistently

demonstrate its effectiveness in educational settings. Initial results from quantita-

tively and qualitatively collected data show that the concept has great potential to

initiate a variety of change processes [3, 8, 9]. However, scientifically sound state-

ments on the impact factors, effectiveness and sustainability of this approach are still

lacking [10].

This chapter gives an overview on the history and development of the multi-

family groups in schools and shows their international dissemination and concrete

implementation in Germany. Main theoretical and methodological foundations of the

concept are introduced. The chapter concludes with the current state of research and

an outlook on the potential and further development of the multi-family groups in

school model.

2. Development and international dissemination of the concept

The support approach multi-family groups in school is based on the concept of

MFT, which has its roots in the clinical field. Since the 1940s, family therapy has

developed against the background of a systemic perspective. Based on an interdisci-

plinary, systemic approach developed by Walter Lorenz, social work and psychology

were combined in order to support disadvantaged families [11]. The idea was subse-

quently transferred to the school context [12].

The concept of MFT assumes that mental disorders are not to be sought in the

individuals themselves, but arise in dynamic interactions and communication pro-

cesses within the close psychosocial environment. Around 60years ago, Laqueur and

his colleagues [13] initiated therapeutic interventions for schizophrenic patients and

their families. The families were involved in discussions about home life and treat-

ment issues in order to improve communication within the family. Several families

took part in the sessions and developed ideas for solutions together. These meetings

were called “protected family communication workshops” and took place regularly,

with families benefiting from the experiences of other families. Positive changes in

communication and in coping with family crises could be observed, both during the

sessions and afterwards [11, 12].

In the 1970s, the ideas of MFT work were transferred to the clinical school sector

and adapted to the needs of multi-problem families [14, 15], who are confronted with

problems, such as violence, school failure, mental illness, substance abuse and social

exclusion. These families were accompanied over several months and a therapeutic

community was created, in which the families supported and learned from each other.

The therapists took a low-key role so that the families were encouraged to develop

their own coping skills. This marked a paradigm shift in the role of therapists, who no

longer acted as authoritarian helpers, but as supporters and companions [11, 12].

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Wuntke,Lena;Köhler,Joachim;Mahlau,KathrinMulti-familygroupsinschools.AsystemicapproachtosupportstudentsatriskLiu,Xinqiao[Hrsg.]:Academicachievement-perspectivesofstudents,teachers,andinstitutions.IntechOpen2025,13S.Quellenangabe/Reference:Wuntke,Lena;Köhler,Joachim;Mahlau,Kathrin:Multi-familygroupsi...

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