The perceived impact of early years interventions being delivered by volunteers: a qualitative evidence synthesis of volunteer experiences
- 1Department of Health Sciences, University of York
- 2Centre for Health Economics, University of York
- 3Department of Health Sciences and the Hull York Medical School, University of York
Abstract
Objective: To understand the views and experiences of volunteers who deliver early years interventions (EYIs) regarding their contributions to positive outcomes for families and the impact of volunteering on them personally.
Methods: Qualitative and mixed-methods studies including the perspectives of volunteers within interventions supporting families in the first 1,001 days were identified through academic and gray literature searches. Direct quotes from volunteers and author interpretations were extracted, and the data analyzed using thematic synthesis methods.
Results: A total of 28 studies covering the views of 387 volunteers delivering 32 different EYIs were included. Three analytical themes were identified: (1) Volunteers as a mechanism for change; (2) Supporting volunteers to succeed; and (3) The transformative power of volunteering for volunteers.
Conclusions: Volunteers felt particularly well suited to delivering early years interventions by drawing on their personal experiences and building trust with families who may be hesitant to engage with statutory services. Volunteering also helped them develop professional and personal skills and enhanced their social wellbeing, suggesting benefits that extend beyond family outcomes to wider community values. However, adequate training and supervision are essential to ensure that volunteers feel confident in their roles and to minimize potential emotional harm.
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BibTeX
@article{padgett2026perceived,
title = {{The perceived impact of early years interventions being delivered by volunteers: a qualitative evidence synthesis of volunteer experiences}},
author = {Louise Padgett and Sarah Louise Blower and Peter Murphy and Maria Bryant},
journal = {Frontiers in Public Health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1933122},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1933122/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The perceived impact of early years interventions being delivered by volunteers: a qualitative evidence synthesis of volunteer experiences
AU - Louise Padgett
AU - Sarah Louise Blower
AU - Peter Murphy
AU - Maria Bryant
PY - 2026
DA - 2026/10/13
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1933122
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1933122/full
AB - Objective: To understand the views and experiences of volunteers who deliver early years interventions (EYIs) regarding their contributions to positive outcomes for families and the impact of volunteering on them personally. Methods: Qualitative and mixed-methods studies including the perspectives of volunteers within interventions supporting families in the first 1,001 days were identified through academic and gray literature searches. Direct quotes from volunteers and author interpretations were extracted, and the data analyzed using thematic synthesis methods. Results: A total of 28 studies covering the views of 387 volunteers delivering 32 different EYIs were included. Three analytical themes were identified: (1) Volunteers as a mechanism for change; (2) Supporting volunteers to succeed; and (3) The transformative power of volunteering for volunteers. Conclusions: Volunteers felt particularly well suited to delivering early years interventions by drawing on their personal experiences and building trust with families who may be hesitant to engage with statutory services. Volunteering also helped them develop professional and personal skills and enhanced their social wellbeing, suggesting benefits that extend beyond family outcomes to wider community values. However, adequate training and supervision are essential to ensure that volunteers feel confident in their roles and to minimize potential emotional harm.
SN - 2296-2565
ER -