Efforts to Design, Implement, and Evaluate Community‐Based Education for Stepfamilies: Current Knowledge and Future Directions. By: Adler‐Baeder, Francesca; Higginbotham, Brian. Family Relations. Jul2020, Vol. 69 Issue 3, p559-576. 18p.

Stepfamilies are prevalent and have increased in numbers over the past several decades in the United States. Indications are that these families may experience enhanced vulnerabilities and inequities related to relational, psychological, and physical health outcomes; thus, they represent an important target population for family life educators. Efforts have been made to develop detailed, research‐informed conceptual frameworks to guide best practices for stepfamily education and a small body of evaluation research has tested these guidelines. Studies of stepfamily education, particularly in the past decade and a half, provide some information on potential benefits of stepfamily education. In addition, information is provided by formative evaluations of program implementation processes that enhance recruitment and retention, particularly for Latinx stepfamilies. Suggestions for future work center on attention to the limited advancements in stepfamily research and program development and efforts to better meet the needs of diverse types of stepfamilies based on relationship type, social address, culture, and developmental context.