Lived Experience of Mothers of Children With Learning Disabilities

Abstract

Specific learning disabilities (LD) affect more than a third of U.S. special-education students, yet maternal perspectives on diagnosis remain underexplored. Guided by family systems theory, this research surveyed 24 mothers of children with dyslexia, dysgraphia, or dyscalculia and conducted in-depth interviews with nine. Quantitative findings revealed low-to-moderate perceived stress and moderate-to-high self-compassion; higher self-compassion was associated with lower stress. Qualitative analysis identified three themes: (a) emotional and cognitive turbulence for the maternal experience; (b) family experience; and (c) impact of race, culture, and socioeconomic status. The results underscore the need for family-centered approaches in educational and support services, as well as more inclusive policies addressing the needs and strengths of diverse families. The study contributes to the limited literature on mothers’ experiences with LD and suggests directions for future research and intervention.