When mothers disengage: stories from women who have gone from participants to observers in their autistic child’s education

Sutherland, Carly (2024) When mothers disengage: stories from women who have gone from participants to observers in their autistic child’s education. Masters thesis, Memorial University of Newfoundland.

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Abstract

There exists a knowledge gap in our understanding of why some mothers of Autistic children resist engaging fully with their children’s school-based teams, despite the body of research supporting the benefits of constructive family-school relationships. This thesis investigates the narratives of five mothers through the lens of Bronfenbrenner’s ecological systems theory and the feminist theoretical framework of nonunitary subjectivity. The results were analysed for themes inductively using a constant comparative model. The qualitative data gained from this exploration finds that the participants disengage from their children’s school teams after years of experience, intense efforts, discouragement, cumulative stress, and perspective shifts. School leaders should consider that any promotion of re-engagement needs to transpire through a culturally responsive, trauma-informed lens that prioritises relationship building, empathy, and suspended judgement. The research also suggests that more flexible hiring practices could be of benefit. Further research in this area exploring the perspectives of educators, fathers, and more marginalised groups is recommended.

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