Understanding parental trauma in caring for children with down syndrome within LSEN school settings.
- 1Department of Educational Psychology, University of Johannesburg, Johannesburg, South Africa.
Abstract
Background
Parents raising children with Down syndrome (DS) encounter multifaceted adversities that may precipitate trauma responses, yet the intersection of caregiving, systemic barriers, and trauma remains underexplored in low-resourced educational contexts.Aim
This study examined the nature, sources, and manifestations of parental trauma among caregivers of children with DS enrolled in Learners with Special Educational Needs (LSEN) schools in Johannesburg, South Africa.Method
Using an interpretative phenomenological design, semi-structured interviews and a focus group were conducted with eight purposively selected parents (seven mothers, one father) whose children attended an LSEN school in Johannesburg. Data were analysed following Interpretative Phenomenological Analysis procedures.Findings
Four superordinate themes emerged: (1) traumatic shock at diagnosis and systemic betrayal; (2) cumulative caregiving strain as chronic trauma exposure; (3) secondary trauma from institutional gatekeeping and stigma; and (4) precarious resilience and post-traumatic growth. Parents described diagnostic experiences marked by insensitive communication, fragmented healthcare pathways, and educational exclusion that functioned as compound traumatic events. Chronic hypervigilance, anticipatory grief, and moral injury from inadequate institutional support constituted sustained trauma burdens.Conclusion
Parental trauma in LSEN contexts arises from the convergence of individual psychological responses, systemic failures, and structural violence.
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BibTeX
@article{adewuyi2026understanding,
title = {{Understanding parental trauma in caring for children with down syndrome within LSEN school settings.}},
author = {Habeeb Omoponle Adewuyi and Veronica M Dwarika},
journal = {Frontiers in child and adolescent psychiatry},
year = {2026},
month = oct,
doi = {10.3389/frcha.2026.1926429},
url = {https://europepmc.org/article/MED/42923125},
note = {CC BY},
}
RIS
TY - JOUR
TI - Understanding parental trauma in caring for children with down syndrome within LSEN school settings.
AU - Habeeb Omoponle Adewuyi
AU - Veronica M Dwarika
PY - 2026
DA - 2026/10/08
JO - Frontiers in child and adolescent psychiatry
DO - 10.3389/frcha.2026.1926429
UR - https://europepmc.org/article/MED/42923125
AB - Background Parents raising children with Down syndrome (DS) encounter multifaceted adversities that may precipitate trauma responses, yet the intersection of caregiving, systemic barriers, and trauma remains underexplored in low-resourced educational contexts.Aim This study examined the nature, sources, and manifestations of parental trauma among caregivers of children with DS enrolled in Learners with Special Educational Needs (LSEN) schools in Johannesburg, South Africa.Method Using an interpretative phenomenological design, semi-structured interviews and a focus group were conducted with eight purposively selected parents (seven mothers, one father) whose children attended an LSEN school in Johannesburg. Data were analysed following Interpretative Phenomenological Analysis procedures.Findings Four superordinate themes emerged: (1) traumatic shock at diagnosis and systemic betrayal; (2) cumulative caregiving strain as chronic trauma exposure; (3) secondary trauma from institutional gatekeeping and stigma; and (4) precarious resilience and post-traumatic growth. Parents described diagnostic experiences marked by insensitive communication, fragmented healthcare pathways, and educational exclusion that functioned as compound traumatic events. Chronic hypervigilance, anticipatory grief, and moral injury from inadequate institutional support constituted sustained trauma burdens.Conclusion Parental trauma in LSEN contexts arises from the convergence of individual psychological responses, systemic failures, and structural violence.
SN - 2813-4540
ER -