Mothers’ Perspectives on School–Family Collaboration in Supporting Children with Dyslexia: A Qualitative Study
DOI:
https://doi.org/10.57125/FED.2026.06.06Keywords:
learning disability, teacher–parent communication, inclusive education, elementary school, mothers’ experiences.Abstract
This qualitative study explored mothers’ perspectives on collaboration with teachers in supporting children with dyslexia. The study involved ten mothers of children aged 6–12 years with a formal diagnosis of dyslexia attending public primary schools in Western Macedonia, Greece. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings generated five main themes: a) quality of collaboration, b) forms and frequency of communication, c) facilitating factors, d) barriers to collaboration, and e) proposed improvements. Participants described collaboration as largely inconsistent and dependent on individual teachers’ practices rather than embedded within a systematic school-wide framework. Teachers’ empathy, clarity of communication, differentiated instructional practices, and supportive school organisation were identified as key facilitators of effective collaboration and contributors to children’s academic and psychosocial well-being. Regular and structured communication was associated with greater parental trust and reduced anxiety, whereas infrequent or reactive communication often generated uncertainty and frustration. Several mothers reported being excluded from decision-making processes and the need to justify their child’s learning difficulties to school personnel. Key barriers included limited teacher training in dyslexia, inadequate coordination among professionals, and insufficient specialist support. The study highlights the need for systematic teacher training in dyslexia and the establishment of structured, consistent collaboration mechanisms between schools and families. Strengthening these dimensions may improve academic and psychosocial support for children with dyslexia. Overall, the findings underscore the importance of fostering inclusive, empathetic, and well-organized school–family partnerships as a key component of effective special education practice.
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