A Phenomenological Study of Psychosocial Challenges faced by Parents of Children with Neurodevelopmental Disabilities: A Qualitative Study

Introduction: Raising a child with neurodevelopmental disabilities (NDDs) like Autism Spectrum Disorder, Intellectual Disability or Specific Learning Disability is particularly challenging from a psychosocial perspective and extends beyond mere caregiving. Given the Indian socio-cultural scenario, there is lack of awareness, stigma and negligible institutional support that add to parental stress and emotional burden. Accurate comprehension of such challenges is crucial to formulate evidence-based targeted psychosocial interventions to strengthen family resilience and inclusive participation in education and society. Methods: A phenomenological qualitative research design was used. Focused group interviews were carried out with 10 parents (fathers and mothers) of Children with Neurodevelopmental Disabilities within the age range 6 – 12 years residing in Delhi – National Capital Region, India. A self-made Psychosocial Challenges Interview Schedule (PCIS) was made and validated by 24 professionals. Domains are divided into 6 domains, namely, Sense of Competence and Achievement, Social Interaction and Peer Relationships, Encouragement and Motivation, Emotional Understanding and Coping, Self-Esteem and Identity Formation, Role of Family and Environment. Data were transcribed precisely and coded thematically using Braun & Clarke’s (2006) approach to extract recurring psychosocial themes. Results: There were five primary themes identified – emotional distress and caregiver burnout; isolation and stigma; lack of awareness and guidance; institutional barriers and access to support; and coping and social support systems. Parents strongly articulated a need for formal psychosocial counselling, training, modules and community-based support systems. Conclusion: The research emphasizes parent’s complex psychosocial realities in raising children with NDDs and underlines the compelling necessity for a structured, culturally appropriate psychosocial training program / module. The findings provide qualitative support for designing evidence-based intervention to enhance parent’s well-being and foster inclusive educational participation.