Patient experiences with orthodontic retention and retainers: A qualitative meta-synthesis

Objective The aim of this qualitative meta-ethnography study was to gain insight and a deep understanding into patient experiences with orthodontic retention and retainers. Methods Database-specific headings and relevant free-text terms were utilised in searches of four databases for studies published from database inception to 28 January 2026. Studies considered for inclusion comprised relevant mixed-methods and qualitative investigations. Study selection, data extraction, and quality appraisal was conducted by two independent reviewers. The quality of the studies was evaluated with the Critical Appraisal Skills Programme tool for qualitative research. A meta-ethnographic methodology was employed for data evaluation and reported according to the transparency framework and guidelines in the Enhancing Transparency in Reporting the Synthesis of Qualitative Research statement. Results A total of 1225 investigations were identified, of which seven from four countries and comprising 140 participants were included for evaluation. Investigations were published between 2019 and 2025 and mostly concerned removable retainers. Three main themes (‘Patient lived experience and impact of retainer wear’, ‘Factors influencing adherence to retention protocols’ and ‘Information, support and decision-making systems’) and eight sub-themes were derived from data evaluation. Conclusions The present qualitative meta-synthesis has provided important insights into patient experiences related to orthodontic retention and retainers. The convergence of deficiencies in shared-decision making processes, quality and mode of information delivery and sub-optimal clinician/patient relationships added to the challenges of adhering to prescribed retention protocols and overall satisfaction for many patients. Parental support becomes less important and reminder strategies less effective the longer patients are in the retention phase. However, the role of peers can be either supportive or demotivating depending on individual contexts.