Meta-synthesis reveals the need for tailored parenting support for parents with intellectual disabilities, highlighting their active role in seeking help.
BACKGROUND: Parents with intellectual disabilities often require support with parenting. Information about their experiences of accessing formal support for parenting is dispersed throughout diverse literature. This study aimed to synthesise current qualitative knowledge about this topic. METHOD: We conducted a systematic review and qualitative meta-synthesis. RESULTS: Of 38 eligible studies, most reported parents being unable to access needed support for parenting. Support provided was often perceived as unwanted, unsuitable, dictatorial, disempowering, judgemental, or inaccessible. Parents described the right support as offered rather than imposed, available when needed, tailored to their learning needs, encouraging, respectful, and caring. Rather than passively receiving support, they actively sought and responded to support based on these perceptions. CONCLUSION: The study revealed that parents with intellectual disabilities have clear views on the support they need and exercise agency in trying to access the right support. Practitioners can provide effective support by engaging in relational, trust-based practices.
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Honey et al. (2026) studied this question.
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