Voices of Mothers, Paths to Inclusion: Meanings of the School Experiences of Children With Cerebral Palsy in Brazil

AIM: To understand the meanings attributed by mothers of children with cerebral palsy (CP) to their experiences of school inclusion. METHOD: This was an exploratory, qualitative study guided by the theoretical framework of symbolic interactionism. Participants included 15 Brazilian women, all literate and over 18 years of age, who were mothers of 18 children with CP-including cases of multiple births, aged between 2 and under 19 years. Participants were recruited using snowball sampling. Data were collected through remote interviews guided by a semi-structured script and analysed using thematic content analysis. The study complied with all national and international ethical standards. RESULTS: Three themes emerged: (1) between desire and insecurity: uncertainties and possibilities of school inclusion; (2) inclusion in progress: navigating barriers, facilitators and maternal struggles; and (3) school inclusion: reflections on the ideal and the reality experienced by children and their mothers. Mothers assigned ambivalent meanings to school: on the one hand, a space for potential development and social interaction; on the other, an environment marked by structural and attitudinal limitations that compromise effective inclusion. Narratives of resilience, maternal advocacy and collaborative partnerships also emerged. CONCLUSION: From the interactions of mothers with their children, the school and the socio-political context, meanings were constructed that symbolize school inclusion as a challenging process, permeated by barriers, few facilitators and ambivalence in the guarantee of this right. Recognizing this scenario may inform the adaptation of public policies and school practices, strengthening care for children with disabilities and their families.