When Motherhood Becomes a Full‐Time Role: Caregiving Burden in Families of Children With Dyslexia

Objective This study examines how parents of children with dyslexia interpret and experience caregiving, with a particular focus on emotional labor and role overload. Background Dyslexia is widely studied as a learning disorder, but its impact on family caregiving dynamics, particularly for mothers, remains understudied. Method Semi‐structured interviews were conducted with 16 parents (14 mothers and 2 fathers) of children aged 7–10 diagnosed with dyslexia; each participant represented a different family. Data were analyzed using reflexive thematic analysis. Results Parenting a child with dyslexia is experienced as a continuous caregiving trajectory marked by cumulative emotional labor and largely invisible burdens. Three interrelated dimensions structure this experience: intensifying emotional regulation and fatigue, a gendered concentration of caregiving on mothers, resulting in role overload, and system‐related stress compounded by limited institutional support. Parents describe caregiving as an “unseen shift” that silently reorganizes family life. These findings extend prior caregiver‐burden research by foregrounding its gendered and systemic dimensions within an under‐studied national context. Conclusion Dyslexia in the family context constitutes not only an educational challenge but a sustained caregiving condition shaped by emotional, relational, and structural factors. Implications Findings support family‐centered support systems, teacher training that recognizes parental caregiving burden, and inclusive educational policies, such as structured parent–school communication, that reduce families' invisible labor.