Feasibility of school‐based parent support groups for transition‐aged youth with intellectual disabilities

Abstract

AbstractBackgroundParents experience difficulties supporting children with intellectual disabilities when they exit the school system. One promising way to mitigate this problem is to set up school‐based parent support groups. This study aimed to examine the development and feasibility of school‐based parent support groups in South Korea designed to connect parents of transition‐aged youth with intellectual disabilities.MethodsThis qualitative study included 29 participants. Five focus groups and seven individual interviews were conducted with parents as co‐researchers. Data were analysed using thematic analysis.ResultsParticipants reported meaningful experiences after participating in the parent support groups. However, it is critical to consider the following components to promote their feasibility: clearly defined roles, small group meetings, school‐based initiatives, and collaboration.ConclusionsParent support groups could be a valuable way to promote parental empowerment. Implications for future practices are suggested.