The Perceptions Parents of Dyslexic Children Have on Barriers to Meaningful Parent–School Partnerships in Australia

Abstract

ABSTRACT The relationship between schools and parents has evolved over recent years and is now recognized as a valuable and bi-directional partnership in the educative process. This partnership is of particular significance for parents with a dyslexic child, playing a vital role in ensuring success within the school and beyond. Using a unique conceptual lens of parental allyship, this paper reports on an investigation that employed semi-structured interviews to investigate the experiences of ten Australian parents of dyslexic children and the actions they undertook to meet their child’s needs within the school. Using qualitative content analysis, we explored the nature and impact of these experiences on both the parents and the parent–school partnership. Findings indicate that parents develop a level of expertise in their allyship to their child and this expertise is not always welcomed by the school. In addition, parents perceived interpersonal and systemic barriers that hindered both the parent–school partnership and the support provided to their dyslexic child. The paper contributes unique insights into the perspectives of parents on how parent–school policy is enacted at a school level, and raises consideration for a greater focus on parent–school partnerships for the future educational success of dyslexic children.