Parent Engagement Among Families of Youth with Disabilities During the COVID-19 Pandemic: A Qualitative Study

Abstract

In this qualitative study, we explored the perceived facilitators and barriers of school-based engagement among parents of youth with disabilities during the COVID-19 pandemic. Drawing from 642 open-ended responses collected via a national survey during January to February of 2021, we employed a thematic analysis to examine how parents navigated engagement under disrupted educational services. Four overarching themes emerged: school-based factors, family and contextual factors, systemic influences, and digital access and equity. Findings revealed that some parents experienced increased collaboration and responsiveness from schools, whereas others reported exacerbated barriers due to limited technological access, inadequate educator preparedness, and logistical constraints. Implications included the need for school systems to adopt culturally responsive practices, enhance parent-teacher communication infrastructure, and invest in digital equity and training. Findings contribute to our understanding of parent-school partnerships in crisis contexts and offer directions for future inclusive engagement strategies.