Abstract
The study explored parental risk and resilience in raising children with Down syndrome in LSEN schools. It aimed to examine the role of educational institutions in supporting these parents, the influence of socio-economic backgrounds and cultural beliefs on their experiences, and the individual, relational, and contextual enablers of resilience. Guided by Ungar’s social-ecological resilience framework, the study adopted a qualitative design using Interpretative Phenomenological Analysis. Data were collected through semi-structured and focus group interviews with parents selected through purposive sampling in a Johannesburg South LSEN school. Key themes that emerged under the risk factors included emotional burden, systematic barriers, financial strain, social isolation and health-management challenges. Resilience factors included positive reframing, adaptive coping strategies, family solidarity, school-parent partnerships, peer connections, institutional resources, knowledge accessibility and cultural context. The findings revealed that LSEN schools play a crucial role in supporting families by helping parents develop coping strategies and emotional strength. Parents’ resilience was found to be a continuous process influenced by their personal determination, access to support systems, and engagement with the school community. The study also highlighted that socio-economic status had a significant impact on parents’ experiences, shaping both the challenges they encountered and their ability to adapt and build resilience.