“I would go to my car and just cry”: The experiences of parents whose children require or are referred for special education needs support at school

The landmark Salamanca Statement propelled global efforts to replace segregated special educational practices with inclusion models in mainstream schools. Questions persist, however, concerning the academic effectiveness and socioemotional impact on children and their families. Yet, few qualitative studies probe these concerns. Using qualitative thematic analysis through the lens of bioecological theory, this study examines parents’ lived experiences of the referral process, interventions, and inclusion in schools. Results corroborate concerns regarding academic delivery, equitable and ethical practices, impacting the behavior, self-efficacy, and potential outcomes of diverse children. Significant ramifications on the mental health of children and families are also evident. Roadblocks to creating a truly inclusive classroom are highlighted and avenues for further research and improving policy are discussed.