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“It Is My Responsibility to Escort My Child to School …” Factors Influencing Parental Involvement in Educating Children with Disabilities in Malawi

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  • David John Musendo

    (International Centre for Evidence in Disability, Department of Population Health, Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Maria Zuurmond

    (International Centre for Evidence in Disability, Department of Population Health, Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Thomas Andrea Nkhonjera

    (Department of Social and Political Sciences, School of Social Sciences, Nottingham Trent University, Nottingham NG1 4FQ, UK)

  • Sarah Polack

    (International Centre for Evidence in Disability, Department of Population Health, Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Daksha Patel

    (International Eye Health Centre, Department of Clinical Research, Faculty of Infectious and Tropical Diseases, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

Abstract

This study aimed to explore the factors that influence parental involvement in supporting the education of children with disabilities in Malawi, thereby generating insights into the barriers and facilitators they face. We conducted focus groups and in-depth interviews with 25 participants from Nkhata Bay District: teachers, parents, and children with disabilities. We used the COM-B model to analyse how parents’ capabilities, opportunities, and behaviours influence their involvement in their children’s education. This study revealed that parents of children with disabilities showed willingness, optimism regarding their children’s future, and a strong sense of responsibility for their education. However, factors such as the limited knowledge of children’s learning needs, time, low confidence, and financial challenges have constrained their involvement. Schools and communities frequently limit participation opportunities by not consistently practising or championing parental involvement in policies and actions. This study sheds light on the complex interplay between knowledge, practical constraints, and external support systems that shape parental involvement in the education of children with disabilities. Further research aimed at creating tailored and context-relevant interventions to improve parental involvement in the education of children with disabilities in low-income settings is required.

Suggested Citation

  • David John Musendo & Maria Zuurmond & Thomas Andrea Nkhonjera & Sarah Polack & Daksha Patel, 2024. "“It Is My Responsibility to Escort My Child to School …” Factors Influencing Parental Involvement in Educating Children with Disabilities in Malawi," Social Sciences, MDPI, vol. 13(12), pages 1-18, November.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:12:p:654-:d:1534031
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    References listed on IDEAS

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    1. Mizunoya, Suguru & Mitra, Sophie & Yamasaki, Izumi, 2018. "Disability and school attendance in 15 low- and middle-income countries," World Development, Elsevier, vol. 104(C), pages 388-403.
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    Cited by:

    1. David John Musendo & Sarah Polack & Blessings Chirwa & Ellen S. Nkambule & Claire Mukakagame & Magnolia Chikanya & Thomas A. Nkhonjera & Tracey Smythe, 2025. "Feasibility of Tiyanjane: A Family–School–Community Intervention Promoting Parental Involvement in the Education of Children with Disabilities in Malawi," Social Sciences, MDPI, vol. 14(5), pages 1-22, April.
    2. David John Musendo & Blessings Chirwa & Chisomo Kamata & Daksha Patel & Tracey Smythe & Sarah Polack, 2025. "Co-Designing Tiyanjane, a Participatory Intervention to Promote Parental Involvement in the Education of Children with Disabilities in Malawi," Disabilities, MDPI, vol. 5(1), pages 1-17, March.

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