A qualitative study of the experiences of the parents in supporting their dyslexic children in secondary schools

Patrick K. K. SZE

Research output: ThesisDoctoral Theses


The phenomenological qualitative study was conducted to present the in-depth and collective individual experiences in this study. The aim of the study was to uncover the essences of lived experiences of the caregivers with rearing their children in secondary school.

Due to the nature of studying a marginalized community, purposeful sampling was adopted to recruit the informants who have the experiences of bringing up a child with diagnosed with dyslexia, and their child had experienced in local secondary schools in Hong Kong. Over the period 2017-19, twelve parents were invited and finally involved in the in-depth interviews. Consent form was conducted before the interview, and the researcher informed all informants the interview processes and the purpose of the study before the interviews through the phone and/or email.

Qualitative data analyses through a software package Nvivo. Seven overarching themes were yielded, 1) Feeling frustrated in parent-school collaboration; 2) Feeling discriminated about their children’s experience; 3) Facing emotional difficulties in care-taking; 4) Feeling relieved and be more reflective; 5) Feeling powerless but critical to the education system and Confucian culture; 6) Feeling stressful in financial support; and 7) Feeling resilient in difficult time. The result revealed that parents of children with dyslexia were quite common to have unpleasant experiences in collaboration with schools, encountered misunderstandings and conflicts. They often felt worried, stressful, helpless, powerless, and discriminated in school, even in society, but resilient at the end. In the process of collaboration, although they have not much positive experience in cooperation with schools, most of them finally become stronger to face various difficulties in their lives.

The current findings should be a signal to the education bureau to review their policy who promote the inclusive education in Hong Kong. In addition, educators, parents, school counsellor, school social worker and educational psychologist should also take the findings of this study to evaluate, modify and enrich their current practices in Hong Kong. All rights reserved.
Original languageEnglish
QualificationDoctor of Education
Awarding Institution
  • The Education University of Hong Kong
  • KWOK, Kan, Diana 郭勤, Supervisor
  • WANG, Li-Chih, Supervisor
Publication statusPublished - 2020


  • Theses and Dissertations
  • Thesis (Ed.D.)--The Education University of Hong Kong, 2020.


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