ArticleChild: care, health and development2022
Parents' school-related concerns and perceived strengths in youth with spina bifida.
Article in Child: care, health and development, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Translation and Validation of the Japanese Version of the University of Washington Caregiver Benefit Scale and the Perception of Benefit-Finding by Caregivers of Children With Spina Bifida and Related Factors: Mixed Methods Research and Comparative Analysis.JMIR pediatrics and parenting · 2026Article
- Family factors as moderators of the association between specific cognitive domains and psychosocial, academic, and adaptive functioning outcomes in youth with spina bifida.Journal of pediatric psychology · 2025Article
- Challenges faced by staff managing learners with spina bifida in South African special schools.Health SA = SA Gesondheid · 2025Article
- Parents' school-related concerns and perceived strengths in youth with spina bifida.Child: care, health and development · 2022Article
- A Workflow to Integrate Psychoeducational Data into the Electronic Medical Record and National Spina Bifida Registry.Pediatric quality & safetyArticle
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
backgroundAlthough the academic difficulties of children with spina bifida (SB) are well-documented, there is limited literature on parents' views of their children's school experiences and school-related supportive services. Thus, the current study examined parents' school-related concerns, as well as perceived areas of strength, among children with SB.
methodsUsing a mixed-methods approach, 30 families (29 mothers and 19 fathers) of children with SB (ages 8-15 years) completed questionnaires and interviews. Content analysis was used to generate themes from interview data about parents' school-related concerns and perceptions of their child's strengths.
resultsOverall, six themes emerged when assessing both parents' concerns and perceived strengths. Some parents did not endorse school concerns or strengths for their child. However, other parents described concerns related to academic performance, cognitive abilities, lack of school support, missed school and/or class time and disengagement, as well as strengths such as academic skills, cognitive abilities, persistence, self-advocacy and agreeableness. Despite parents' concerns about their children's academic performance, quantitative data revealed that less than 50% of children had received a neuropsychological evaluation and/or academic accommodations; additional quantitative data supported the qualitative findings.
conclusionsThe mixed-methods approach used in this study provides a richer understanding of parents' experiences in the school setting when they have a child with SB. Results can inform clinical practice, identifying a need to improve academic support for children with SB and help parents manage education-related stressors.
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