‘Somali parents feel like they’re on the outer’: Somali mothers’ experiences of parent–teacher relationships for their autistic children

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Smith, J., Rabba, A. S., Ali, A., Datta, P., Dresens, E., Faragaab, N., Hall, G., Heyworth, M., Ige, K., Lawson, W., Lilley, R., Syeda, N., & Pellicano, E. (2023). ‘Somali parents feel like they’re on the outer’: Somali mothers’ experiences of parent–teacher relationships for their autistic children. Autism, 27(6), 1777-1789. https://doi.org/10.1177/13623613221146077

Publication date: 21 Jan 2023 Added to AutiHub: 5 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
13
Publication authors identified as autistic
3 / 13 (23.1%)
  1. Jodie Smith
  2. Aspasia Stacey Rabba
  3. Amal Ali
  4. Poulomee Datta
  5. Emma Dresens
  1. Nadia Faragaab
  2. Gabrielle Hall *
  3. Melanie Heyworth *
  4. Khadra Ige
  5. Wenn Lawson *
  1. Rozanna Lilley
  2. Najeeba Syeda
  3. Elizabeth Pellicano

Abstract

Effective parent–teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent–teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children’s independence. Mothers wished their children’s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children. Lay abstract Good relationships between parents and schools can improve autistic children’s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what ‘good relationships’ look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child’s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children.

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Cited references
68
Total cited references integrated for this publication.
Cited references with an identified autistic author
1 / 68 (1.5%)
Cited author occurrences identified as autistic
3 / 197 (1.5%)
Among occurrences linked to AutiHub author records: 3 / 47 (6.4%). Distinct cited authors identified as autistic: 3 / 173 (1.7%).
Cited author occurrences linked to AutiHub author records
47 / 197 (23.9%)
Distinct linked cited authors: 34 / 173 (19.7%)
Linked cited-author occurrences not identified as autistic
44 / 47 (93.6%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 44 / 197 (22.3%). Distinct linked cited authors not identified as autistic: 31 / 34 (91.2%).
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