Hillman, SaulMadani, Jude2024-12-262024-08-20https://hdl.handle.net/20.500.14154/74466In response to the gap in qualitative research looking into early experiences of School Distress, and the need for this research to inform early intervention, this study elicited parents’ views on factors contributing to SD in their primary school-aged children. An inductive thematic analysis drew upon data from 4 semi-structured interviews with mothers of primary school girls with SD. Data analysis revealed themes surrounding school-based determinants of distress (i.e., unexpected change in school, overwhelming sensory environments, challenging peer interactions) and the contributing role of neurodiversity and unmet needs in diverse manifestations of distress. Other themes highlighted the emotional impact of managing SD for parents, and sources of support for SD that constituted increasing inclusivity in school and improving home-school cooperation. These findings highlight the heterogeneity in SD presentations and the need for adjustments in mainstream settings to better meet children’s needs. Future research is needed to understand the experiences of primary school-aged boys and develop sensitive detection models for SD for children whose distress responses are less obvious.53enChild PsychologySchool DistressNeurodiversityPrimary SchoolInclusionParent SupportThesis