‘So the child feels loved’: Mothers with learning disabilities experience of attachment and emotional relationships with their children

Abstract

Mothers with learning disabilities are at higher risk of child removal and mental health difficulties and may face more barriers developing attachment relationships with their children. Mothers with learning disabilities’ voices are underrepresented in research and little is known about those who are actively parenting children. This study aimed to explore mothers’ perceptions of developing emotional relationships with their children. Methods: Mothers who were actively parenting were recruited via advocacy groups across the UK. Semi-structured interviews with 10 mothers who self-identified as learning-disabled were analysed using thematic analysis (Braun & Clarke, 2006). Findings: Three key themes were generated: (1) Understanding and Facilitating Attachment Relationships, (2) Barriers to the Attachment Relationship and (3) Bi-directional Nature of Relationships: Mother Needs Child, Child Needs Mother. Overarching experiences of powerlessness, autonomy and resilience were prominent across mothers’ experiences. Conclusions: Mothers reported the importance of close emotional relationships with their children. Subthemes mirrored attachment theory behaviours, including reciprocity and proximity seeking. Mother-child relationships faced varying challenges including separation and conflict between the mother and child’s-needs. Findings indicate the need to support mothers through a trauma-informed attachment perspective, especially in the context of maternal mental health and child additional needs.