Challenges experienced by migrant parents of children with dyslexia in Greece: A bioecological systems perspective

Abstract

This qualitative study interview-based study explores how migrant parents in Greece understand their child’s dyslexia and how they try to obtain support across home, school, and public services. The analysis is based on Bronfenbrenner’s bioecological model, feminist care theory, and an intersectionality. Semi-structured interviews with eleven migrant parents were analyzed using reflexive thematic analysis. Participants described dyslexia first as a daily pattern at home which included constant effort that did not lead to stable improvement, repeated spelling and decoding breakdowns, long homework hours, avoidance behaviors, and children’s self-doubt. Many families managed homework through bilingual “bridging” which increased both cognitive load and emotional strain. At school, parents reported that classroom practices such as public reading and strict written grading often travelled home and affected their evening routines. Participants also described unequal access to assessment and support. Public procedures were experienced as slow, unclear, and dependent on their persistence. Families spoke of long waiting lists, shortages of specialists, and unstable parallel support. Those who could pay for private assessment or tutoring gained earlier clarity and more help, while others waited and watched difficulties accumulate. Across contexts, participants encountered moralized interpretations of literacy struggle, comments implying the child should “try harder” or the parent should be “stricter.” For participants, this felt tied to broader scrutiny and fear of being judged as inadequate outsiders. Over time, parents reported becoming more strategic: learning how the system works, keeping documents, insisting on rights, and adjusting home routines to protect the child’s confidence. Yet uncertainty remained, especially around future school transitions and increasing written demands. Overall, the study shows dyslexia as biologically grounded but socially shaped through institutional delay, exam-driven expectations, and reliance on gendered, unpaid parental labor to compensate for gaps in provision.