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

Abstract

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