Experiences of Mothers of Children with ADHD in Encountering Education, Health, and Social Systems: A Paradigmatic Model of the Care Paradox

Document Type : Research Paper

Authors

1 M.A. student, Department of Psychology and Education of Exceptional Children, SR.C., Islamic Azad University, Tehran, Iran

2 M.A. Student, Department of Psychology, Counseling and Sociology, Khayyam University, Mashhad, Iran

3 M.A. Student, Department of Clinical Psychology, Islamic Azad University of Medical Sciences, Tehran, Iran

4 M.A. Student, Department of Educational Psychology and Personality, SR.C., Islamic Azad University, Tehran, Iran

5 Department of Counseling and Psychology, Shahid Dadman Clinic, Ministry of Roads and Urban Development, Tehran, Iran

10.22038/mjms.2026.95445.5274

Abstract

Objective: The present study aimed to explain the lived experiences of Iranian mothers of children with attention deficit/hyperactivity disorder (ADHD) in their encounters with health, education, family, and community systems, and to develop a local theory in this field.
Method: a qualitative approach using a data-based theory strategy (constructivist approach). Participants included 20 mothers of children with ADHD who were selected through purposive and then theoretical sampling. Data were collected through semi-structured interviews and continued until theoretical saturation was reached. Data analysis was performed simultaneously with collection and in three stages of initial, focused, and theoretical coding using MAXQDA software. Reliability criteria including participant review and co-coding were used to increase the validity of the findings.
Findings: Data analysis led to the extraction of 65 open codes and 17 categories in the form of a paradigmatic model. A central phenomenon titled “multidimensional caregiving paradox” was identified, which expresses the suspended life of mothers between “romantic sacrifice” and “burnout due to systemic conflicts.” Causal conditions, including ambiguity in diagnosis and educational pressures, in the context of structural gaps and under the influence of intervening conditions such as social judgments and family tensions, have led to the adoption of strategies such as the role of shadow teacher, concealment, and intersystem mediation.
Conclusion: this process is identity transformation and a redefinition of the concept of success in mothers. The findings highlight the necessity of transitioning from a child-centered to a family-centered approach and promoting social awareness in the face of neurodiversity.

Keywords

References

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Medical Journal of Mashhad university of Medical Sciences
Volume 69, Issue 1
May 2026
Pages 66-92

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