CORONAVIRUS (COVID-19) AND SCSBC’S RESPONSE: Find the lastest updates here for students, faculty and staff.
CORONAVIRUS (COVID-19) AND SCSBC’S RESPONSE: Find the lastest updates here for students, faculty and staff.
As the cell phone alarm sounds, a parent walks into the kitchen, ready to orchestrate the morning routine with the precision of a conductor. Their two children—one with autism spectrum disorder (ASD), the other with ADHD and a mild developmental delay—are to be woken up. The clock races toward 8:15 a.m., the school bus deadline. This daily ritual demands high cognitive focus: one misstep risks a forgotten lunch, mismatched clothes, or an unsigned permission slip, which can shift a calm day toward chaos at school.
The parent checks the older child’s outfit, ensuring tag-free, sensory-friendly fabrics. Rain is in the forecast, but the preferred hoodie is in the wash, due to last night’s meltdown. Meanwhile, the younger child, a burst of energy, scatters crayons while searching for a favourite backpack, and is distracted by fridge magnets. Lunches are packed with care—gluten-free for one, star-shaped apple slices for the other. A missed inhaler or field trip money could mean a school call, a reminder of the fragility of this routine. By 8:10, the parent herds them to the door, backpacks checked for medications and homework. As the bus pulls away, exhaustion settles in, with a full workday ahead, leaning into Philippians 4:13: “I can do all this through him who gives me strength.”
This scene encapsulates the life of parents raising children with disabilities and neurodiversity: a never-ending task of monitoring and adapting. Approximately 17% of Canadian children are diagnosed with developmental disabilities, including ASD and ADHD, shaping the daily realities of countless families (Statistics Canada, 2023). As a parent myself of children with disabilities and neurodiversities, I believe fully in 1 Corinthians 10:13, which states God is faithful, will not test us beyond our ability, and provides a means to endure. My lifeline is described in 1 Peter 5:7 as “cast all your anxiety on him because he cares for you.”
Parenting children with disabilities is a constant balancing act of exhaustion and love—yet in Christ we find rest, renewed strength, and the courage to carry on.
Medical demands consume significant time. Monthly appointments—neurologists, occupational therapists, pediatricians—fill calendars, addressing seizures, motor skills, or heightened illness risks. Children with ASD face 2–3 times higher rates of gastrointestinal infections, often complicated by sensory aversions to treatments (Velikonja et al., 2021). Illnesses can manifest as behavioural disruptions, derailing family schedules.
Behavioural challenges add complexity. One child’s sensory-driven meltdowns require time spent de-escalating; the other’s impulsivity leads to elopement or mealtime refusals. These aren’t defiance but neurological realities, yet they drain emotional reserves. Approximately 55% of parents of children with disabilities report stress at clinically relevant levels, with 65% in the child-related domain, risking burnout and mental health struggles (Hayes & Watson, 2022). In these moments, leaning on Jesus is critical, offering peace and respite.
Stigma compounds the burden. Parents are often in defence mode as they have most likely heard from someone well-meaning—“Why can’t they behave?” A grocery store outburst draws stares, reinforcing how society often misunderstands neurodiversity. Staying rooted in Christ’s unconditional love is an excellent way to foster resilience and anchor identity in His grace.
Marital strain is another reality. Parents of children with disabilities face divorce rates 10-15% higher than the general population (Gau et al., 2024). Chronic stress and unequal caregiving erode partnerships, replacing intimacy with logistics. A strong support network is vital for these families including strong collaborative support from schools, community resources, and church groups.
When parents arrive weary, schools have the opportunity to offer not just support plans, but hope, encouragement, and the reminder that they are not alone.
Schools play a pivotal role through empathetic collaboration. A child arriving without a jacket could be because the child continues to leave the jacket on the playground. The parent is done with buying new jackets and tells the child to look for one in the lost and found. During IEP meetings, parents may arrive on their last thread, anticipating having to do another task. Teachers and coordinators can focus on what is going well for the child and what they have accomplished, then send the draft IEP home for review when the parent has more cognitive and emotional availability to process the goals and objectives.
Above all, schools can offer parents hope and encouragement through Jesus Christ. Teachers can pray with the parent for strength and energy. As Isaiah 40:31 declares, “But those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.” Likewise, Psalm 55:22 reminds us: “Cast your cares on the Lord and he will sustain you; he will never let the righteous be shaken.” Leaning on Jesus and abiding in Him provides rest, renewed fortitude, and clarity, offering the only true path forward when parenting challenges feel overwhelming.
Amanda Broadway
SCSBC Associate Director of Learning / Inclusive Education
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