In this episode of Special Ed Rising, I talk honestly about what families truly need in order to rise.

Before policies, programs, or solutions, we have to acknowledge the lived experience of families navigating special education every day. Families aren’t just managing paperwork—they’re carrying fear, exhaustion, and the pressure to get it right in a system that often asks too much without offering enough support.

I explore the emotional toll on families, the concept of parent role strain, why burnout is not failure, and how broken follow-through erodes trust. Drawing on research and real-world experience, this episode highlights what actually helps families thrive: clear communication, consistent implementation, meaningful partnership, and access to training, coaching, and community.

In this episode:

• Why parental stress and burnout are predictable—not personal failures
• How jargon and broken follow-through block collaboration
• Why parent voice and partnership improve outcomes
• Practical ways schools and systems can support families

Special Ed Rising supports individuals with disabilities across education, access, and health.

⭐ If you enjoy the show, please rate, review, subscribe, and share.

Resources & Advocacy

• Parent coaching & tools: specialedrising.com
• Support Ray’s Respite Care https://www.gofundme.com/f/join-rays-respite-care-mission
• Join the call for a Safer Starter iPhone: iparent101.com
• Featured book: 52 Love Letters to You by Jyoti Jo Manuel — lovefromjyoti.com

When families are informed, respected, and supported, students thrive. When families rise, systems must follow.

REFERENCES (APA)

Cheng, A. W. Y., & Lai, C. Y. Y. (2023). Parental stress in families of children with special educational needs: A systematic review. Frontiers in Psychiatry, 14, Article 1223456. https://doi.org/10.3389/fpsyt.2023.1223456

Mooren, M. A. (2025). How parents experience language during IEP meetings: Perceptions of language and collaboration (Doctoral dissertation, Marquette University).

Pennington, S. E., Tang, J. H., Divoll, K., & Correll, P. (2024). A scoping review of parent interactions with teachers and school environments. Education Sciences, 14(3), 294. https://doi.org/10.3390/educsci14030294

The Impact of parental involvement on the educational development of students with autism spectrum disorder. (2025). Children, 12(1), Article 1062. https://doi.org/10.3390/children12011062

The effect of family–educator relationships on special educator well-being. (2025). Education Sciences, 15(9), 1120. https://doi.org/10.3390/educsci15091120