Parenting Autistic Adolescents Among Palestinian Citizens of Israel: A Reflexive Thematic Analysis
Lameess Khaled Habiballah, Ahmad Abu-AkelAdolescence represents a critical developmental transition for Autistic youth, yet limited research has examined how minoritized families experience parenting during this period within mainstream educational settings. This qualitative study explored how Palestinian parents who are citizens of Israel understood and experienced raising Autistic adolescents at the intersection of developmental transition, religious meaning-making, and broader social and structural conditions. Semi-structured interviews were conducted in Arabic with 33 parents (28 mothers and five fathers) of Autistic adolescents aged 13 to 16 years enrolled in mainstream middle schools. Transcripts were analyzed using reflexive thematic analysis. Four interrelated themes were generated: (a) living in persistent vigilance; (b) balancing protection and autonomy; (c) negotiating stigma and belonging; and (d) reconstructing parental identity. The findings suggest that caregiving demands extended beyond autism-related support needs and were also shaped by institutional inequality, social judgment, and contested belonging. Parenting was experienced as a socially embedded process rather than as a series of isolated stressors. These findings challenge deficit-oriented understandings by foregrounding the interaction of developmental, sociocultural, and structural contexts and highlight the need for culturally responsive educational inclusion, consistent anti-bullying procedures, and equitable transition planning.
Lay Abstract
Parenting an Autistic adolescent can involve challenges that extend beyond everyday caregiving. However, little is known about how Palestinian families in Israel experience this stage of their children’s lives. In this study, we interviewed 33 Palestinian parents (28 mothers and five fathers) of Autistic adolescents aged 13–16 years attending mainstream middle schools. Parents described four interconnected aspects of their experiences: remaining constantly attentive to their children’s changing needs, balancing protection with growing independence, dealing with stigma and concerns about social belonging, and developing a changing sense of themselves as parents. Parents explained that supporting their adolescents often required ongoing emotional effort, communication with schools, and advocacy for appropriate services and educational opportunities. Religious beliefs and family relationships sometimes provided reassurance and meaning, while social judgment and unequal access to support created additional difficulties. These findings highlight the importance of listening to parents’ experiences and providing culturally responsive school support, effective anti-bullying measures, and better planning for the transition toward adulthood.