This dissertation explores how children with Pathological Demand Avoidance (PDA) engage with learning, using interviews, surveys, and a review of existing research to understand the perspectives of parents and carers. The study emphasises the importance of tailoring educational support to the individual needs of children and families.
Parents and carers made several key recommendations for improving the educational experience of children with PDA:
- Increased knowledge and training for school professionals to better support PDA students.
- Stronger collaboration between parents, teachers, and support services to improve home-school transitions.
- Recognising parents as experts in their children’s needs and valuing them as partners in their education.
The study highlights the challenges PDA children face in mainstream education and stresses the need for greater awareness and cooperation to create a supportive learning environment. It provides valuable insights for educators, policymakers, and families navigating PDA in education.