The study by Sarah E. Bjornson and Adrienne Perry, published in January 2025, explores the relationship between satisfaction with the school environment and the quality of life of children with severe developmental disabilities and their families. The research involved 171 Canadian parents and aimed to identify the key factors that most significantly influence the quality of life for both the children and their families.

The findings indicate that quality of life is not only shaped by the type of diagnosis, the coping strategies of the parents, or the natural support networks surrounding the family, but is also strongly influenced by satisfaction with the school. In fact, school satisfaction emerged as one of the strongest predictors of quality of life, highlighting the critical role of the educational environment.

Interestingly, the study found no significant correlation between the specific type of educational setting (mainstream classrooms with or without support, or special education classes) and quality of life. This challenges the assumption that any one form of education or teaching method is automatically better for all children with severe disabilities.

The researchers explored seven themes based on parents’ school-related experiences: emotionally charged personal experiences, school staff, the educational system, type of educational setting, changes over time, inclusion, and learning, achievement, and development. More than half (54.1%) of parental responses reflected negative emotions, indicating considerable challenges.

The study emphasises that it is not merely the availability of services or the form of education that determines parental satisfaction and, in turn, quality of life, but rather the degree to which educational strategies are tailored to individual needs and effectively meet the specific requirements of each child. The same school environment may be highly positive for one family, while deeply frustrating for another – depending entirely on how well it aligns with the child’s unique needs and capabilities.

The authors conclude that there is a pressing need for individualised educational programmes based on the child’s abilities, needs, and personal goals. Close and cooperative partnerships between educators and parents are particularly important in ensuring effective and personalised developmental support. Appropriate school conditions can not only help achieve learning goals but also contribute significantly to the overall well-being of the child and the entire family.

The practical relevance of the study lies in its potential to guide educational professionals in supporting children with severe developmental disabilities. The findings suggest that teacher training, educational practices, and policy development should all place greater emphasis on strengthening individualised approaches and fostering direct collaboration with parents.