What Makes a Family: Steepparent's Experiences Supporting Children With Autism in School Systems

Author

• Veronica Barrera, University of the PacificFollow

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership and Innovation

First Advisor

Belkis Choiseul-Praslin, Ph.D

First Committee Member

Brittany Auering-Roan, Ed.D

Second Committee Member

Debbie Azevedo, Ed.D

Abstract

This qualitative multiple case study explored the lived experiences of stepparents of children with autism spectrum disorder, examining how they navigate their roles within school and family systems during early elementary years (kindergarten through second grade). Despite the increasing prevalence of blended families, stepparent perspectives remain largely absent from research. Stepparents often occupy ambiguous legal and social positions that limit their access to educational information and participation in IEP meetings and school decision-making. Two stepparents of children with Level 1 autism participated in semi-structured interviews. Data were analyzed using inductive coding and thematic analysis, with narrative restorying to preserve participants’ voices. Four themes emerged: Parental Involvement, Navigating School Systems, Support Systems, and Advocacy and Agency.

Findings revealed that stepparent involvement is dynamic, shaped less by individual commitment than by family structure, access to information, and school responsiveness. The quality of school-family communication emerged as a critical factor: stepparents who experienced inclusive, communicative school practices developed greater confidence and formed collaborative relationships with educators, while those facing communication gaps had to develop understanding independently and engage in more formal, strategic advocacy. This pattern highlights how schools can either enable or hinder stepparent engagement through their 6 communication and inclusion practices. The study contributes practical implications for schools: adopt inclusive family definitions, establish clear communication protocols, provide informational support about special education processes, and create welcoming environments for stepparents. These systemic changes can help schools more effectively support this often overlooked caregiving population in promoting positive outcomes for children with autism.

Pages

119

Recommended Citation

Barrera, Veronica (2026). What Makes a Family: Steepparent's Experiences Supporting Children With Autism in School Systems. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4336