Lived Experience of Psychosocial Wellbeing among Caregivers of Children with Attention Deficit Hyperactivity Disorder

Abstract

Background: Caregivers of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience substantial emotional distress, social challenges, physical exhaustion and disruptions in daily functioning due to the continuous demands of caregiving. While caregiver burden and psychological distress have been widely documented in existing literature, psychosocial well-being conceptualized as a holistic lived experience encompassing emotional, social, physical and occupational dimensions remains comparatively underexplored. This gap is particularly evident within the sociocultural context of Bangladesh, where caregiving experiences may be shaped by unique familial, cultural and systemic factors. Aim: The study aimed to explore the lived experiences of caregivers of children with Attention Deficit Hyperactivity Disorder, focusing on their psychosocial wellbeing, daily challenges and coping strategies to help inform supportive interventions. Method: A qualitative phenomenological design was employed to explore caregivers’ lived experiences. The study sample comprised 11 purposively selected primary caregivers of children aged 6–12 years who were enrolled in six special schools and therapy centers in Bangladesh. Data were collected through face-to-face, semi structured interviews conducted between August and September 2025. All interviews were audio-recorded, transcribed verbatim and subsequently translated into English. Data analysis was conducted using Braun and Clarke’s six-step thematic analysis framework to systematically identify, analyze and interpret patterns within the data. Results: The analysis has found six themes: (1) Daily life interruption and caregiver health; (2) Psychological and emotional burden of caregiving; (3) Social experiences of caregiving; (4) Economic strain and occupational disruption; (5) Child independence as a source of hope and fear; and (6) Support needs, coping mechanisms, spirituality and psychosocial well-being. The results reveal that raising an ADHD child has a significant psychosocial effect on the caregiver, which affects the physical, emotional, and social functioning and occupations. Caregivers explained the constant disturbances of their everyday life, increased mental suffering and social difficulties, as well as financial and work stress. The issues related to the future independence of the child influenced the emotional experience of caregivers, whereas faith, peer support and personal adaptation proved to be influential coping resources. Nevertheless, restricted access to coordinated and caregiver-oriented formal services continued to be a huge impediment to the long-term wellbeing of caregivers. Conclusion: Raising a child with ADHD has significant psychosocial impacts on the wellbeing of caregivers, as it influences the wellbeing in emotional, social, physical and occupational levels. ADHD services based on the family-centered cultural responsiveness, incorporating caregiver mental health screening, psychoeducation, peer support, service coordination and community-level reduction of stigma are necessary to promote the wellbeing of the caregiver and maintain long-term ability to provide care. Key Words: Attention Deficit Hyperactivity Disorder (ADHD), Caregivers, Lived Experiences, Psychosocial Wellbeing, Coping Strategies.