Exploring the Caregiving Experiences of Grandparents of Learners with Disabilities

Abstract

This study explored the caregiving experiences of grandparents who served as primary caregivers of learners with disabilities, focusing on their educational involvement, coping strategies, and emotional well-being. Parental migration, family disruption, and economic pressures increasingly compelled grandparents to assume expanded caregiving and educational responsibilities; however, their perspectives remained underrepresented in special education research. The study employed a qualitative phenomenological multiple-case design in the Davao Region during the 2025–2026 school year. Six grandparents who served as primary or co-primary caregivers were purposively selected. Data were collected through in-depth, semi-structured interviews and analyzed using Colaizzi's seven-step phenomenological method, followed by cross-case analysis. The findings generated ten themes: role expansion as primary educational caregivers; caregiving-centered daily life and sacrifice; physical, emotional, and psychological strain; financial vulnerability and limited resources; challenges in supporting learning and fostering independence; school–caregiver collaboration as a critical source of support; coping through faith, family support, and acceptance; emotional fulfillment derived from learners' small achievements; empowering perspectives on disability and education; and future-oriented anxiety and aspirations. The findings indicated that caregiving reorganized grandparents' daily lives and imposed sustained emotional and financial burdens, while faith, family support, and collaborative relationships with schools strengthened their resilience and sustained their caregiving roles. Grandparents functioned not only as de facto parents but also as essential educational partners whose well-being influenced the educational experiences of learners with disabilities. Based on these findings, the study proposed the Caregiving Support and Empowerment Framework for Grandparents of Learners with Disabilities and recommended the implementation of grandparent-inclusive school practices, targeted social protection programs, and coordinated multi-level support systems to enhance caregiver well-being and learner outcomes.