Seeking support beyond schools: mothers’ perspectives on shadow education for children with special educational needs in Kazakhstan

This qualitative study explores the perspectives of Kazakhstani mothers who enrol their children with special educational needs (SEN) in fee-paying private tutoring, commonly known as shadow education. Framed by the ideology of parentocracy, the study examines how families respond to the limitations of inclusive education in mainstream schools by turning to shadow education as a compensatory strategy. Data were collected through in-depth interviews with eight mothers from Astana whose primary school-aged children have diverse learning difficulties. Thematic analysis revealed that private tutoring is viewed not only as academic support but also as a vital intervention providing personalised instruction, emotional security, and social development. However, the findings also highlight systemic inequalities, as access to high-quality tutoring is influenced by socioeconomic status and limited by a largely unregulated market of shadow education. Participants reported challenges, including financial pressure, inconsistent tutor quality, and limited collaboration between schools and tutoring providers. The study advocates for improved teacher training in inclusive pedagogy, regulation of the tutoring sector, and state-supported tutoring initiatives to promote educational equity. It provides new insights into the intersection of shadow education and inclusion, emphasising the role of parental agency in shaping educational pathways for children with SEN in under-resourced systems.