Lived experiences of parents of school-age children and young people with autism spectrum disorder regarding education in Kuwait

Background Parents of children and young people with autism spectrum disorder (ASD) frequently report barriers to equitable, safe, and meaningful educational participation. In the Gulf region, inclusive education policies are expanding, yet implementation challenges persist and Kuwait-specific qualitative evidence for school-age learners remains limited. Aim To explore the lived experiences of parents of school-age children and young people with ASD regarding the education of their children in Kuwait. Methods We conducted individual semi-structured interviews with eight parents/caregivers of children/young people with ASD. Interviews were conducted in Arabic, lasted approximately 60 min, and were audio-recorded and transcribed verbatim. Data were analysed using reflexive thematic analysis guided by Braun and Clarke's approach. Reporting was aligned with the Consolidated Criteria for Reporting Qualitative Research (COREQ). Results Five themes were developed: (1) Navigating educational access; (2) Differentiated inclusion and varied access; (3) Variability in school readiness and autism-specific capacity; (4) Parents as case managers, advocates, and co-educators; and (5) The cost of accessing specialised provision. Parents described their experiences as a mix of administrative complexity and meaningful gains: where placement, parent–school communication, and intervention intensity aligned, parents reported substantive improvements in their children's communication, independence, and social participation; where these conditions were not met, they described delay, financial strain, and advocacy fatigue. Conclusion Parents’ accounts highlight both the strengths of existing services in Kuwait—including intensive specialised provision, supportive school–home pairings, and dedicated allied health input that produced observable gains—and the structural challenges that continue to shape family experience, including procedural complexity, conditional eligibility, and uneven capacity across settings. Building on these strengths, further progress requires transparent placement pathways, scaled-up access to high-quality provision, sustained teacher and aide development, and affordable supports integrated with allied health services.