A Qualitative Study on the Ambiguous Loss Experiences of Mothers of Slow Learners

This study aims to illuminate the voices of three mothers raising upper elementary school-aged children identified as slow learners. Using a qualitative case study approach, data on the lived experiences of ambiguous loss and the identification of the necessary support were collected. Approximately one year and six months of field participation, highlighted by three in-depth interviews with each participant, were needed to construct meaning out of the data, which were analyzed using emic coding. The findings reveal that while the mothers recognized their children’s atypical development early on, the lack of clear diagnoses and intervention triggered the onset of ambiguous loss. However, as they came to accept their children as slow learners, they shifted toward coping and adaptation, demonstrating notable resilience. The participants also expressed the need for support across home, school, and societal contexts to alleviate the ongoing experience of ambiguous loss. This study redefines the concept of slow learners by synthesizing previous literature and applies ambiguous loss theory to provide a holistic interpretation of the participants’ experiences. The results draw attention to the need to establish a comprehensive support system for slow learners and their families, as well as practical implications for mitigating identity ambiguity.