A systematic review and meta-analysis of the relationship between social support and post-traumatic growth in caregivers of autistic children

Lloyd, April, Airdrie, Jac ORCID: https://orcid.org/0000-0002-1619-3172 and Waters, Cerith ORCID: https://orcid.org/0000-0002-7049-9906 2026. A systematic review and meta-analysis of the relationship between social support and post-traumatic growth in caregivers of autistic children. International Journal of Developmental Disabilities 10.1080/20473869.2026.2671185

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Abstract

Objectives Caregiving for an autistic child can be a profoundly challenging yet rewarding experience. While caregivers of autistic children are at increased risk of poorer mental health outcomes, they may also experience post-traumatic growth (PTG). This meta-analysis and narrative synthesis examined the relationship between social support and PTG in caregivers of autistic children. Methods Six databases (APA PsycINFO, Medline, Scopus, CINAHL, ERIC, and ProQuest Dissertations) were systematically searched for quantitative studies examining the relationship between social support and PTG in caregivers of autistic children. Ten studies were included in the narrative synthesis. Seven were eligible for meta-analysis. Results The meta-analysis (k = 7; N = 1,790) revealed a significant positive correlation between social support and PTG (r = 0.52, 95% CI [0.33, 0.70]), consistent with existing literature. Subjective support, as well as support from friends and significant others, demonstrated the strongest relationship with PTG. Conclusions Findings show a significant positive association between social support and PTG in caregivers of autistic children, with subjective support from friends and significant others being particularly important. However, considerable heterogeneity and contextual variation across studies reflect the complexity of this relationship. These results underscore the importance of personalised, culturally sensitive support systems, with meaningful clinical and policy implications.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Psychology
Publisher:	Taylor and Francis
ISSN:	2047-3869
Date of First Compliant Deposit:	1 June 2026
Date of Acceptance:	1 May 2026
Last Modified:	01 Jun 2026 14:05
URI:	https://orca.cardiff.ac.uk/id/eprint/187324

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