Male Caregivers Guiding Teens with Disabilities Toward Adulthood

The high school years bring increasing expectations related to communication, decision-making, organizational skills, and planning for the future. For adolescents with disabilities, these years may also involve preparing for employment, post-secondary education, independent living, community participation, and self-advocacy. Developing these skills often takes guidance, practice, and supportive relationships across home and school settings.

While caregiving research has traditionally focused more heavily on females, male caregivers also play an important role in adolescent development. Research suggests that positive male caregiver involvement may contribute to the development of communication skills, emotional regulation, confidence, social relationships, and readiness for adulthood (Li et al., 2023; Slicker et al., 2005; Swartz et al., 2011). For youth with disabilities, these relationships may help adolescents navigate educational supports, changing responsibilities, and increased expectations at school and in community settings (Murphy-Graham & Cohen, 2022; Shogren & Wehmeyer, 2017).

Research highlights the importance of responsive caregiver relationships during adolescence. Caregiving styles characterized by warmth, guidance, and opportunities for independence are linked to stronger life skills and social development (Kopko, 2007; Slicker et al., 2005). During adolescence, caregivers often shift from direct assistance toward coaching, facilitating problem-solving, and supporting youth as they assume greater responsibility.

Research also suggests that male caregiver involvement may positively influence adolescents’ social responsibility and relationship quality (Li et al., 2023). These findings are especially relevant during high school, when youth are navigating more complex academic, social, and future planning expectations. Studies on emerging adulthood suggest that ongoing caregiver involvement can help youth build confidence while remaining connected to trusted adults (Swartz et al., 2011).

For adolescents with disabilities, life-skill development may require additional instruction, repeated practice, accommodations, and graduated support across settings. Research on self-determination emphasizes the importance of family involvement and meaningful opportunities for adolescents to participate in decisions related to their goals, preferences, and support needs (Shogren & Wehmeyer, 2017). Male caregivers can support this process by modeling problem-solving, encouraging communication, discussing future plans, and helping youth practice skills needed for adult life.

Male Caregivers Can Support Life Skill Development Through Everyday Experiences

Life skills often develop through everyday experiences rather than formal instruction alone. Male caregivers may support adolescents by involving them in activities such as budgeting, preparing meals, organizing schedules, navigating transportation, managing appointments, and preparing for workplace expectations. These shared experiences give adolescents opportunities to practice a variety of skills including communication, decision-making, organization, and flexibility; this skill development can take place in familiar environments.

For adolescents with disabilities, learning these skills may require modeling, repeated practice, and gradual increases in responsibility. For example, caregivers may initially model how to communicate with teachers or schedule appointments before encouraging adolescents to take on more responsibility over time. Repeated practice in naturally occurring settings may help adolescents feel more prepared for school, work, and community environments (Shogren & Wehmeyer, 2017).

Positive Male Caregiver Relationships May Strengthen Interpersonal and Emotional Skills

Adolescence is a time of significant emotional and social growth. Research suggests that positive caregiver involvement may support emotional development, relationship skills, and social responsibility (Li et al., 2023). Male caregivers may help adolescents strengthen these skills by modeling respectful communication, emotional regulation, conflict resolution, and perspective-taking during everyday interactions.

For adolescents with disabilities, supportive caregiver relationships may also provide stability during periods of uncertainty or change. Conversations about friendships, stress, social expectations, and accommodations may help adolescents better understand their strengths and support needs. Open communication helps adolescents become more confident in expressing preferences, discussing challenges, and asking for help when needed.

Male Caregivers Play an Important Role in Future Planning and Self-Advocacy Development

Planning for life beyond high school often includes discussions around employment, transportation options (e.g., local public transit, personal vehicle, etc.), post-secondary education, disability services, financial responsibilities, and daily living skills. Male caregivers can help adolescents connect current goals and responsibilities to future opportunities by sharing work and problem-solving experiences and adult responsibilities.

Under the Individuals with Disabilities Education Act (IDEA), transition planning is intended to support students with disabilities in preparing for postsecondary education, employment, and independent living (Individuals with Disabilities Education Act [IDEA], 2004). Adolescents benefit from opportunities to participate in IEP meetings, discuss their goals and support needs, and gradually take a more active role in decision-making, which supports the development of self-determination skills such as choice-making, self-advocacy, and goal setting (Shogren & Wehmeyer, 2016).

Caregiver Relationships Can Encourage Increased Responsibility While Maintaining Connection

Research suggests that adolescents benefit from family relationships that balance increasing responsibility with continued emotional connection (Swartz et al., 2011). Even as adolescents gradually assume more responsibility related to work, education, transportation, and daily living, many may continue to rely on caregivers for guidance and encouragement.

For adolescents with disabilities, finding the right balance between support and autonomy may require intentional collaboration between caregivers and teens. Male caregivers may help adolescents build confidence by gradually increasing opportunities for independent problem-solving and decision-making while remaining available to provide encouragement and support.

Educational Systems Should Intentionally Include Male Caregivers

Schools and service systems often direct communication primarily toward female caregivers, which can unintentionally limit broader caregiver involvement. Intentionally including male caregivers in school communication, extracurricular participation, future planning discussions, and family-school partnerships may strengthen support systems for adolescents with disabilities.

Creating welcoming opportunities for involvement may include flexible meeting times, virtual participation options, multiple forms of communication, and inclusive language that recognizes diverse caregiving roles and family structures.

Recommendations for Professionals

Encourage male caregivers to:

1. Actively participating in IEP, transition, and future-planning meetings.
2. Build life skills into everyday routines such as budgeting, cooking, scheduling, navigating transportation options, and making appointments.
3. Support independence gradually through shared practice and responsibility.
4. Foster self-advocacy and youth voice by supporting adolescents in expressing preferences, asking questions, sharing ideas, and participating in planning meetings.
5. Review resources related to employment, disability, and community resources.
6. Have open conversations about emotions, relationships, and future goals.
7. Connect youth with extracurricular, volunteer, recreational, and work experiences that build confidence and social skills.
8. Engage in inclusive family-school partnerships.

Male caregivers can play an important role in helping adolescents, including those with disabilities, develop life skills, strengthen relationships, and prepare for adulthood. During the high school years, positive caregiver relationships can help adolescents develop confidence, communication skills, emotional well-being, self-advocacy skills, and readiness for future responsibilities. As adolescents prepare for life beyond high school, strong partnerships among caregivers, educators, and community providers may help create consistent opportunities for growth across home, school, and community settings.

Recognizing and supporting male caregiver involvement may strengthen outcomes for adolescents with and without disabilities while promoting more inclusive family-school collaboration.

Reflective Questions for Family Members and Educators:

1. How are male caregivers currently included in school communication and future-planning discussions?
2. What opportunities exist for adolescents to practice communication skills, decision-making, and responsibility in everyday routines?
3. How can professionals strengthen collaboration with caregivers as adolescents prepare for adulthood?
4. How can caregivers help adolescents better understand and communicate their strengths and support needs?
5. How can professionals create more inclusive opportunities for involvement among diverse caregivers and families?

References

Darlington-Bernard, A., Salque, C., Masson, J., Darlington, E., Carvalho, G. S., & Carrouel, F. (2023). Defining Life Skills in health promotion at school: a scoping review. Frontiers in Public Health, 11, 1296609.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

Kopko, K. (2007). Parenting styles and adolescents. Ithaca, NY: Cornell University.

Li, A., Sun, L., & Fan, S. (2023). Fathers’ presence and adolescents’ interpersonal relationship quality: Moderated mediation model. Frontiers in Psychology, 14, 1117273.

Lowe, K., & Dotterer, A. M. (2018). Parental involvement during the college transition: A review and suggestion for its conceptual definition. Adolescent Research Review, 3(1), 29-42.

Murphy-Graham, E., & Cohen, A. K. (2021). Life skills education for youth in developing countries: What are they and why do they matter?. In Life skills education for youth: Critical perspectives (pp. 13-41). Cham: Springer International Publishing.

Shek, D. T., Lin, L., Ma, C. M., et al. (2021). Perceptions of adolescents, teachers and parents of life skills education and life skills in high school students in Hong Kong. Applied Research in Quality of Life, 16, 1847–1860.

Shogren, K. A., & Wehmeyer, M. L. (2016). Self-determination and goal attainment. In Handbook of research-based practices for educating students with intellectual disability (pp. 255-273). Routledge.

Slicker, E. K., Picklesimer, B. K., Guzak, A. K., & Fuller, D. K. (2005). The relationship of parenting style to older adolescent life-skills development in the United States. Young, 13(3), 227-245.

Swartz, T. T., Kim, M., Uno, M., Mortimer, J., & O’Brien, K. B. (2011). Safety nets and scaffolds: Parental support in the transition to adulthood. Journal of Marriage and Family, 73(2), 414-429.

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