Becoming School-Parents: Contrasts between Mothers’ and Fathers’ Speech Samples and Links with Psychological Distress and Household Disorder

Abstract

Transition to school research has largely overlooked parents’ experiences, particularly fathers. We gathered speech samples from UK parents (93 mothers, Mage= 37.1 years; SD = 4.6 years; and 68 fathers, Mage= 38.0 years; SD = 3.59 years) that captured their experiences of the school transition. This study (a) compared mothers’ and fathers’ experiences; and (b) examined experiences alongside parental self-reported psychological distress and household disorder. Parents’ experiences differed in valence: Emotional Reaction (mixed), Experiences with the School (positive), Support and Relationships (mixed), and Routines and Responsibilities (negative). Relationships and Support elicited heightened emotions from mothers than fathers. Only maternal experiences were associated with psychological distress and household disorder. Within couples (n = 64), only negative talk about Routines and Responsibilities was shared; all other experiences were individual. Our speech sample coding shows the significant, mixed and independent impact of the transition on parents and highlights the importance of coparenting effects.