Investigating the impact of developmental coordination difficulties across home, school, and community settings: Findings from the Australian Impact for DCD survey.
DCD creates daily hurdles at home, school, and in the community, and many families feel forced to quit regular schooling.
01Research in Context
What this study did
Adams et al. (2024) asked Australian caregivers to complete an online survey. They wanted to know how developmental coordination disorder (DCD) affects kids at home, at school, and in the community.
The survey covered daily tasks, school support, and community activities. Families shared where their children struggle most and what help is missing.
What they found
More than 70% of families said their child faces daily-living problems across all three settings. School support was rated as poor or absent for most.
One in 20 families had already switched to homeschooling because school demands were too hard.
How this fits with other research
Jasmin et al. (2018) interviewed children and parents and saw the same wide-ranging limits. Their earlier, smaller study is a direct forerunner to this big national picture.
Amore et al. (2011) showed that lower motor skills and extra weight each shrink out-of-school activity variety. E et al. now widen the lens, showing the limits reach into homework, self-care, and classroom tasks too.
Zaguri-Vittenberg et al. (2025) studied adults with DCD and found poor participation cuts health-related quality of life. Together the papers trace a lifelong arc: childhood limits today forecast lower well-being tomorrow.
Why it matters
If you serve a child with DCD, expect trouble in every setting, not just PE class. Embed motor breaks, simplify tool use, and teach self-care routines at school. Partner with parents to set the same goals at home. Push for OT consults and environmental tweaks early; waiting risks school refusal or homeschool withdrawal.
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02At a glance
03Original abstract
AIM: To evaluate the participation difficulties experienced by children with developmental coordination disorder (DCD) in home, school, and community environments. METHODS: The Impact for DCD survey was completed by primary caregivers of 4-18-year-old children with DCD (or synonymous diagnosis) (n = 429). OUTCOMES AND RESULTS: The greatest participation difficulties experienced at home included dressing, eating with utensils, self-care tasks and drawing/writing reported by over 70% of families. At school, fine motor difficulties were also frequently reported, with additional difficulties keeping up or completing tasks, and not feeling supported at school. Socialisation challenges and bullying were also commonly reported (34.9%). As a result of participation difficulties at school, 5.4% were home schooled. Many children engaged in community activity, with 72.0% currently engaged in at least one organised sports-based activity. CONCLUSIONS AND IMPLICATIONS: Increased recognition of the widespread impact of DCD in a child's life is crucial at an individual and societal level. Parents reported their children experiencing significant participation restrictions and difficulties. The findings of this large-scale study have revealed that most children with DCD are not receiving the support they need to thrive, especially at school. This largely reflects a lack of understanding and recognition of the condition and its associated challenges.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2024.104712