The relationship between the level of depression and anxiety in parents with primary school children, and preschool children diagnosed with neuro-developmental disorders




Depression, anxiety, parents, primary school children, preschool children, neuro-developmental, disorders.


This study aimed to evaluate the relationship between depression and anxiety in parents with children diagnosed with neurodevelopmental disorders. The main purpose of this study is to measure the level of depression and anxiety in parents whose primary school children and preschool children have been diagnosed with neurodevelopmental disorders and to correlate these disorders with sociodemographic characteristics. In this study participated 300 parents whose children were diagnosed with neuro-developmental disorders. For the methodology of this study, the integration of quantitative and qualitative methods was used. In this study, two closed-type instruments were used, one instrument measures anxiety and the other depression in parents whose primary school children and preschool children have been diagnosed with neurodevelopmental disorders. The findings of this study have shown that depression has a high positive correlation with anxiety. As the level of depression in parents increases, so does the level of anxiety. Gender differences, statistically significant, between the level of depression of parents whose children have been diagnosed with neuro-developmental disorders, we see that mothers reach a higher average than fathers, also when it comes to anxiety, mothers reach a higher average than fathers.


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Author Biography

Lon Laska, Kosovo  Lon Laska, Professor, Faculty of Social Sciences and Education: Psychology-Pedagogy

College ``DARDANIA``, Prishtina, Kosovo


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How to Cite

Laska, L., HABIBAJ, A., AHMETI, A., & QAMILI, S. (2023). The relationship between the level of depression and anxiety in parents with primary school children, and preschool children diagnosed with neuro-developmental disorders. Pegem Journal of Education and Instruction, 13(2), 21–27.