["Journal of Intellectual Disability Research, EarlyView. ", "\nABSTRACT\n\nBackground\nChildren with rare genetic conditions are more likely to experience neurodevelopmental challenges requiring additional educational support. Although the governments in the United Kingdom and Ireland are committed to providing such support, securing it can be challenging for parents, with potential adverse implications for their mental health. Children who do not receive the educational support they need are at greater risk of poorer educational outcomes. This study aimed to remedy the lack of empirical data about the experiences of parents of children with rare genetic conditions in obtaining educational support and how these experiences affect them and their families.\n\n\nMethod\nSixteen mothers were interviewed about their experiences of securing educational support for their child(ren) with a rare genetic condition. Qualitative data were collected during the Covid‐19 pandemic. Participants reflected on experiences both prior to and during this period. Data were analysed using Framework Analysis.\n\n\nResults\nFive main themes were identified: (1) fighting for access into ‘the system’, (2) a lengthy process to secure support, (3) factors enabling access, (4) challenges after securing support and (5) impact of experience on mothers.\n\n\nConclusions\nAccessing educational support was challenging, lengthy and stressful, with negative effects on mothers' mental health and relationships with wider family members. Parents of children with rare genetic conditions may face additional challenges securing support.\n\n"]