Abundant research describes the prevalence of parenting stress among parents of children with disabilities. Children with disabilities requiring specialized instruction receive special education programming, but this factor can exacerbate stress in parents and interfere with positive mental health and family relationships. In school settings, intervention is directed at the student but fails to address the contextual day-to-day needs of parents experiencing greater stressors. There is scant evidence of the use or presence of structured, manualized intervention programs in schools to address the intense needs of parents of children with disabilities or of occupational therapy-led interventions on behalf of the parent as they emotionally process new special education programming territory. A strong sense of coherence (SOC) is important in positive parenting, health, and wellness. Low SOC has been associated with depression and stress and low parental coping capability. The SOC theory is valuable in explaining differences in individuals’ capacities to positively adapt to life challenges. A school-based, educational parent-intervention program, framed by a salutogenic SOC theory approach, which occurs during the school year, may prove useful to address parents’ diminished meaningful life occupations resulting from increased stress or lowered SOC. This inquiry aims to examine the relevance, need, and benefit of a school-based parental-intervention program for parents of children with disabilities, the Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER) program. Its intended purpose is to provide a special-education-based, parent-support and -empowerment group for parents of children receiving special education programming and supports.