| Sumario: | Background: People with learning disabilities may be at a higher risk of attachment difficulties than the general population. Fathers are underrepresented in the literature on parents with learning disabilities. This study aimed to gather an in‐depth understanding of fathers with learning disabilities' perceptions of developing an attachment with their children. Methods: Eleven fathers who self‐identified as having a learning disability were recruited via self‐advocacy groups across the United Kingdom and their experiences were explored through semi‐structured interviews. Findings: Interpretative Phenomenological Analysis produced three key themes: (1) "It's just the love...and the care, that's what makes things work"; (2) "Time is, it is precious"; (3) Challenges to and benefits from the father‐child relationship. Conclusions: Fathers described behaviours mirroring attachment theory, with the findings suggesting a need for early inclusion of fathers in childcare to facilitate a secure father‐child relationship. The results reveal the need for more research on attachment styles in fathers with learning disabilities to help develop better attachment‐focused interventions tailored to them. Highlights: We know little about the experiences of dads with learning disabilities.This paper shares the voices of 11 dads with learning disabilities, and what it was like for them to build bonds with their children.The dads talked about what helped them to build a good bond with their children, like play, physical touch, caring for their children, and spending one‐to‐one time together. They also shared challenges of being a dad.We give some recommendations on how services can better support dads to build good relationships with their children.
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