Autistic and non-autistic young people's and caregivers' perspectives on COVID-19-related schooling changes and their impact on emotional well-being: An opportunity for change?
Ann Ozsivadjian, Victoria Milner, Hannah Pickard and 5 others
PMID 36519246WHAT IT FOUND
Autistic young people reported reduced anxiety and better focus during lockdown due to removed social and sensory demands.
Non-autistic peers reported benefits less frequently. Both groups valued flexible pacing and reduced sensory load, suggesting schools should retain these adjustments post-pandemic.
Key findings
01Caregivers of autistic young people reported benefits from reduced social and sensory demands, including improved focus and confidence.
02Non-autistic young people and their caregivers reported benefits from reduced social pressure less frequently than the autistic group.
03Participants expressed a desire for continued flexible education practices, such as working at one's own pace and reduced sensory load.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study relied on self-selected volunteers recruited via social media and autism networks, so participants may not represent the wider population. The autistic group was twice the size of the non-autistic group, providing more data for that cohort. The coders were not autistic, which may have influenced the interpretation of the young people's experiences. Survey responses varied in length, with some participants not completing all qualitative questions.
Declared interests
The authors declared no potential conflicts of interest and received no financial support for the research.
The easy way to misread this
Do not assume that removing social and sensory demands benefits all young people equally. The study found that non-autistic participants reported these benefits far less frequently than autistic participants, and both groups struggled with the loss of routine and social isolation during lockdown.