How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?
Kathryn Asbury, Laura Fox, Emre Deniz and 2 others
PMID 32737668WHAT IT FOUND
Parents of children with special needs reported that school closures disrupted routines and removed specialist support, leading to increased anxiety, challenging behaviour and feelings of being overwhelmed.
A minority described reduced stress at home.
Key findings
01Parents described extreme anxiety reactions specific to their child's condition, such as restricted food preferences causing shopping risks, or fear of infecting vulnerable relatives.
02Loss of routine and specialist support led to increased challenging behaviour, including self-harm, aggression and police involvement, in some children.
03A substantial minority of parents felt overwhelmed by the total responsibility of meeting their child's needs without respite, often while working from home.
STILL TO COME
How it was doneWhat they foundWhat it means for OTsWhat it means for SLPs
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What it does not show
The study relies entirely on parent-reported data, which may not accurately reflect the child's internal state or behaviour. There was no comparison group of neurotypical children or families, so it is not possible to determine if these experiences are unique to SEND families or more severe. The sample was recruited via online platforms and research networks, which may bias the results towards families with internet access and existing support structures. The data was collected during the first two weeks of lockdown, so it captures an acute reaction rather than long-term adaptation. The study is qualitative and exploratory; it identifies themes but cannot measure the prevalence or severity of mental health outcomes.
Declared interests
No conflicts of interest are declared in the provided text.
The easy way to misread this
Do not assume that all children with SEND experienced increased distress during school closures. The study found that a minority of families reported positive emotions or no impact, often because the child felt safer or less overwhelmed at home than in the school environment.