Persistent URL of this record https://hdl.handle.net/1887/3608120
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- Child_-_2023_-_Kouroupa_-_The_association_between_home_learning_during_COVID‐19_lockdowns_and_subsequent_school_attendance
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The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions
absence. During the COVID-19 pandemic, schools closed for many students. The
relationship between home learning during school closures and subsequent school
attendance requires attention to better understand the impact of pandemic education
policy decisions on this population. This study aims to investigate the association
between home learning, hybrid learning and school learning during school closures
(in January–March 2021) with subsequent school attendance (in May 2021) in children
with neurodevelopmental conditions.
Methods: An online survey was completed by 809 parents/carers of 5- to 15-yearold
autistic children and/or children with intellectual disability. Regression models
examined the association of learning location during school closures with subsequent
school absence (i.e., total days missed, persistent absence and school refusal).
Results: Children...Show moreBackground: Children with neurodevelopmental conditions have high levels of school
absence. During the COVID-19 pandemic, schools closed for many students. The
relationship between home learning during school closures and subsequent school
attendance requires attention to better understand the impact of pandemic education
policy decisions on this population. This study aims to investigate the association
between home learning, hybrid learning and school learning during school closures
(in January–March 2021) with subsequent school attendance (in May 2021) in children
with neurodevelopmental conditions.
Methods: An online survey was completed by 809 parents/carers of 5- to 15-yearold
autistic children and/or children with intellectual disability. Regression models
examined the association of learning location during school closures with subsequent
school absence (i.e., total days missed, persistent absence and school refusal).
Results: Children who were learning from home during school closures later missed
4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6
school days, respectively. The rates of school absence and persistent absence were
significantly higher in the home learning group even after adjusting for confounders.
Learning location was not associated with subsequent school refusal.
Conclusions: Policies for school closures and learning from home during public health
emergencies may exacerbate school attendance problems in this group of vulnerable
children.
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- All authors
- Kouroupa, A.; Allard, A.; Gray, K.; Hastings, R.P.; Heyne, D.A.; Melvin, G.A.; Tonge, B.; Totsika, V.
- Date
- 2023-03-20
- Pages
- 1 - 6
- Advanced Publication
- Yes