Background: Children with neurodevelopmental conditions have high levels of schoolabsence. During the COVID-19 pandemic, schools closed for many students. Therelationship between home learning... Show moreBackground: Children with neurodevelopmental conditions have high levels of schoolabsence. During the COVID-19 pandemic, schools closed for many students. Therelationship between home learning during school closures and subsequent schoolattendance requires attention to better understand the impact of pandemic educationpolicy decisions on this population. This study aims to investigate the associationbetween home learning, hybrid learning and school learning during school closures(in January–March 2021) with subsequent school attendance (in May 2021) in childrenwith neurodevelopmental conditions.Methods: An online survey was completed by 809 parents/carers of 5- to 15-yearoldautistic children and/or children with intellectual disability. Regression modelsexamined the association of learning location during school closures with subsequentschool absence (i.e., total days missed, persistent absence and school refusal).Results: Children who were learning from home during school closures later missed4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6school days, respectively. The rates of school absence and persistent absence weresignificantly 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 healthemergencies may exacerbate school attendance problems in this group of vulnerablechildren. Show less
COVID-19 brought disruptions to children’s education and mental health, and accelerated school de-registration rates. We investigated Elective Home Education (EHE) in families of children with a... Show moreCOVID-19 brought disruptions to children’s education and mental health, and accelerated school de-registration rates. We investigated Elective Home Education (EHE) in families of children with a neurodevelopmental condition. A total of 158 parents of 5–15 year-old children with neurodevelopmental conditions (80% autistic) provided information on reasons for de-registration, their experience of EHE, and children’s mental health. Few differences were found between children participating in EHE before and after the pandemic started. Low satisfaction with school for not meeting children’s additional needs was the main reason for deregistering in both groups. COVID-19 had a more limited role in parents’ decision to de-register. The main advantage of EHE reported in both groups was the provision of personalised education and one-to-one support. Levels of anxiety, internalising and externalising problems were similar between children participating in EHE before and after the pandemic started, and also similar between all children in EHE and school-registered children (N = 1,079). Show less
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children... Show moreThe COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among families whose children engaged with home schooling, hybrid learning, and school-based learning during the pandemic. An online survey took place in 2021, approximately 1 year since the start of the COVID-19 pandemic in the United Kingdom. Participants were recruited mostly through social media with support via several charities across the United Kingdom. Participants were 809 parents/carers of children with autism and/or intellectual disability aged 5 – 15 years. Of these, 59% were learning from home daily during home schooling, 19% spent some days in school (hybrid learning), and 22% were going to school daily during school restrictions. Parents/carers reported on the support received from schools, the resources accessed, and the resources needed but not accessed to facilitate learning. They also reported on their level of satisfaction with school support and school management of COVID-19 risks. Results indicated that learning during the COVID-19 pandemic was mostly via school-provided worksheets, in the home and hybrid learning group. Families had access to the internet/data and a laptop, computer, or tablet to facilitate learning. However, in both learning groups (i.e., home and hybrid learning) they needed but did not have access to special equipment, special software, and a printer. Importantly, 11% of families in home and hybrid learning groups reported not having access to a desk/table. Satisfaction with school support was low in the home and hybrid learning groups. Satisfaction with COVID-19 management was higher for families of children attending school daily (i.e., the school-based learning group). Future education policy decisions during public health crises should take into consideration the needs of children with neurodevelopmental conditions including autism and/or intellectual disability. Show less
