Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

Morgül, Evren; Kallitsoglou, Angeliki; Essau, Cecilia A.; Castro-Kemp, Susana

doi:10.3389/feduc.2022.838938

Cited by 11 publications

(5 citation statements)

References 60 publications

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“…Several studies identified that children with SEN experienced greater social isolation, whether assessed by parent or teacher perception (Castro‐Kemp & Mahmud, 2021; Page et al, 2021), as compared with children without SEN. Similar findings have been reported among a variety of other countries including Germany, India, the Philippines, and the United Kingdom (Buendia, 2021; Morgül et al, 2022; Nusser, 2021; Page et al, 2021). German participants in a study by Nusser (2021) reported challenges during school closures relating to low student motivation and increased demands.…”

Section: Introductionsupporting

confidence: 81%

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Osman,

Whitley

2024

Child

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BackgroundChildren's educational experiences worldwide have been significantly impacted as a result of global school closures during the COVID‐19 pandemic of Spring 2020. A growing number of studies aim to analyse impacts of these changes on social well‐being, with limited studies placing an emphasis on the experiences of students with special educational needs (SENs). This article focusses on parent perspectives regarding impacts of school closures on social well‐being in Canadian children with SEN.MethodsThis study uses a mixed‐methods approach, drawing from both qualitative and quantitative survey data from Spring/Summer 2020. Participants (n = 263) were eligible for participation if they were a parent/guardian of a child or adolescent with an SEN. We first conducted a descriptive analysis of the key variables, namely, social well‐being, grade level of the child, internet and device availability, and the presence of other school‐aged children in the home (single child vs. multiple children). Next, we explored the relationship between these using a bivariate correlation. Finally, open‐ended responses were analysed using an inductive approach to qualitative thematic analysis.ResultsThe majority of parents expressed concern for their child's social well‐being during the Spring 2020 school closures, with increased concerns for younger children. According to parents, children experienced communication barriers to peer interaction and many experienced emotional difficulties as a result. Technology was described as critical for some in maintaining social connections. Parents raised concerns about the impact of limited peer interaction on broader social skill development, in the short and long term. A small number of participants noted feelings of relief and reduced anxiety among their children with SEN.ConclusionsFindings highlight parent views of the negative impact of the pandemic on social well‐being and the critical role in‐person schooling plays in supporting peer relationships for children with SEN.

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Section: Introductionsupporting

confidence: 81%

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Osman,

Whitley

2024

Child

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“…For the minimally increasing distress, the presence of family conflict was the only predictor of membership to this trajectory. Some studies have reported increases in family conflict during lockdown periods (Morgül, Kallitsoglou, Essau, & Castro‐Kemp, 2022 ; Orgilés et al., 2020 ; Stassart et al., 2021 ). In a longitudinal study with adolescents, family conflict was associated with larger increases in distress over time (Magson et al., 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, interpersonal stress may contribute to aggravate psychological distress under stressful conditions (Hammen, 2016 ). In particular, studies have provided some evidence of increased family conflict during lockdowns (Guo et al., 2020 ; Morgül, Kallitsoglou, Essau, Castro‐kemp, & Mateo, 2022 ). These family conflict, resulting from a wide range of stressors affecting family members, such as work from home/teleworking, loss of income, home‐schooling, and movement restrictions for young people to meet up with their friends, could increase risk for adolescents' psychological distress.…”

Section: Introductionmentioning

confidence: 99%

Heterogeneity in the trajectories of psychological distress among late adolescents during the COVID‐19 pandemic

Gouin,

de la Torre‐Luque,

Sánchez‐Carro

et al. 2023

JCPP Advances

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BackgroundThe coronavirus disease 2019 (COVID‐19) pandemic has constrained opportunities in social, educational and professional domains, leading to developmental challenges for adolescents initiating their transition to adulthood. Meta‐analysis indicated that there was a small increase in psychological distress during the first year of the COVID‐19 pandemic. However, significant heterogeneity in the psychological response to the COVID‐19 pandemic was noted. Developmental antecedents as well as social processes may account for such heterogeneity. The goal of this study was to characterize trajectories of psychological distress in late adolescence during the COVID‐19 pandemic.Methods5014 late adolescents born between 2000 and 2002 from the UK Millennium Cohort Study completed online self‐reported assessments at three occasions during the first year of the COVID‐19 pandemic (May 2020, September/October 2020 and February/March 2021). These surveys assessed psychological distress, loneliness, social support, family conflict, as well as other pandemic stressors. Information on developmental antecedents were obtained when cohort members were 17 years of age.ResultsFour distinct trajectories class were identified. Normative class (52.13%) experienced low and decreasing levels of psychological distress, while moderately increasing class (31.84%) experienced a small, but significant increase in distress over time and increasing class (8.75%) exhibited a larger increase in distress after the first wave of the pandemic. Inverted U‐shaped class (7.29%) experienced elevated psychological distress during the first wave of the pandemic, followed by a decrease in distress in subsequent waves of the pandemic. Larger longitudinal increases in loneliness were noted among individuals in the elevated distress trajectory, compared to other trajectories. Pre‐pandemic psychopathology was associated with elevated distress early in the pandemic.ConclusionsThe largest trajectory showed low and declining psychological distress, highlighting the resilience of the majority of late adolescents. However, a subgroup of adolescents experienced large increases in psychological distress, identifying a group of individuals more vulnerable to pandemic‐related stress.

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“…In particular, families experiencing vulnerabilities (e.g., families with children with special educational needs or disabilities) were more likely to be adversely affected by lockdown measures. Families experienced difficulties accessing social support and children with mental health difficulties were reported to struggle more behaviourally and emotionally than their peers during lockdown, and parents of these children experienced higher than usual levels of stress [8,9].…”

Section: Introductionmentioning

confidence: 99%

Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

et al. 2023

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The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the family, early learning experiences in the home and early childhood education, and parent wellbeing and mental health) during COVID-19 in Australia and Germany, two countries that experienced significant lockdown periods. Using a longitudinal online survey design, parents of young children (aged 1–6 years) in Australia (N = 66) and Germany (N = 53) completed surveys on their own wellbeing; their child’s wellbeing; the home learning environment, and their satisfaction with early childhood education and care at two time points in 2020 and 2021. The burden of COVID-19 mitigation measures on families’ everyday lives correlated with child wellbeing outcomes in both the Australian and German cohorts. Findings also provide evidence of potential protective factors of children’s social-emotional wellbeing during stressful events, such as the lockdowns experienced by families in Germany and Australia during the pandemic.

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Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

Cited by 11 publications

References 60 publications

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Heterogeneity in the trajectories of psychological distress among late adolescents during the COVID‐19 pandemic

Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

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