Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19

Abstract

Background. The limitations imposed by governments for containing the spread of COVID-19 have affected familial relationships, especially those of families dealing with children with special needs or chronic illness conditions. The current study aims to better understand what pathological/disability condition has impacted parental resources, sense of competence, and perception of children’s executive functioning the most. Methods. A sample of 648 parents was asked to answer a survey assessing children’s condition (typical development, specific learning disorder, autism spectrum syndrome, chronic illness), parental resources, parenting sense of competence (distinguished into parental satisfaction and self-efficacy), and parents’ perception of their children’s executive functioning. A MANOVA model was performed to assess differences in parental resources, sense of competence, and perception of the children’s executive functions according to their condition. A path analysis model was performed to examine the impact of sense of competence and children’s condition on parental resources and children’s executive functions. Results. Parents with children with specific learning disorder reported lower scores of parental resources in terms of total scores, common antecedents, and specific antecedents compared to parents with typically developed children (total scores: MD = 56.45, p < 0.001; common antecedents: MD = 22.28, p < 0.00; specific antecedents: MD = 34.17, p < 0.001), parents with autistic children (total scores: MD = 62.79, p = 0.01; common antecedents: MD = 24.03, p = 0.01; specific antecedents: MD = 38.76, p = 0.02) and parents of children with chronic illness (total scores: MD = 37.42, p = 0.04; common antecedents: MD = 16.59, p = 0.01). The path analysis model shows a direct effect of parental satisfaction (β = 0.26) and pathology/disability (β = −0.10) on parental resources that, in turn, influence parents’ perception of their children’s executive functioning (β = 0.24). Conclusion. Although no data about the prepandemic situation is available, the current study highlights that parental stress influence children’s cognition. Moreover, parents of children with special needs seemed to be challenged during COVID-19, especially parents of children with specific learning disorders, that are already stressed out by their children’s condition. Therefore, academic services should undertake preventive measures to preserve parental well-being and to provide a supportive environment for children, especially for those with atypical development.

Differential impact on parental quality of life: Comparing parents to children with autism spectrum disorder and those with other disabilities during the COVID‐19 pandemic

“…The disruption caused by the COVID‐19 pandemic to people's daily routine, which included social distancing and school closures, was found to be challenging for parents of typically developing children (Laufer & Shechory‐Bitton, 2021) but unsurprisingly seemed to be even more challenging for parents of children with special needs (Pecor et al, 2021; Ueda et al, 2021). Parents of children with disabilities who already experienced significant challenges due to their child's disability were forced to adapt to the sudden stoppage of school and necessary services, alongside social distance restrictions that cut them off from social support resources (Gentile et al, 2023). The majority of parents reported that this period required more commitment than before, included more difficulties in managing their children's daily activities, and worsened the children's behavioural problems (Ameis et al, 2020; Colizzi et al, 2020; Ersoy et al, 2020).…”

“…The majority of parents reported that this period required more commitment than before, included more difficulties in managing their children's daily activities, and worsened the children's behavioural problems (Ameis et al, 2020; Colizzi et al, 2020; Ersoy et al, 2020). This added stress was found to be associated with lower mental health, well‐being, and quality of life (QoL), which were more noted among parents of children with special needs than among parents of typically developing children (Gentile et al, 2023; Pecor et al, 2021; Ueda et al, 2021).…”