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

IF 1.8 4区医学 Q2 PEDIATRICS Child Care Health and Development Pub Date : 2024-04-10 DOI:10.1111/cch.13256

Laila Osman, Jess Whitley

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Abstract

Background

Children'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.

Methods

This 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.

Results

The 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.

Conclusions

Findings 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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COVID-19 期间有特殊教育需求儿童的家长对社会福利的看法：混合方法分析

背景 2020 年春季 COVID-19 大流行期间，由于全球学校关闭，世界各地儿童的教育经历受到严重影响。越来越多的研究旨在分析这些变化对社会福祉的影响，但强调有特殊教育需求（SEN）学生经历的研究有限。本文将重点关注有特殊教育需要的加拿大儿童家长对学校关闭对其社会福利影响的看法。方法本研究采用混合方法，利用 2020 年春夏的定性和定量调查数据。参与者（n = 263）只要是有特殊教育需要的儿童或青少年的家长/监护人就有资格参与。我们首先对关键变量进行了描述性分析，即社会福利、孩子的年级、互联网和设备的可用性以及家中是否有其他学龄儿童（单个孩子与多个孩子）。接下来，我们使用二元相关分析法探讨了这些变量之间的关系。最后，我们采用归纳法对开放式回答进行了定性主题分析。结果大多数家长对 2020 年春季学校停课期间孩子的社会福祉表示担忧，对年龄较小的孩子的担忧更多。据家长们称，孩子们在同伴交往中遇到了沟通障碍，许多孩子因此出现了情绪问题。据描述，技术对一些人保持社会联系至关重要。家长们担心，从短期和长期来看，有限的同伴交往会影响更广泛的社会技能发展。少数参与者指出，他们有特殊教育需要的孩子感到轻松并减少了焦虑。结论调查结果表明，家长们认为大流行病对社会福祉造成了负面影响，而学校教育在支持有特殊教育需要儿童的同伴关系方面发挥着关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Care Health and Development 医学-小儿科

CiteScore

3.40

自引率

5.30%

发文量

136

审稿时长

4-8 weeks

期刊介绍： Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.