Abstract
Background The impact of the COVID-19 pandemic was felt disproportionately by people with Special Educational Needs and Disabilities (SEND), with a substantially higher mortality rate compared with the general population.Method Using focus groups and thematic analysis with young people with Special Educational Needs and Disabilities (SEND) this study highlights the negative experiences of COVID-19 asymptomatic testing for this community.Results Participants reported a systemic misunderstanding of SEND needs underpinned experiences of disempowerment, being overlooked, and feeling that needs had been unmet during the pandemic. This sits in contrast with the considerable expertise that parents and families exhibit in understanding the needs of their children with SEND. We propose the following recommendations based on insights gathered from those with lived experience: harnessing these insights in future public health response measures, using robust behavioural and social science approaches; acknowledgment of participant expertise of experience through co-produced public health guidance, crucially reflecting the diversity of SEND; development of more inclusive guidance to testing practice which supports equitable access for those with SEND and guides face-to-face practitioners in providing this support.Conclusions Our findings have implications which highlight the importance of embracing behavioural and social science in understanding the needs of SEND communities and public health policy development to ensure equity.