‘Vulnerable and abandoned’—The impact of the COVID‐19 pandemic on education, health and social care provision for children with SEND: Children and parents' perspectives

Abstract

AbstractThis study aimed to understand children with special educational needs and disabilities' (SEND) and their parents/carers' experiences of the pandemic in the UK, using mixed‐method surveys (n = 893 parents, 55 children) and qualitative interviews (n = 10 parents, 4 children). Descriptive statistical analyses and thematic analysis were utilised. Findings suggest that the needs and rights of children with SEND were not given due consideration during the pandemic, resulting in a decline in mental health, and their social, emotional, academic and physical development. Restrictions were reported as compounding and exacerbating the existing challenges faced by children with SEND in gaining equitable access to services.