‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID‐19 pandemic on children with special educational needs and disabilities

Abstract

AbstractThis study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID‐19 pandemic, and to gain insights into the perceived repercussions of pandemic‐related restrictions on the educational development and overall wellbeing of these children. Mixed‐methods surveys (N = 100) and semi‐structured qualitative interviews (N = 6) were utilised. Data were analysed using descriptive statistics and thematic analysis. Findings indicate substantial challenges faced by education professionals in delivering appropriate and effective education and well‐being support to children with SEND during periods of school ‘closures’, resulting in hindered academic progression and adverse impacts on the well‐being of children with SEND, their families and the education professionals themselves. It is vital that effective support strategies and appropriate training are implemented, in addition to further research to establish what would be most beneficial for all teachers, and particularly those supporting children with SEND.