ArticleFrontiers in psychology2022
Elective home education of children with neurodevelopmental conditions before and after the COVID-19 pandemic started.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The Impact of COVID-19 on the Mental Health and Wellbeing of Children with Special Education Needs and Disabilities: A Systematic Review.Review journal of autism and developmental disorders · 2026Review
- School Perceptions and Attendance for Children With Medical Complexity During COVID-19 Over Time.The Journal of school health · 2024Article
- School absenteeism in autistic children and adolescents: A scoping review.Autism : the international journal of research and practice · 2024Article
- Ensuring equitable access, engagement and ability of socially and ethnically diverse participants to benefit from health promotion programmes: a qualitative study with parent carers of disabled children.Frontiers in public health · 2024Article
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Authors and funding
10 authors.
Funding
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Abstract
COVID-19 brought disruptions to children's education and mental health, and accelerated school de-registration rates. We investigated Elective Home Education (EHE) in families of children with a neurodevelopmental condition. A total of 158 parents of 5-15 year-old children with neurodevelopmental conditions (80% autistic) provided information on reasons for de-registration, their experience of EHE, and children's mental health. Few differences were found between children participating in EHE before and after the pandemic started. Low satisfaction with school for not meeting children's additional needs was the main reason for de-registering in both groups. COVID-19 had a more limited role in parents' decision to de-register. The main advantage of EHE reported in both groups was the provision of personalised education and one-to-one support. Levels of anxiety, internalising and externalising problems were similar between children participating in EHE before and after the pandemic started, and also similar between all children in EHE and school-registered children (
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