ArticleJournal of autism and developmental disorders2024
School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic.
Article in Journal of autism and developmental disorders, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- School Exclusion as a Partial Mediator Between Autism and Adolescent Mental Health.Journal of autism and developmental disorders · 2026Article
- 'Let's Just Hope for the Best': A Photovoice Study Exploring the Impact of Covid-19 Restrictions on Children With Intellectual Disabilities in the UK.Journal of applied research in intellectual disabilities : JARID · 2026Article
- Comparing qualitative thematic analysis and machine-based topic modelling in the analysis of autistic and ADHD young people's accounts of emotions.Scientific reports · 2026Article
- Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample.Child: care, health and development · 2025Article
- "Being Integrated Does Not Mean Being Included": What Factors Contribute to School Exclusion for Autistic Children?Autism research : official journal of the International Society for Autism Research · 2025Article
- "Too little, too late": youth retrospectives on school attendance problems and professional support received.Frontiers in child and adolescent psychiatry · 2025Article
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
purposeThe present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK.
methodsParents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance.
resultsDuring May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers.
conclusionCOVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.
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