The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions
Child Care Health and Development, vol. 49, pp. 846–851
Abstract
BACKGROUND: Children with neurodevelopmental conditions have high levels of school absence. During the COVID-19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January-March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions. METHODS: An online survey was completed by 809 parents/carers of 5- to 15-year-old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal). RESULTS: Children who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal. CONCLUSIONS: Policies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children.
Authors 8
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Athanasia Kouroupa corresponding
Affiliation as printed
Division of Psychiatry University College London London UK
Division of Psychiatry University College London London UK
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Affiliation as printed
Council for Disabled Children National Children's Bureau London UK
Council for Disabled Children National Children's Bureau London UK
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University of Warwick · Monash University
Affiliation as printed
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
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University of Warwick · Monash University
Affiliation as printed
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
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David A. Heyne Aachen Developmental and Educational Psychology Unit Institute of Psychology Faculty of Social and Behavioural Sciences Leiden University Leiden The Netherlands
Affiliation as printed
Developmental and Educational Psychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences Leiden University Leiden The Netherlands
Developmental and Educational Psychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences Leiden University Leiden The Netherlands
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Deakin University · University of Warwick
Affiliation as printed
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
School of Psychology, Faculty of Health Deakin University Melbourne Victoria Australia
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
School of Psychology, Faculty of Health Deakin University Melbourne Victoria Australia
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University of Warwick · Monash University
Affiliation as printed
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Department of Psychiatry Monash University Clayton Victoria Australia
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The Tavistock and Portman NHS Foundation Trust · University of Warwick · University College London
Affiliation as printed
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Division of Psychiatry University College London London UK
Tavistock and Portman NHS Foundation Trust London UK
Centre for Educational Development, Appraisal, and Research (CEDAR) University of Warwick Coventry UK
Division of Psychiatry University College London London UK
Tavistock and Portman NHS Foundation Trust London UK
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