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The COVID-19 pandemic resulted in worldwide school closures and disrupted education – which was extended in the Republic of Ireland – and some children with SEN may be more adversely impacted by prolonged school closures than others. Despite this, and possible future pandemics, experiences of Irish children with SEN have not been explored to date. The current research utilised semi-structured interviews to explore parental perspectives (n = 10) of online learning and the subsequent return to education for children with SEN. Reflexive Thematic Analysis resulted in the identification of three global themes: 1 Balancing Act, pertaining to a lack of support and educational provision, 2 Prioritising Wellbeing over Education, whereby parents made the decision to stop engaging in online learning to promote familial wellbeing, and 3 The Return to School and its Challenges, highlighting academic, behavioural, and mental health concerns on return to education. Inclusion of parental feedback was noted as important for the success of home-schooling during future school closures and is a clear application of this work. Finally, suggestions are made for research to examine the links between support for parents and children's academic attainment and wellbeing, as well as child insight directing provision for school closures.
Foster et al. (Fri,) studied this question.