Effects of School Closures Resulting From COVID-19 in Autistic and Neurotypical Children

Abstract

The purpose of this study was to assess differences in negative consequences resulting from pandemic-related school closures between autistic and neurotypical children. We predicted that more negative consequences overall would be reported for children with autism compared to neurotypical children. We also expected to observe differences in the types of stressors reported between these two groups, with disruptions to daily routines more commonly reported for children with autism and stress due to social isolation more commonly reported for neurotypical children. Participants were parents of school-aged children, ages of 4–15 years old, who responded to an online survey (N = 250). Parental perspectives were collected using the Covid-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Parents in the autism group were additionally asked to respond to a survey about autism-specific stressors which may have increased during the pandemic, such as behavioral concerns, therapy disruptions, and hygiene issues. The majority of the respondents (65%) were parents of children with autism and 35% were parents of neurotypical children. Parents of autistic children were more likely to report that their child was negatively affected by routine changes, whereas parents of neurotypical children were more likely to report that their child was affected by social isolation. Overall, parents of children with autism were more than three times as likely to report negative changes in their child compared to parents of neurotypical children. When asked about autism-specific stressors, parents of autistic children reported concerns related to hygiene, behavioral regression, therapy disruption, meltdowns, and returning to school. The effects of the COVID-19 pandemic and prolonged school closures have disrupted the lives of children. Our results indicate that children with autism are at greater risk for negative outcomes due to emergency-related school disruptions. These findings have implications for educational planning for this vulnerable population for future public health crises.

School Distress in UK school children: A story dominated by neurodivergence and unmet needs

“…Instead, the positive benefit of school attendance on CYP’s MH does not appear to extend to CYP experiencing SD, and indeed, to many autistic CYP, including those who do not show any obvious school distress. Interestingly, research comparing the effects of the Covid-19 related school closures on autistic and neurotypical CYP has found that whilst parents of autistic CYP reported greater negative changes in their children as a consequence of the school closures, and greater negative emotions at the initial peak of the school closures relative to the parents of neurotypical peers (with the loss of daily structure and uncertainty highlighted as key factors), they also reported significantly more positive changes and marginally more positive emotions in their children (such as them feeling relaxed, hopeful, and confident about the future) when compared to the parents of neurotypical children (140). Hence, whilst there is complexity here, and a clear negative impact of unexpected, profound change to daily routine, the impact of the school environment itself on autistic CYP’s mental health does not appear to be equivalent to that derived by neurotypical CYP, and may instead be damaging for some autistic CYP.…”

The impact of COVID-19 Lockdown on Children with Autism Spectrum Disorder and their families in Tripoli, Libya

“…During lockdown, many psychologists and therapy sessions moved online. However, while telehealth was positive for some, it proved problematic for people with ASD [13].…”

The early impact of COVID-19 on the intellectual and developmental disabilities community in California

“…For example, many children with ASD insist on sameness in their routines, but the shifting to online schooling created some distress for children who were not used to these new changes (Ameis et al, 2020). These added stressors have also been found to impact other behaviors associated with ASD, such as an increase in behavioral meltdowns, sensory issues, and self-stimming behaviors (Genova et al, 2021). Given these challenges faced by both caregivers and children with ASD, it is important to examine ASD and other IDD groups separately, and in comparison to each other.…”