Psychosocial Functioning and the Educational Experiences of Students with ASD during the COVID-19 Pandemic in Poland

Abstract

Due to their individual developmental and learning needs, adolescents with autism spectrum disorder (ASD) benefit from a variety of educational, medical, and therapeutic services. During the COVID-19 pandemic, these services were discontinued or significantly reduced, which may have resulted in increased difficulties in coping with various areas of life. The purpose of this study was to explore how the pandemic affected the psychosocial and educational functioning of students with ASD. A qualitative, problem-focused interview method was used. The obtained material was subjected to interpretive phenomenological analysis. The study involved 10 secondary school students diagnosed with ASD. The assessment of the effects of the pandemic on the functioning of people with ASD is inconclusive. The respondents noted both negative and positive effects of lockdown. On the positive side, they were able to spend time with their family, isolate themselves from difficult social relationships and feel better. Among the negative effects, adolescents point to difficulties in emotional functioning—increased levels of stress and anxiety, as well as increased feelings of loneliness and difficulties with online education. The study showed the varied experiences of young people with autism during the pandemic, highlighting the significant need to support some of them in terms of their emotional, social and educational functioning.

Case report: Treatment-resistant depression, multiple trauma exposure and suicidality in an adolescent female with previously undiagnosed Autism Spectrum Disorder

“…Multiple traumatic events in our patient's history, including sports failure and COVID-19 school closures, preceded the onset of depressive symptoms, and disrupted her routine, highlighting the impact of trauma and COVID-19 pandemic in depression development in ASD samples, as evidenced in previous studies and reports (26,(50)(51)(52). Also, COVID-19 lockdown may have exacerbated maladaptive coping strategies, such as ruminations on past traumatic experiences.…”

What happened to parents’ views of school success for autistic children during the COVID-19 pandemic?

“…Studies have shown that parents of autistic children experienced even higher levels of psychological stress during the pandemic ( 34 ) and that this stress profoundly impacted their expectations of and planning for their children’s education ( 35 , 36 ). As we move into the post-pandemic era, exploring the relationship between psychological stress and views of school success is of great academic interest.…”

Psychosocial Determinants of Loneliness in the Era of the COVID-19 Pandemic—Cross-Sectional Study

“…Understanding loneliness is important due to its relationship to the mental and physical health of the individual. Researchers show that social isolation and feelings of loneliness lead to feelings of constant stress and depression, and also trigger physiological changes, linked to the immune system and inflammatory responses, that can further exacerbate health [19,26,27]. As a result of a persistent sense of loneliness, susceptibility to mental disorders and psychosomatic diseases may also increase [28].…”