Impact of COVID-19 on Children with Special Educational Needs

The COVID-19 pandemic precipitated widespread disruption of educational, therapeutic and social support systems on which children with special educational needs (SEN) depend. School closures and the suspension of in-person therapies led to interrupted routines, diminished access to specialist resources and heightened caregiver burden. Many children experienced declines in academic engagement, behavioural regulation and emotional well-being, with those diagnosed with autism spectrum disorders and attention-deficit/hyperactivity disorder particularly vulnerable to sudden changes in structure and support. Remote learning and telehealth emerged as stop-gap measures, yet uneven digital infrastructure and limited training for educators and therapists often undermined their effectiveness. Concurrently, caregivers reported increased anxiety, isolation and unmet need for respite services. Globally, researchers have underscored the importance of co-designed recovery strategies that integrate flexible modalities of instruction, robust mental-health provision and equitable access to technology. These insights highlight both the long-term risks of educational disruption for children with SEN and the imperative to build resilient, inclusive systems that can withstand future public-health crises.

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Impact of COVID-19 on Children with Special Educational Needs publication trend

The graph below shows the total number of articles in impact of covid-19 on children with special educational needs across all publications each year (not limited to Nature Index journals).

Technical terms

Special Educational Needs (SEN): Educational requirements beyond standard curricula arising from learning difficulties, neurodevelopmental disorders or disabilities.

Telehealth: Delivery of health, therapy and support services over digital platforms (video calls, apps) to bridge geographical or physical access barriers.

Neurodevelopmental Disorder: A condition originating in early development that impairs cognition, communication or behaviour, such as autism spectrum disorder or ADHD.

Intellectual Disability: Significant limitations in intellectual functioning and adaptive behaviour affecting daily living and learning.

Co-production: Collaborative design and implementation of services involving both professionals and service users to ensure relevance, accessibility and equity.

References

1. Impacts of health care service changes implemented due to COVID‐19 on children and young people with long‐term disability: A mapping review. Developmental Medicine & Child Neurology (2023).
2. Challenges Faced by Students with Special Needs in Primary Education during Online Teaching. Education Sciences (2024).
3. Mental Health of Parents of Special Needs Children in China during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health (2020).