Surviving lockdown: the experiences of neurodivergent young people and their caregivers through the Covid-19 pandemic

Abstract

Neurodivergent young people and those that care for them are two groups who are vulnerable to increased risk of poor mental health. The covid-19 pandemic has been a difficult time, with many rapid changes. It is a period marked by lockdowns, the closure of schools and other services and social isolation. Neurodivergent young people presents with differences, for example; rigid and repetitive thoughts and behaviours; executive functioning differences; and emotional regulation difficulties, that may have made them more vulnerable during this time. Additionally, for their caregivers, during Covid-19 they were subjected to immense, with increased responsibilities and limited access to support. This thesis consists of a systematic review and meta synthesis and an empirical project. The meta-synthesis examines the experiences and impact of the covid-19 pandemic on the mental health and wellbeing of autistic young people and their caregivers. Thirteen qualitative papers were reviewed and the results show that the pandemic had a significant impact on these groups. Both reporting to increase anxiety, distress and burn out. As well as this, both autistic young people and their caregivers experienced negative outcomes in response to social isolation. The empirical study examines the impact of the easing covid-19 restrictions on young people with Special Education Needs and Disabilities (SENDs) and their families.

The focus is to understand how the transition back to school. Interviews were conducted with 8 mothers of young people with SENDs. Analysis was conducted using an Interpretive Phenomenology methodology. The findings show that the mental health and wellbeing of children with SENDs, and their caregivers was significantly impacted by the covid-19 lockdown. Children demonstrated increased anxiety, behaviours that challenge and symptoms of low mood. Additionally, parents experienced an increased burden, with limited support, which contributed to increased psychological distress. As the restrictions were eased and the children transitioned back to school, the impact on children with SENDs was varied. Implications for future practice and research are discussed