Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being
Date
2022
Authors
Batta, Millie
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta.: University of Lethbridge, Faculty of Education
Abstract
School closures due to the COVID-19 pandemic resulted in a shift to emergency remote
learning, particularly affecting autistic students who experienced disruptions to school-based
supports and social interactions. This mixed-methods study explored the experiences and
perceptions of autistic youths and their mothers of emergency remote learning during the first
several months of the COVID-19 pandemic (March to June 2020), with a focus on well-being.
Data was gathered from nine autistic youth (ages 10 to 17), alongside their mothers, through
questionnaires and semi-structured interviews. Autistic youths and their mothers reported that
remote schooling came with a spectrum of benefits and challenges. The youths’ experiences of
remote schooling are described through three common themes: (1) social, (2) emotional, and (3)
academic. In considering the interactions between the youth and their context, their challenges of
remote schooling seemed to be influenced by the anxiety levels, severity of social responsiveness
restrictions, and their comfort with technology. Limited social opportunities, teaching supports,
and classroom structure seemed to negatively impact the youths’ well-being and supportive
relationships. The use of technology did not substitute in-person social interactions during
remote schooling, but did offer youths an alternative approach for connecting with others.
Professionals who work with autistic youths may benefit from understanding their remote
schooling experiences using a thriving framework to better support their social, emotional, and
educational needs during the recovery from the pandemic and beyond.
Description
Keywords
autism spectrum disorder , COVID-19 , emergency remote learning , online learning , technology , adolescence , social engagement , well-being , thriving , supportive relationships