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Cited by 63Family and Disability Support ResearchEducation during COVID-19 pandemicSocial impacts of COVID-19

Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England

Open access
Canning, Natalie, Robinson, Beryl·2021·European Journal of Special Needs Education
DOI 10.1080/08856257.2021.1872846
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Abstract

This paper examines experiences of families and children with special educational needs and disabilities (SEND) with a focus on Autism during a 9-week period in 2020 of ‘lockdown’ due to COVID-19 where the UK Government’s message was ‘stay home, stay safe’. For these families, home is where children can be themselves, shut out the outside world and have their own routine. This research draws on interpretative, ethnographic narrative data from eight families of children with Autism/complex needs, aged 5–13 years, and how they have experienced lockdown with competing pressures from school and other agencies. Data was collected from telephone/online interviews and a closed social media platform where parents shared their challenges. Thematic analysis found that home as a safe space was invaded by external expectations. School and meetings with agencies, once separate, became part of home, blurring the boundaries. Home a safe space is examined, as well as children’s social/emotional wellbeing and how families negotiate external demands. Home should remain a safe space, boundaries should not be blurred, and families should be supported in understanding learning and development can come from within everyday experiences where children express their interest and engagement.

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Crossref · 10.1080/08856257.2021.1872846

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24 of 24 references verified0 citation errors · 0 not checkable

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  • The blurring of boundaries between home and work and subsequent loss of the home environment as a 'safe space' could negatively affect well-being.

    “Additionally, the blurring of boundaries between home and work and subsequent loss of the home environment as a 'safe space' could negatively affect well-being [19].”

    From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [19]

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Authors
Canning, N., & Robinson, B.
Affiliations
The Open University (GB)
Corresponding author
Canning, Natalie
ORCID
Canning, Natalie
Venue
European Journal of Special Needs Education
Publisher
Informa UK Limited
Published
2021-01-01
Volume
36
Issue
1
Pages
65-79
ISSN
  • 0885-6257 (ISSN-L)
  • 1469-591X
DOI
10.1080/08856257.2021.1872846
OpenAlex
W3119013242
Cited by
63
References
24
Citations by year
2026: 5 · 2025: 8 · 2024: 16 · 2023: 13 · 2022: 13 · 2021: 8
FWCI
8.54
Type
journal article
Language
en
Open access
Licence
Locations
  • European Journal of Special Needs Education (publishedVersion, cc-by-nc-nd)
  • Open Research Online - ORO (The Open University) (acceptedVersion)
  • Open Research Online (The Open University) (submittedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Safety Research › Social impacts of COVID-19
Keywords
special educational needs and disabilities, autism spectrum disorder, COVID-19 lockdown, family experiences, school pressure, external expectations, family agency, complex needs, parental experiences, everyday learning

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