Special school pupils 'four months behind in learning' due to pandemic

Research among school leaders also found that pupils at special schools are further behind in their academic development than pupils in mainstream schools, where the loss of progress due to the pandemic is estimated to be two and half to three months.

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The attainment gap among special school pupils is highest in disadvantaged areas, the research found. Pupils in settings in these areas are around seven months behind in their literacy and six and a half months behind in numeracy due to the pandemic.

The health crisis has also adversely affected the emotional wellbeing of children attending special schools, the research found.

Headteachers rated pupils at such settings as, on average, five months behind with their emotional wellbeing and mental health and four a half months behind with their behaviour, communication, social skills, self-care, life skills and independence.

Pupils with health and physical conditions are on average more than five months behind in their physical development, the research also found.

In each area of wellbeing looked at by researchers, pupils in areas of disadvantage are an additional three to four and half months behind their peers.

The research has been published by the National Foundation for Educational Research (NFER) and funded by the Nuffield Foundation.

It is based on a survey of 192 head teachers as well as in depth interviews with 40 special school leaders and 40 parents and carers of children in specialist settings. These were carried out between April and June this year.

Read more about these findings in special schools and colleges at https://t.co/VgOnjcFj7v, view the key findings at https://t.co/YYbY866SIh or click on https://t.co/J1IGO1tMcb to download this policy briefing. #ukedchat

— National Foundation for Educational Research (@TheNFER) July 14, 2021

“This research shows special school pupils, teachers and parents have been severely impacted by the pandemic and the resultant missed learning,” said Angela Donkin, NFER chief social scientist.

“Teachers and school leaders are struggling to offer the full package of education and support which their pupils so badly need and deserve. Exhausted staff need long-term support from the government as a matter of urgency.”

Nuffield Foundation education programme head Ruth Maisey said the government efforts to help pupils recover from the pandemic “must recognise and respond to the different and ongoing challenges faced by special schools and children with special educational needs”.

She added: “Support for these pupils should focus not only on lost learning, but also on advancing their wellbeing, independence and physical health.”