BMJ: Impact of Long Covid on the school experiences of children and young people: a qualitative study, 2023, MacLean et al

Abstract

Objectives To explore the impact of Long Covid (LC) on the school experiences of children and young people (CYP).

Design Qualitative study using narrative interviews.

Participants 22 CYP (aged 10–18 years, 15 female) with LC and 15 parents/caregivers (13 female) of CYP (aged 5–18 years) with LC.

Setting Interviews were conducted between October 2021 and July 2022 via online video call or telephone. Recruitment routes included social media, LC support groups, clinicians, community groups and snowballing.

Results Three key findings were identified.

Finding 1: Going to school is a valued part of CYP’s lives and participants viewed educational attainment as important for their future trajectories. Returning to school full time was highlighted as a key part of regaining ‘normal life’.

Finding 2: Attending school (in-person or online) with LC is extremely difficult; even a gradual return required CYP to balance the impact of being at and engaging with school, with the need to manage symptoms to prevent relapse. Often this meant prioritising school and rest over other aspects of their lives.

Finding 3: School responses to CYP with LC were reported to be mixed and hampered by difficulties communicating with healthcare professionals during the pandemic and a lack of awareness of LC among healthcare and education professionals. Participants viewed supportive school responses as staff believing, understanding and taking them seriously, alongside schools offering tailored and flexible adaptations which allowed engagement with school while limiting any deterioration of symptoms.

Conclusions This study describes how LC affects the school experiences of CYP and generates recommendations for supportive school responses alongside supportive healthcare professionals. Further research could explore the approaches that facilitate a successful return to school for CYP with LC and investigate education professionals’ perspectives on support they require to positively engage with returning pupils.

https://bmjopen.bmj.com/content/13/9/e075756

 

The study makes a couple of comparisons to ME/CFS.

News Medical has written an article about the study:
Research shines light on the profound effect of Long Covid on the lives of children and young people

quote:

New research from the Nuffield Department of Primary Care Health Sciences, the University of Oxford, and the universities of Stirling and Aberdeen funded by the National Institute for Health and Care Research (NIHR), has shone a spotlight on the profound effect Long Covid can have on children and young people's school experience and wider lives. 

'I have really bad meltdowns where I just want to be back to normal [...] I do half days at school [...] go in at like 11am, and I come home and I just, I'm crying [and] 'I just want to be normal again,' Said Mae, 11 years old, who had Long Covid for eight months at interview.

Published today in BMJ Open, this pioneering qualitative study explored the impact of Long Covid on children and young people's experiences of school. The researchers carried out narrative interviews over video calls or telephone between October 2021 and July 2022. They engaged with 22 children and young people (aged 10-18) and 15 parents and caregivers of those aged 5-18 years, all dealing with the persistent aftermath of Covid-19 infection - Long Covid.

 

Box 4
Recommendations for schools and healthcare professionals supporting CYP with Long Covid (LC)

1. 
   Show that you believe, understand and are willing to help CYP with LC attempting to return to school and validate their strong desire to return to school and a ‘normal life’
   
   
2. Recognise the difficulties parents of CYP with LC may face in facilitating school contact with healthcare professionals in the face of pressures on healthcare services, and in future-planning for attendance due to the unpredictable nature of LC
   
   
3. Raise awareness and knowledge of LC among the school community (staff and CYP)
   
   
4. Communicate regularly with CYP with LC about how they are coping with school alongside their illness
   
   
5. Offer a range of adaptations which can be tailored to the individual and changing needs of CYP with LC. For example:
   
   1. Reduced timetables and/or prioritisation of fewer subjects.
      
      
   2. Rest/’time-out’ passes.
      
      
   3. Allow the use of lifts and other means of alleviating the physical impacts of moving around school buildings.
      
      
   4. Consider the use of appropriate technology (eg, artificial intelligence-based robots) to facilitate engagement with school.
      
6. Ensure school staff are advised of CYP who have LC and are aware of the adaptations available to them.
   
   
7. Consult school staff on their experiences of supporting CYP with LC and what they need to facilitate positive engagement with this group of pupils.

 

And then there is this .
Nothing changes

https://twitter.com/user/status/1772739079458701716


#parentviews101 @NotFineinSchool
“All parents received this post from school:
Police support for non attendance

Good afternoon. Our local community police officers will be completing some attendance home visits with academy staff next week.”

1/2

“Any student who is absent next week with an attendance figure of 95% or below, who does not have valid medical evidence or other authorised reason for their absence may expect a home visit.”

Where to begin with this.

‍♀️

@educationgovuk @ChildrensComm @CfYoungLives @ASCL_UK