An exploration of wellbeing in young people with special educational needs (SEN) in the UK

Abstract

Section A.
Background: The COVID-19 pandemic significantly impacted the physical and mental wellbeing of people across the UK. Young people were negatively affected by school closures and loss of social interaction. Children with Special Educational Needs (SEN) and disabilities faced profound challenges as essential services and support were suspended or adapted.
Method: This review explores perceived pandemic experiences from the perspectives of young people with SEN, their parents/carers and education/health professionals. Eighteen qualitative studies were identified using five databases, and a thematic synthesis was conducted, with methodological quality considered.
Findings: Four main themes were identified from the synthesis relating to children with SEN and their wellbeing during COVID-19: young people’s mood and wellbeing; loss and change; it was not all bad; and impact on parents and carers. Fifteen sub-themes were also derived.
Discussion: Challenges related to mental health and changes to routines were widely discussed. While some families noted positive outcomes (e.g., reduced pressure), parents/young people reflected how the pandemic severely exacerbated existing health and social inequalities, often leaving families feeling abandoned. The paper discusses literature limitations and the need for future research that includes more young participants and considers differences between special and mainstream schools.

Section B.
Background: This study explored how young people in two Special Educational Needs (SEN) schools understand wellbeing and experience whole-school wellbeing approaches.
Methods: Sixteen young people aged 14-18 in two SEN schools took part in individual semi-structured interviews to explore their views on wellbeing in a school context, and what aspects of the whole school approach benefited their own wellbeing. Young people also completed a scaling task to complement the interviews. Interviews were analysed using thematic analysis.
Findings: Themes about student understanding of wellbeing included emotions, physical health, relationships, communication and stigma particularly affecting
male students. Themes related to the whole-school approach highlighted the importance of supportive staff networks, school environment/ethos, curricular/extracurricular activities, and the unique aspects of SEN school settings. Descriptive statistics supported these qualitative insights, indicating a need for flexible, individualised approaches tailored to diverse student needs. Conclusion: Effective wellbeing support in SEN schools requires a balance between inclusive whole-school practices and personalised strategies that respect young people’s autonomy. These insights guide educators and clinicians aiming to promote mental health and wellbeing in SEN settings. The results indicate that with support, young people with learning needs can be articulate about their needs and have a good understanding of school processes.

Date of Award	2026
Original language	English
Awarding Institution	Canterbury Christ Church University