The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders

This study compared home learning experiences during COVID-19 lockdowns for children with and without developmental disorders in Belgium. Children with developmental disorders reported more negative experiences than typically developing peers. Teacher consistency and children's autonomous motivation were the strongest predictors of positive learning outcomes, though different factors appeared to matter for each group.

Key points

• Children with developmental disorders had more negative home learning experiences than typically developing children during COVID-19 school closures
• Alignment between different teachers' approaches was the most important predictor of positive outcomes
• Autonomous motivation in children was a strong predictor of better home learning experiences
• Fewer predictive factors were significant for children with developmental disorders, suggesting different underlying mechanisms influence their learning
• The study used the Opportunity-Propensity Model to examine factors predicting home learning experiences

Limitations

The study does not indicate whether the findings apply beyond Belgium or how results might differ with in-person schooling. It does not examine longer-term impacts on child development or learning outcomes after the pandemic.