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Experiences of children with disabilities during the COVID-19 pandemic in Sweden: a qualitative interview study
Anna Erica Fäldt1, Filippa Klint2, Georgina Warner2
1Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden anna.faldt@pubcare.uu.se.
Insights
Children with disabilities in Sweden experienced increased loneliness and anxiety during the COVID-19 pandemic due to social isolation and worries about family health. Many families struggled with communication, highlighting the need for better support systems.
Area of Science:
- Pediatric Psychology
- Disability Studies
- Public Health
Background:
- The COVID-19 pandemic posed a 'triple jeopardy' for individuals with disabilities, impacting social well-being, healthcare access, and health risks.
- Children with disabilities faced unique challenges during the pandemic, necessitating an understanding of their experiences.
Purpose of the Study:
- To investigate how children with disabilities in Sweden experienced the COVID-19 pandemic.
- To understand the impact of pandemic-related measures and the disease itself on the lives of children with disabilities.
Main Methods:
- Qualitative content analysis of interviews with six children (ages 5-13) with disabilities.
- Interviews were conducted via video conferencing, with adaptations for communication abilities and augmentative and alternative communication support.
- Reflective field notes were incorporated into the data analysis.
Main Results:
- Two primary themes emerged: 'The child's knowledge of Corona raises anxiety and fear' and 'Boring Corona makes the child even lonelier'.
- Children expressed anxiety about their grandparents' health and experienced significant social isolation, missing school and social contacts.
- Families often lacked effective communication tools to discuss the pandemic with their children.
Conclusions:
- Children with disabilities can provide valuable insights into their experiences when provided with appropriate support.
- The pandemic significantly impacted the daily lives and school experiences of these children, particularly concerning social connections and health-related worries.
- The study underscores the importance of communication and support for children with disabilities to voice their experiences during crises.
Background:
The impact of the COVID-19 pandemic on people with disabilities has been described as a 'triple jeopardy'. Not only have they experienced the negative social impacts of disease control measures, but access to required health services has been affected, and, not least, they are at increased risk of severe outcomes from COVID-19. This study aimed to determine how children with disabilities have experienced the pandemic in Sweden and its impact on their lives.
Methods:
Six children (5-13 years) were interviewed via video conferencing. An interview guide was adapted based on the children's communicative abilities and included augmentative and alternative communication support. Reflective field notes were included in the analysis. The data were analysed using qualitative content analysis.
Results:
Two themes were identified: The child's knowledge of Corona raises anxiety and fear; and Boring Corona makes the child even lonelier. The children had knowledge about and were worried about COVID-19, primarily about illness and death of their grandparents. The children longed for their grandparents and other social contacts at school, and life was described as boring and lonely. Many families lacked adequate tools to communicate with their children about the pandemic.
Conclusion:
Given adequate support, children with disabilities and communication difficulties can give insights to their unique life situations. The interviewed children reported significant impact on their life and school life. Children were worried about their grandparents based on their knowledge about the virus. The enthusiasm with which the children engaged in the interviews is testament to the need and right of all children, regardless of communicative competence, to voice their experiences.
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