A Phenomenological Study of the Social and Emotional Learning of Students With Autism During the COVID-19 Pandemic

Abstract

This phenomenological study was designed to illuminate the impact of the educational changes due to COVID-19 on the social and emotional learning (SEL) of children with autism and the strategies their caregivers used to support them. To understand the impacts of COVID-19 on the SEL of children with autism, nine caregivers were interviewed to understand their experience during this challenging time. The interviews were analyzed using Moustakas’ (1994) data analysis methods, with the CASEL framework to refine the themes. The CASEL framework competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making provided a foundation for understanding the impact of COVID-19 on the SEL of students with autism. Key findings of the phenomenological study reveal the ways in which students were negatively impacted by the pandemic in each of the five CASEL competencies. Additionally, this study highlights effective strategies used by caregivers to support their children with autism during the pandemic, specifically task management and social/emotional management skills. Recommendations for practitioners, policy recommendations, and future research opportunities conclude the dissertation.