Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England

This paper examines experiences of families and children with special educational needs and disabilities (SEND) with a focus on Autism during a 9-week period in 2020 of ‘lockdown’ due to COVID-19 where the UK Government’s message was ‘stay home, stay safe’. For these families, home is where children can be themselves, shut out the outside world and have their own routine. This research draws on interpretative, ethnographic narrative data from eight families of children with Autism/complex needs, aged 5–13 years, and how they have experienced lockdown with competing pressures from school and other agencies. Data was collected from telephone/online interviews and a closed social media platform where parents shared their challenges. Thematic analysis found that home as a safe space was invaded by external expectations. School and meetings with agencies, once separate, became part of home, blurring the boundaries. Home a safe space is examined, as well as children’s social/emotional wellbeing and how families negotiate external demands. Home should remain a safe space, boundaries should not be blurred, and families should be supported in understanding learning and development can come from within everyday experiences where children express their interest and engagement