*2.1.2 COVID-19 and young people*

COVID-19 and the swift change to 'emergency remote teaching' did not allow adequate space or time for consideration of the pedagogical needs of different groups of students whether in higher education [1, 2, 4] or in the school systems [7, 22, 23] of various countries. In England, the picture was much the same, to the extent that statutory provisions for young people were 'relaxed' [3] and young people without statutory provision were not supported in school at all. Places were only available for those with an EHCP or fulfilling other criteria (see [3]). As such, schools supporting young people with additional needs such as SpLDs were left to fend for themselves and to design their own curricular provision.

Despite legal frameworks and guidance necessitating 'reasonable adjustments' for young people with SEN, COVID-19 appeared to erase protections written into law and policy. 'Best endeavors' were sufficient even for those with statutory documentation [3]. There was little protection afforded for young people with SEND such as SpLD within COVID-19 legislation.

#### **2.2 Parents within their children's education**

#### *2.2.1 Roles in policy frameworks*

Within policy, according to Bourdieu, certain categories are defined and formally recognized within certain fields [14, 24]. In education in England, teachers are granted 'Qualified Teacher Status' following completion of formally accredited training [25]. The roles of teachers such as Special Educational Needs and Disability Coordinators (SENDCos) [26] or Specialist Dyslexia/SpLD teachers [27] are clearly defined within policy and practice through legislation or professional accreditation. Others working in schools may also have certain statuses dependent on their respective qualifications and professional pathways. However, the role of 'parent' is less clear both within policy and practice.

Largely parents advocate for their children within policy and proactively seek to secure appropriate support, through their relationships and interactions with professionals [28]. Policy frameworks [16, 26] expect parents to be meaningfully engaged in the organization of support provision for their children. However, the reality of this may be different. Steps taken to engage parents/carers in processes differ at local level but are largely controlled by Local Authorities in England. As such parents'/carers' capacity to engage fully and effectively alongside their families through these sometimes-complex processes is limited [20, 21]. This has changed

little since governmental evaluations of pilot studies, undertaken before the introduction of new policy frameworks [29], particularly for those without statutory provision, such as those with SpLD.
