*2.2.2 COVID and parental support for young people*

Despite little research on 'emergency remote teaching' experiences of young people with SpLDs and their families in an English context, there is substantial evidence that the roles of parents differ substantially from those they embody in a non-COVID world. Parents were largely in a supporting role that saw them oversee technical difficulties in online teaching [4]. At other times, whether engaging in remote learning online or through paper-based materials, parents/carers found themselves in the position of teachers and supporting their children to engage, access and undertake their learning. Young people's 'parents became their teachers, their tutors and advocates' [28]. Parents reported in several studies that online learning was particularly burdensome for them because they did not have the technical knowledge to support their children (or themselves where applicable) to access the relevant websites, applications or conferencing software [4, 5]. The support processes in place provided asynchronous text-based support, as well as some video or live sessions with real-time instruction. However, there was little evidence of specific differentiation to support young people with SEN, even within Higher Educational settings, where students were overall more self-sufficient [2]. As such, it is likely that provision to support young people with SpLD in England, was patchy at best and somewhat inconsistent. The lack of research, however, makes it difficult to draw meaningful conclusions about support/adjustments for learners during COVID-19 lockdowns and parents' related roles.
