Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

Figures & data

Table 1. Participants.

Participants N=120		f (n)	f (%)
Gender	Female	113	94
	Male	6	5
	Do not want to say	1	<1
Employment status	Employed	75	63
	Studying	18	15
	Suspended without pay during COVID-19	6	5
	Unemployed	11	9
	Retired	2	<2
	Other*	11	9
	Several options chosen	5	4
	N/A	2	<2
Education	Compulsory education	none
	Vocational or/and high school education	38	26
	Higher education	82	74
Number of children in compulsory education	1	48	40
	2	46	38
	3 or more	26	22
Number of children with SEN	1 with intensified support (tier 2)	63	53
	2 or more with intensified support	3	<3
	1 with special support (tier 3)	56	47
	2 or more with special support	13	11
	children on both levels of support	15	13

*such as entrepreneur, caregiver, nursing leave, sick leave.

Table 2. Parental resources (R = 179) and concerns (C = 151) with examples.

Competence	R	C	Autonomy offered by	R	C	Relatedness	R	C
Pedagogical (education, work in educational institutions)	54	16	Work (remote work, flexible employer)	26	17	With children (close attachment, possibility to help)	18	66
Intra- and interpersonal (persistence, flexibility)	34	8	Parents’ arrangements (time management, scheduling)	27	7	With school and other professionals (parent-school interaction)	3	26
Technological (education, working with technology)	5	-	ERT (support and trust from the schools)	3	8	Between parents (shared responsibility)	9	3
Total (330)	93	24		56	32		30	95
	117			88			125