Supporting Families Through the EHCP Process
- Long Covid Kids
- 3 hours ago
- 3 min read
Families recently came together for a powerful and practical EHCP support session hosted by Long Covid Kids. The session was led by Long Covid Kids Education Advisor and Chartered Educational Psychologist Dr Sue Peters, who shared guidance to help parents better understand the Education, Health and Care Needs Assessment (EHCNA) process.
The session focused on answering questions submitted by families in advance and helping parents feel more confident navigating what can often be a complex and challenging system. By the end of the discussion, many parents reported feeling better informed, more empowered, and reassured that they are not facing this journey alone.
Key Questions From Families
During the session, Dr Peters addressed a number of important questions and shared practical advice to help families advocate for the support their children need.
Topics discussed included:
Applying for an Education, Health and Care Needs Assessment (EHCNA)
Parents learned how they can request an EHCNA themselves, what information to include, and how to gather evidence to support their child’s needs.
Understanding School Attendance Policies
Families discussed where to find school and local authority attendance policies and how they may apply to children experiencing fluctuating health conditions such as Long Covid.
Using Technology to Support Access to Learning
Technology can play a vital role in helping children stay connected to education when they cannot attend school in person. The session explored several options, including:
Virtual learning platforms such as Microsoft Teams and Google Classroom for remote participation in lessons
Telepresence devices, including the AV1 robot, which allow children to attend class virtually
Assistive technology to support learning and communication
Online schools, home tuition, and hybrid education packages
The Annual Review Process
Parents were given guidance on what to expect during the annual review of an EHCP and what steps to take if they have not received feedback within 12 weeks.
Local Authority Decision-Making Panels
Families also asked about internal Local Authority panels that review EHCNA requests and whether parents or carers can attend these meetings. In addition to these topics, many other questions were raised and discussed during the session, allowing parents to share experiences and learn from each other.
Understanding the Needs of Children with Long Covid
A key theme throughout the session was that many children with Long Covid want to learn but cannot always do so without additional support. Fatigue, cognitive difficulties, and fluctuating symptoms can make traditional school attendance extremely challenging.
The EHCNA process can sometimes involve setbacks, delays, and frustration. However, collaboration between education professionals, healthcare providers, and families can make a significant difference.
Parents were encouraged to work with professionals where possible, but also to trust their instincts.
You are the expert in your own child.
The Importance of Informed Advocacy
Advocating for your child can feel overwhelming, but informed advocacy can have a real impact. With the right evidence, persistence, and support networks, children with Long Covid can access education that works with their health, rather than against it.
One parent shared their experience:
“My stress after two years trying to get one and failing makes me question whether it was worth all the stress. Parents need to feel strong enough and have enough support to go through it.”
At Long Covid Kids, we understand how challenging this process can be. Please remember: You are not doing this alone. We are here to support, guide, and stand alongside you every step of the way.
Further Support
The Long Covid Kids Educational Toolkit provides helpful information and resources to support families navigating education and health needs.
Explore the toolkit here: Educational Toolkit | Long Covid Kids
Presentation slides can be viewed here:
