During the Covid-19 pandemic, approximately 48% of parents reported that their children’s social and emotional skills declined, according to a significant study conducted by the Institute of Fiscal Studies (IFS). The research revealed that children between the ages of four and seven were significantly more affected (52%) compared to 12- to 15-year-olds (42%). Moreover, adults whose jobs were disrupted, including those on furlough, were more likely to observe developmental issues in their children.
Campaigners vehemently reacted to the findings, attributing the negative impact on Britain’s youth to Covid lockdowns and school closures. The IFS surveyed 6,095 parents in England with children aged four to 16 to gauge the effects of the first year of the pandemic.
The study, designed to screen for emotional or behavioral problems, asked parents about their children’s tendencies to be easily scared, constantly fidget or squirm, and their general level of obedience. Notably, researchers found no evidence that children from disadvantaged families fared worse, contrary to previous research on the loss of academic learning.
Arabella Skinner, from the parents’ campaign group UsForThem, argued that children became “collateral damage” during the pandemic. She criticized the lack of consideration for the impact on children in pandemic policies and urged the government to take action and support the services that aid children.
Conservative Member of Parliament Esther McVey emphasized the need to acknowledge and learn from the extensive damage caused by school closures and lockdowns. She stated that the pandemic restrictions had a catastrophic effect on children’s development, impacting their mental and physical well-being. McVey urged the government to ensure that such circumstances do not occur again and to provide comprehensive support for children’s services.
A year prior to this study, Ofsted’s chief inspector, Amanda Spielman, expressed concerns about the lasting effects of the pandemic on children. She observed an increase in young children’s difficulty in understanding facial expressions, likely a consequence of reduced social interactions. Additionally, fewer children had acquired the skill of toilet independence compared to pre-pandemic figures.
Andrew McKendrick, the research economist at IFS and author of the study, emphasized that children from all backgrounds experienced a considerable decline in their social and emotional skills during the pandemic. He highlighted the multiple challenges children faced, such as school closures, limited contact with friends and family, and the potential loss of loved ones due to severe illness or death. Economic disruptions experienced by parents, regardless of resulting income loss, also contributed to their children’s declining skills.
Following the publication of the study, Children’s Commissioner Rachel de Souza expressed deep concern regarding children’s social and emotional skills. She emphasized the long-lasting impact of the pandemic on children’s development and stressed the importance of providing appropriate social and emotional support to aid their recovery and future achievements.
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