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In discussions surrounding disasters, children often remain neglected, as noted by disaster management expert Professor Lucy Easthope. The onset of the pandemic and the abrupt shift to remote learning raised alarm bells for her, highlighting the vulnerability of children during such crises.
“The lockdown was a source of great fear for me,” she reflected. Although the government’s primary focus was on safeguarding children, many were exposed to heightened risks of domestic abuse during this period. Additionally, the shift to online education disrupted the established relationship between schools and families, potentially undermining essential support systems.
Easthope remarked that schools are currently confronting alarmingly high rates of school refusal. In the past, parents and educators collaborated to reintegrate children reluctant to attend, but the pandemic has shifted perceptions, leading some parents to question the benefits of schooling.
Years later, the repercussions of these changes continue to manifest. Children face lingering uncertainties, exacerbated inequalities, compulsive screen usage, and debilitating anxiety as lasting consequences of the pandemic. These issues range from young children struggling to achieve developmental milestones to the 1.6 million children in England who remain consistently absent from school, as well as university students who feel robbed of crucial formative experiences.
Felix,* a university student whose educational journey was disrupted by the pandemic, experienced significant personal challenges as his academic environment transitioned online. This left him isolated as peers returned to their home countries. Reflecting on the profound impact, he stated, “I feel there’s a significant divide between who I was before and the person I am now.”
He described feeling emotionally stunted due to two years of intense loneliness, leading to missed milestones that should have marked his young adulthood. “I had a quiet celebration for my 20th birthday with a couple of glasses of champagne in my front yard. For my 21st, it was just two friends in my backyard,” he lamented.
His disappointment extended to the support he received from institutions: “I feel cheated by both the government and the university. My ability to connect with others has been significantly impacted. At 25, I’m uncertain about my future.”
Easthope emphasized the necessity of recognizing the pandemic as a disaster that affected all. The fear instilled during this time has bred a spectrum of anxiety among parents and caregivers, altering their perceptions of safety.
The impact of this anxiety has been visible, as illustrated by observers noting hyper-protective behaviors in parents during everyday situations. One incident involved a mother urgently chasing after her child, reminding her to check her open backpack. “What I witnessed was the kind of vigilantism often seen in disaster-affected survivors. It highlighted how the pandemic has eroded a sense of security,” Easthope remarked.
The relationship between children and technology has also undergone a profound transformation. Easthope recalled her own child utilizing multiple devices simultaneously just to participate in online classes, provoking a sense of despair about the long-term implications of such dependence.
Even as schools attempt to limit students’ screen time, there remains a generation who perceive their smartphones as essential tools for existence. Rachel de Souza, the children’s commissioner for England, has been actively involved in advocating for children’s return to school and addressing online safety challenges that emerged from remote learning.
Graph showing disadvantaged pupils falling further behind
De Souza expressed concern about the disconnect children feel from those in authority and the potential ramifications of this disillusionment. Her observations noted a rising interest in populism among youth, alongside alarming increases in sexual health issues among children linked to the disruption of educational systems and health services during the pandemic.
“The pandemic introduced unprecedented uncertainty into children’s lives, disrupting not only their education but also their fundamental routines and social connections,” de Souza articulated.
“It’s essential that children have support systems as they navigate these changes. Many are still struggling with attending school regularly, socializing effectively, or addressing trauma, but adequate resources for support remain scarce.”
She highlighted the pressing need for prompt mental health support, ensuring oversight for children not attending school, and reinforcing strict regulations for online spaces where children are increasingly spending their time. “Listening to children and involving them in shaping their future is vital for their recovery and the nation’s growth,” she concluded.
Children’s laureate Frank Cottrell-Boyce draws parallels between the impact of the pandemic on children and the experiences of World War II child evacuees. He recounted his mother’s haunting memories of the London Blitz which continued to resonate with her throughout her life. Cottrell-Boyce posited that, much like his mother’s memories, today’s children will carry the trauma and fear of the pandemic with them.
Following the lockdown, teachers observed significant shifts in student behavior, indicating ongoing developmental impacts. “They’re reverting to toddler-like behaviors — they struggle with sharing and handle loss poorly,” remarked a teacher who described their challenges during games. Some even refused to sing, which deeply affected Cottrell-Boyce as he has witnessed the joy music brings.
He concluded with a note of hope, wishing that children would emerge from these experiences with a strengthened sense of community and an understanding of societal ties that transcend division.
Professor Helen Dodd, specializing in child psychology, reaffirmed the necessity of children’s play, which was emphasized during lockdown but noted that persistent non-attendance at school could have dire long-term effects. “School absence deprives children of their education, shaping their future opportunities and sense of self,” she cautioned.
While adults have largely resumed their previous routines, the unique challenges faced by children during this period are irreplaceable. “The experiences children undergo during formative years lay the groundwork for their identities,” she said.
Anne Longfield, the former children’s commissioner for England, noted that children’s vulnerabilities worsened before the pandemic, fueled by socioeconomic disparities exacerbated by years of austerity and intensified by the pandemic itself. “We face a generation of children grappling with a loss of faith in stability and normalcy, living under the weight of uncertainty,” she observed.
* Name changed
Source
www.theguardian.com