Pandemic’s mental health impact

Between May 2020 and March 2021, the Anna Freud Centre and the Child Outcomes Research Consortium collated research findings from around the world on the varied mental health impacts of the pandemic as part of our Emerging Evidence series. These free resources provide recommendations for schools and colleges (see box) and tips for young people, parents and carers and researchers.

We wanted to know:

• What are the key mental health challenges for children and young people during the pandemic?

• Are there any disproportionately affected groups?

• What might help children and young people to manage these challenges?

Mixed picture emerging

Our researchers found evidence of a negative impact of the pandemic on young people’s mental health. Numerous studies have shown increases in worry, low mood, grief, and feelings of hopelessness among children and young people, which may be considered normal responses to the range of challenges this period has presented. Many studies also noted increases in the prevalence of significant mental health problems. However, there are also studies that have shown some mental health benefits during this period, with reductions reported in existing symptoms or increases in happiness and calmness. Some children who struggle at school, for example due to bullying or academic stress, may have benefitted from time spent at home. For these young people, returning for the new academic year may feel more daunting than time away from face-to-face teaching did.

Groups most affected

Findings clearly suggest that young people have not been impacted by the pandemic uniformly. We found evidence that some young people may have been disproportionately affected by the pandemic and its mental health impacts, including those from minority groups such as children and young people of colour and lesbian, gay, bisexual, transgender, non-binary, and queer (LGBTQ+) young people. Research suggests that girls and young women are also particularly affected, as are children experiencing poverty, those with existing mental or physical health conditions and children in residential care.

Taken together, these findings give a strong indication that the mental health impact of the pandemic varies from child to child, and as such it is hard to know how individuals have been affected. It is essential that all those supporting young people work closely with them to understand how they are feeling in order to provide the most appropriate forms of help.

Positive outlook

The full extent of the mental health and developmental impacts of the coronavirus pandemic may not be clear for many years. Even as lockdowns are lifted and life becomes more “normal”, the mental health of children and young people must be given sufficient attention and resources, and everyone has a role to play. Over the coming years, mental health services, schools and colleges, parents and carers and other organisations and services will all be important parts of the picture of support.

On a positive note, the pandemic seems to have increased awareness of the importance of mental health and encouraged people to talk about their wellbeing. It may also have helped to further break down some of the stigma around seeking support. We do hope these effects can be sustained in the long term.

TOP 5 TIPS FOR SCHOOLS AND COLLEGES

1. Make mental health and wellbeing a high priority in schools and colleges over the coming year. While there has been an obvious disruption to teaching, the return to school needs to appropriately balance wellbeing and educational outcomes.

2. Adopt a whole-school or community approach to supporting wellbeing. This involves ensuring staff are equipped with skills and knowledge to support young people, that mental health is part of the curriculum, that parents, carers and the wider community are engaged, and that staff mental health is supported.

3. Take steps to actively identify pupils who are struggling with their mental health. This can be done by carrying out regular surveys to understand areas where pupils need support. Schools and colleges should also be systematic about checking in with students who may be vulnerable.

4. Be aware that some groups of children have been disproportionately affected by the pandemic. All those who work with young people should be mindful of the varied experiences of children and young people over the last year and recognise that some may need additional support.

5. Increase opportunities for play, socialisation, and social learning experiences for children. Play, fun experiences and socialisation are important to children’s development. However, many children have been forced to grow up quickly during the pandemic. Making time for these experiences as we move on from lockdown is vital.

• The Anna Freud Centre’s Emerging Evidence series is free to download from www.annafreud.org/coronavirus-support/our-research/

• Jess Deighton is director of applied research and evaluation, the Anna Freud Centre and professor in Child Mental Health and Wellbeing at University College London