The impact of COVID‐19 on school‐age children
Open accessAbstract
The paper examines the impact of the coronavirus disease 2019 (COVID‐19) pandemic on school‐age children and their families. Changes to their daily lives were examined through the lens of their physical, mental, and emotional well‐being. An analysis of current literature was conducted examining the emerging research on the pandemic's effects on families. A case example is provided to offer a narrative snapshot of the many experiences faced by children and families throughout school closures and stay at home orders. The paper concludes with implications for providers and further research with special attention paid to the emergence of telehealth and implications for treatment.
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Many barriers faced by at-risk pupils, such as poverty, social exclusion and additional support needs, long predate the covid-19 pandemic.
“many barriers faced by at-risk pupils, such as poverty, social exclusion and additional support needs long predate it.”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Stone et al., 2022
Section 2.1 notes that previous trauma can make children vulnerable to pandemic-related stress, but it does not discuss whether poverty, social exclusion, or additional support needs were pre-existing barriers for at-risk pupils. Searches for poverty and pre-pandemic disadvantage found no passage addressing that claim in our copy. (LLM, conf=0.72)
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Cites
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“Singh et al. (2020) note that some schools have taken the approach to provide training for teachers in basic social and emotional skills to help their students cope with the continuing stresses experienced as a result of the pandemic.”
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“Excessive screen time is linked to numerous psychological and biological maladies for children including poorer sleep, increased obesity, and increased depression and anxiety (Domingues‐Montanari, 2017; Twenge & Campbell, 2018).”
BackgroundWell-being of parents and children during the COVID-19 pandemic: A national survey
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Clinical and psychological effects of excessive screen time on children
Domingues‐Montanari, S. (2017) · Journal of Paediatrics and Child Health · doi:10.1111/jpc.13462 · Cited by 524 · see citing works
E-Mental Health: A Rapid Review of the Literature
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Flagged first, then by citations
Research works printed but not linked: 16
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Cited by
Sorted by citations
Breslin, M., & Mitchell, J. (2025) · Scottish Educational Review · doi:10.1163/27730840-bja10032
- Authors
- Stone, G., Witzig, T., & McIntosh, C.
- Affiliations
- Ball State University (US)
- Corresponding author
- McIntosh, Constance
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2022-12
- Volume
- 60
- Issue
- 5
- Pages
- 1347-1354
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- PMC
- PMC9877708
- OpenAlex
- W4310500735
- Cited by
- 12
- References
- 5
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 5
- FWCI
- 1.91
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychology in the Schools (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Safety Research › Social impacts of COVID-19
- Keywords
- COVID-19 pandemic, elementary school students, child well-being, family impact, school closures, stay-at-home orders, mental health, emotional well-being, physical health, telemedicine, child mental health services
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