A recent study conducted by the Institute of Fiscal Studies found that almost half of British parents surveyed reported a decline in their children’s social and emotional development during the Covid-19 lockdown. The study surveyed 6,095 parents with children aged four to 16 and found that 47% of parents noticed a regression in their children’s development.
The study also revealed that the regression was more prevalent among younger children. Over half of parents with children aged four to seven (52%) reported seeing a decline in their child’s development, compared to 42% of parents with children aged 12 to 15. Additionally, parents of girls were more likely to report regression in their children compared to parents of boys.
Interestingly, the report highlighted that only one in six parents reported their children experiencing fewer challenges than before the lockdown. This suggests that the majority of children have been negatively impacted by the pandemic and subsequent lockdown measures.
Moreover, the study revealed that children whose parents’ employment situation changed during the pandemic were more likely to experience social and emotional regression. Even those parents who were furloughed and did not experience a complete loss of income reported a significant decline in their children’s socio-emotional skills. The study found that 51% of children with furloughed parents experienced worsening skills compared to 45% of children whose parents were not furloughed.
The survey asked parents to compare their child’s behavior and emotional well-being in February 2020, before the lockdown, to February 2021. It specifically looked at indicators such as increased worry, fear, loss of confidence, fidgeting, tantrums, and other negative behaviors.
Interestingly, the study contradicted previous research that suggested disadvantaged children were more adversely affected by the pandemic. Instead, the study found that it was parental job instability, rather than simply poverty, that had the greatest impact on children’s development. This suggests that economic disruptions experienced by parents, regardless of income level, played a crucial role in the negative effects on children.
IFS research economist Andrew McKendrick emphasized the multifaceted challenges children faced during the pandemic, including school closures, lack of contact with friends and family, and the potential illness or death of loved ones. He also highlighted the importance of parental economic disruptions in driving the decline in children’s skills.
This study aligns with previous findings by Ofsted chief inspector Amanda Spielman, who observed a rise in young children’s developmental difficulties, such as understanding facial expressions or using the toilet independently, compared to before the pandemic.
Overall, this study sheds light on the significant impact the Covid-19 pandemic and associated lockdown measures have had on children’s social and emotional development in the UK. It emphasizes the importance of addressing the wide-ranging effects of the pandemic on children and families, particularly the economic disruptions that have contributed to regression in children’s skills.
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