Locked Down but Not Defeated: A Global Snapshot of Adolescent Wellbeing During COVID-19
The COVID-19 pandemic brought about sweeping changes to daily life across the globe, none more so than for young people whose worlds were turned upside down by lockdowns, school closures, and social distancing measures. In the thick of these unprecedented disruptions, a critical question emerged: How did these abrupt changes affect the wellbeing of adolescents—those in the midst of pivotal developmental years? A study by an international research team, including Alexandra Bochaver of IOE, offers enthralling insights into the impact of the COVID-19 lockdown on school students' psychological, emotional, and social wellbeing, shedding light on both the challenges they faced and their capacity to adapt. By examining the complexities of adolescent wellbeing during such a tumultuous time in a global context, it underpins the importance of understanding how external crises influence the mental and social health of young people and the need for continued support in the face of such challenges.
With schools closed and extracurricular activities suspended during COVID-19, the psychological, emotional, and social wellbeing of students became a key concern. By harnessing data from an educational terrain as diverse as Australia, Chile, Greece, India, Indonesia, Israel, Italy, Malta, Mexico, Poland, Portugal, Russia, Spain, Turkey, and the USA, the study aimed to uncover the broader impact of the pandemic on adolescent wellbeing, with a focus on how time spent in lockdown influenced both emotional and psychological states.
The study found that the lockdown led to a significant decline in psychological wellbeing among adolescents, with many students exhibiting signs of distress. This was particularly true for social wellbeing, which suffered due to the absence of in-person school experiences, extracurricular activities, and team sports. These activities, which typically serve as important sources of social identity and community, were completely removed from students' lives. As a result, students felt a loss of connection, both to their peers and to their schools, leading to a decrease in their overall sense of belonging.
Interestingly, the emotional wellbeing of students remained relatively stable during the lockdown—despite the loss of in-person interactions. However, psychological wellbeing, which includes factors such as purpose, belonging, and one’s view of society, was more significantly impacted. Students struggled without the routines and connections that normally shaped their identities, such as being part of a school club, participating in sports, or celebrating milestones like graduations. The absence of these signposts caused a sense of disorientation for many adolescents.
In contrast to these challenges, social media played a crucial role in helping students maintain social connections. Over 90% of the students in the study reported using social media to stay in touch with their friends during the lockdown. This suggests that digital communication may have acted as a buffer against the isolation and social disconnection caused by the pandemic. Social media platforms allowed adolescents to engage in social interactions in a way that felt more natural to them, helping to sustain their social wellbeing during the period of physical distancing.
Despite concerns that cyberbullying would increase during the lockdown amid the heightened use of digital platforms, the study found that the rates of cyberbullying were actually lower than expected. This may be explained by the increased monitoring of students' online activities by parents and teachers. The research has shown that parental supervision can reduce the risk of online bullying, and this study supports that finding. As adolescents spent more time at home, their parents were more involved in their online lives, which may have reduced the opportunities for cyberbullying to occur.
The study also examined the differences in wellbeing between male and female students. It was found that females, on the whole, experienced a greater decline in wellbeing compared to males, especially during the first few months of the lockdown. This trend may reflect broader societal patterns, where females are more likely to face emotional and psychological challenges. However, the study did not have the means to explore whether these gender differences were due to broader trends in adolescent development or specific country-level factors. More research would be needed to fully understand the gendered impact of such crises.
One of the key findings of the study was the gradual adaptation of students to the new reality of lockdown life. Initially, there was a noticeable decline in eudaimonic wellbeing—the sense of purpose and fulfillment that comes from engaging in meaningful activities. However, after several months, students began to adjust to the new conditions, and their wellbeing stabilized. This adaptation process was likely facilitated by the development of new routines, coping mechanisms, and ways of engaging with others, such as through online learning and virtual extracurricular activities.
However, the study’s cross-sectional design limited its ability to track changes in wellbeing over time. This meant that the researchers could not capture the full dynamics of how students’ wellbeing evolved during the lockdown. A longitudinal design, which would track the same individuals over a longer period, would have provided a clearer picture of the long-term effects of the pandemic on adolescent wellbeing. Future studies should adopt such designs to better understand the ongoing impact of COVID-19 lockdowns on youth.
Despite the limitations, the study offers valuable insights into the immediate impact of the COVID-19 lockdown on adolescents. It suggests that schools, parents, and communities must prioritize the psychological and social wellbeing of students, especially during times of crisis. The loss of in-person school activities and social events underscored the importance of maintaining connections with students, even when face-to-face interactions are not possible. Online learning platforms, virtual extracurricular activities, and active parental involvement were all crucial in helping students maintain a sense of belonging and purpose during the lockdown.
Finally, the study emphasizes the importance of fostering both hedonic and eudaimonic wellbeing in adolescents. Eudaimonic wellbeing, which centers on personal growth, meaning, and a sense of purpose, is particularly vulnerable during times of disruption. Schools and parents should aim to support students in finding fulfillment in activities that contribute to their personal development and long-term growth. This may involve creating opportunities for students to engage in online activities that offer a sense of purpose, as well as helping them cultivate resilience and coping skills to navigate future challenges.
Rounding it off, the COVID-19 lockdown had a significant impact on adolescent wellbeing, but it also highlighted the capacity of students to adapt and find new ways to maintain their social and psychological health. The study underscores the need for more targeted interventions to support young people, particularly in times of crisis. Future research should explore the long-term effects of the lockdown on adolescent development and wellbeing, as well as the role of digital platforms in supporting social and psychological health during crises. By recognizing the importance of both social and eudaimonic wellbeing, schools and communities can better prepare to support students in future disruptions.
Read the full paper on Springer: https://link.springer.com/article/10.1007/s12310-024-09678-2?sv1=affiliate&sv_campaign_id=794493&awc=26429_1735153076_615c03728d0f906e891054cf51a26f54&utm_medium=affiliate&utm_source=awin&utm_campaign=CONR_BOOKS_ECOM_DE_PBOK_ALWYS_DEEPLINK&utm_content=textlink&utm_term=794493.