Mga Boses ng Bata at Kabataan – Buong ulat

Mga Pasasalamat

Nais naming pasalamatan ang lahat ng mga bata at kabataan na nakibahagi sa pananaliksik na ito, at sa mga tumulong upang suportahan ang kanilang pakikilahok. Espesyal na pasasalamat din sa Acumen Fieldwork, The Mix, The Exchange at ang Core Participants. Salamat sa Save the Children, Coram Voice, YoungMinds, Alliance for Youth Justice, UK Youth, PIMS-Hub, Long Covid Kids, Clinically Vulnerable Families, Article 39, Leaders Unlocked at Just for Kids Law, kasama ang Children's Rights Alliance para sa England, para sa iyong tulong sa panahon ng pagpaplano at recruitment para sa pananaliksik na ito. Sa forum ng Mga Bata at Kabataan: talagang pinahahalagahan namin ang iyong mga pananaw, suporta at hamon sa aming trabaho. Ang iyong input ay talagang nakatulong sa paghubog sa ulat na ito.

Ang ulat ng pananaliksik na ito ay inihanda sa kahilingan ng Tagapangulo ng Inquiry. Ang mga pananaw na ipinahayag ay sa mga may-akda lamang. Ang mga natuklasan sa pananaliksik na nagmumula sa fieldwork ay hindi bumubuo ng mga pormal na rekomendasyon ng Tagapangulo ng Inquiry at hiwalay sa legal na ebidensya na nakuha sa mga pagsisiyasat at pagdinig.

1. Panimula

1.1 Background sa pananaliksik

Ang UK Covid-19 Inquiry (“the Inquiry”) ay nai-set up upang suriin ang tugon at epekto ng UK sa Covid-19 pandemic, at matuto ng mga aral para sa hinaharap. Ang gawain ng Pagtatanong ay ginagabayan nito Mga Tuntunin ng Sanggunian. Ang mga pagsisiyasat ng Inquiry ay isinaayos sa mga module. Modyul 8 susuriin ang epekto ng pandemya sa mga bata at kabataan.  
Inatasan ng UK Covid-19 Inquiry si Verian na isagawa ang programang ito ng pananaliksik upang magbigay ng larawan ng mga karanasan ng mga bata at kabataan, at kung paano nila nadama ang epekto ng UK Covid-19 pandemic (“ang pandemya”) sa kanila. Ang mga natuklasan ng ulat na ito ay gagamitin ng Inquiry upang maunawaan kung paano naramdaman at naranasan ng mga bata at kabataan ang mga pagbabagong naganap sa pandemya at ang mga epekto nito. Ang ulat ng pananaliksik na ito ay hindi idinisenyo upang magpakita ng ebidensya kung paano nagbago ang mga partikular na serbisyo sa panahong ito. Ang mga bahagi ng karanasan ng mga bata at kabataan na ginalugad sa pamamagitan ng pananaliksik na ito ay tinukoy ng isang hanay ng mga katanungan sa pananaliksik, na nakabalangkas sa Appendix A. 

1.2 Diskarte sa pananaliksik

Ang paraan ng pagsasaliksik para sa programang ito ay mga malalim na panayam.¹ Nagsagawa si Verian ng 600 panayam sa mga bata at kabataan sa pagitan ng edad na 9 at 22 (na samakatuwid ay nasa pagitan ng edad na 5 at 18 sa panahon ng pandemya) sa UK. Bago at sa panahon ng pakikipanayam, nagtipon din si Verian ng mga sangguniang grupo ng mga bata at kabataan upang ipaalam ang disenyo ng mga gabay sa pakikipanayam, mga materyales ng kalahok at mga bersyon ng mga natuklasang pambata. Bilang karagdagan, ang mga talakayan ng focus group ay isinagawa kasama ang mga magulang at guro bago ang mga panayam upang gabayan ang disenyo ng mga materyales sa pananaliksik. 
Ang mga panayam ay kumuha ng trauma-informed approach upang matiyak na ang pakikilahok ay hindi sinasadyang magdulot ng muling pagka-trauma o pagkabalisa. Ang mga batang may edad na 9-12 ay may magulang o tagapag-alaga na naroroon sa mga panayam, habang ang mga nasa edad 13+ ay maaaring pumili na magkaroon ng opsyong ito kung kailangan nila. Ang bawat bata at kabataang nakapanayam ay inanyayahan na kumpletuhin ang isang maikling opsyonal na survey ng feedback pagkatapos ng kanilang pakikipanayam tungkol sa kanilang karanasan. Higit pang impormasyon sa paraan ng pagsasaliksik, kabilang ang mga kasosyong sumusuporta sa trabaho ni Verian, ay nasa Appendix B.

1.3 Sampol ng pananaliksik

Ang 600 na panayam na isinagawa ni Verian ay binubuo ng 300 mga panayam sa isang 'pangkalahatan' na sample ng mga kalahok na malawak na sumasalamin sa populasyon ng UK, at 300 na may isang 'naka-target' na sample ng mga partikular na grupo na pinili batay sa ebidensya na sila ay partikular na negatibong naapektuhan ng pandemya. Dapat pansinin na ang ilang mga bata at kabataan ay nakamit ang pamantayan sa paglahok para sa higit sa isa sa mga grupong ito (tingnan ang Larawan 1 sa ibaba). Halimbawa, ang karamihan sa mga naghahanap ng asylum ay nasa pansamantala o masikip na tirahan. Karamihan sa mga nakipag-ugnayan sa sistema ng hustisyang kriminal ay nakipag-ugnayan din sa mga serbisyo sa kalusugan ng isip at pangangalaga sa lipunan ng mga bata.

Figure 1: Mag-overlap sa pagitan ng mga pangkat sa target na sample

1.4 Saklaw ng ulat na ito

Itinatakda ng ulat na ito ang mga natuklasan mula sa malalalim na panayam sa programang pananaliksik ng Mga Bata at Mga Boses ng Kabataan. Ang mga natuklasang ito ay idinisenyo upang tulungan ang Pagtatanong na maunawaan kung ano ang naramdaman ng mga bata at kabataan tungkol sa, at naranasan, ang mga pagbabagong naganap sa panahon ng pandemyang ito. Tutulungan din nila ang pagtukoy sa mga pangunahing lugar para sa karagdagang pagsusuri at pagsasaalang-alang at pagsuporta sa Inquiry sa pagtugon nito Mga Tuntunin ng Sanggunian.

Nagsisimula ang ulat sa pamamagitan ng pagtalakay sa mga pangunahing salik na tinukoy bilang paghubog sa mga karanasan ng mga bata at kabataan sa panahon ng pandemya. Kasunod nito, ang ulat ay bumaling sa isang detalyadong paggalugad ng mga karanasang ibinahagi ng mga bata at kabataan, simula sa mga pagbabago sa kanilang kapaligiran sa tahanan at mga relasyon sa pamilya sa panahong ito, bago lumipat sa mga epekto ng pandemya sa iba pang aspeto ng kanilang buhay, kabilang ang edukasyon, online na pag-uugali, kalusugan at kagalingan. Ang ikalawang kalahati ng ulat ay nakatuon sa mga karanasan ng mga partikular na setting at serbisyo sa panahon ng pandemya. 

Ito ay hindi isang ulat ng Tagapangulo ng Pagtatanong at ang mga natuklasan nito ay hindi bumubuo ng mga natuklasan ng Tagapangulo. Ang interpretasyon ng mga natuklasan at talakayan ng mga implikasyon ay yaong sa koponan ng pananaliksik ng Verian.

Ang Bawat Story Matters ay isang hiwalay na pagsasanay sa pakikinig na ginagawa ng Inquiry. Kinukuha ng tala ng Every Story Matters ang mga karanasan ng mga bata at kabataan sa pamamagitan ng lens ng mga nasa hustong gulang sa kanilang buhay na nagbigay ng pangangalaga o suporta. Nag-ambag din ang mga kabataang higit sa 18 sa talaan ng Every Story Matters. Mahalagang tandaan na ang mga pananaw ng mga nasa hustong gulang tungkol sa mga karanasan ng mga bata at kabataan ay maaaring magkaiba sa mga lugar mula sa mga natuklasan ng ulat na ito.

1.5 Gabay para sa mga mambabasa

Mga halaga at limitasyon ng kwalitatibong pananaliksik

Isang husay na diskarte ang pinagtibay para sa pag-aaral na ito upang magbigay ng malalim na pananaw sa buhay na karanasan ng mga bata at kabataan sa panahon ng pandemya at upang bigyang-buhay ang kanilang mga boses. Ang kwalitatibong pananaliksik ay mainam para sa pagsisiyasat sa pagkakaiba ng mga karanasan; binibigyan nito ng pagkakataon ang mga kalahok na ibahagi ang kanilang mga karanasan nang detalyado at espasyo upang pagnilayan ang kanilang mga motibasyon at emosyon. Ang mga pamamaraan ng husay ay mahalaga kapag nag-e-explore ng mga kumplikadong social phenomena at idinisenyo upang ilarawan at bigyang-kahulugan ang mga ito nang malalim, na nagbibigay ng yaman ng detalye.

Ang mga pamamaraan ng husay ay hindi idinisenyo upang sukatin ang dalas o pagkalat ng isang karanasan o asosasyon. Bilang karagdagan, ang mga qualitative sample ay idinisenyo nang may layunin upang makuha ang mga karanasan ng mga partikular na grupo, na may detalyadong pamantayan sa recruitment para sa mga kalahok. Dahil ang naturang kwalitatibong pananaliksik ay hindi idinisenyo upang maghatid ng mga natuklasang kinatawan ng istatistika at hindi makapagbibigay ng parehong antas ng paglalahat gaya ng dami ng data. Alinsunod dito, kapag ang mga terminong gaya ng 'ilan' ay ginagamit kapag nag-uulat ng husay na pananaliksik, ang mga ito ay hindi nakatali sa isang partikular na halaga ng numero. Dapat ding tandaan na ang mga partikular na halimbawa ng mga indibidwal na karanasan ay maaaring hindi kinatawan. Gayunpaman, maaaring gamitin ang qualitative research upang mag-alok ng insight sa isang spectrum ng mga karanasan at pananaw ng tao sa paraang hindi magagawa ng quantitative na pamamaraan. 

Ang qualitative research ay isa ring makapangyarihang tool kapag triangulated gamit ang quantitative data at iba pang anyo ng ebidensya. Hindi isinasagawa ng ulat na ito ang triangulation na ito. Gayunpaman, ang karagdagang triangulation ng mga natuklasan nito ay maaaring maging partikular na kapaki-pakinabang sa pagbibigay ng konteksto sa spectrum ng mga karanasang inilarawan nang may husay kung saan mayroong sumusuportang data o ebidensya sa pagkalat ng mga ito. 

Isang tala sa terminolohiya 

Ang terminong 'mga bata at kabataan' ay ginagamit sa buong ulat na ito upang sama-samang sumangguni sa mga nakapanayam para sa pananaliksik na ito. Gayunpaman, kung saan nauugnay, ginagamit namin ang mga terminong 'mga bata' o 'bata' para tumukoy sa mga mas bata sa 18 noong kapanayamin. Ginagamit namin ang mga terminong 'kabataan' o 'kabataan' para tumukoy sa mga 18 taong gulang o mas matanda kapag iniinterbyu. Ang mga sanggunian sa mga magulang ay dapat na maunawaan na kasama rin ang mga tagapag-alaga at tagapag-alaga. Ang mga quote mula sa mga bata at kabataan ay kinabibilangan ng kanilang edad sa punto ng pakikipanayam, at sa ilang partikular na mga kaso (para sa mga may espesyal na pangangailangang pang-edukasyon at sa mga partikular na setting sa panahon ng pandemya) ay nagpapahiwatig ng mahalagang impormasyon sa konteksto tungkol sa kanilang mga kalagayan upang makatulong na mas maunawaan ang kanilang tugon. Dahil hindi hiniling sa mga kalahok na ibigay ang kanilang petsa ng kapanganakan, hindi posible na palagiang tukuyin ang mga edad hanggang Marso 2020. Bukod dito, dahil ang ilan sa mga karanasang inilarawan sa mga taon, ang pagkonekta sa mga account na ito sa kanilang edad sa simula ng pandemya ay maaaring mapanlinlang. Partikular na tinanong ni Verian ang mga bata at kabataan tungkol sa kanilang mga karanasan mula 2020-22, kaya ginagamit ng ulat ang past tense. Gayunpaman, mahalagang tandaan na para sa ilan sa mga kabataang nakausap namin, ang kanilang mga kondisyon at ang epekto ng Covid-19 ay nagpapatuloy hanggang sa kasalukuyan.

Babala sa nilalaman

Ang ilan sa mga kuwento at tema na kasama sa talaang ito ay kinabibilangan ng mga paglalarawan ng kamatayan, mga karanasan sa malapit sa kamatayan, pang-aabuso, sekswal na pag-atake at makabuluhang pisikal at sikolohikal na pinsala. Ang mga ito ay maaaring nakababahala. Kung gayon, hinihikayat ang mga mambabasa na humingi ng tulong mula sa mga kasamahan, kaibigan, pamilya, grupo ng suporta o mga propesyonal sa pangangalagang pangkalusugan kung kinakailangan. Isang listahan ng mga serbisyong sumusuporta ay ibinigay din sa UK Covid-19 Inquiry website.

2. Mga salik na humubog sa karanasan sa pandemya

Ipinakikilala ng seksyong ito ang mga salik na naging partikular na naging hamon ng pandemya para sa ilang bata at kabataan, at ang mga salik na nagpoprotekta at nagpapagaan na tumulong sa ilang bata at kabataan na makayanan at umunlad pa nga.

Sa mga panayam, hindi pangkaraniwan na puro positibo o negatibo ang mga ulat ng mga bata at kabataan tungkol sa pandemya. Iniugnay ng ilan ang pandemya sa magkahalong damdamin - halimbawa, maaari nilang ilarawan ang pakiramdam na medyo masaya at malaya sa hindi pagpasok sa paaralan sa simula, ngunit kalaunan ay nakakaramdam ng pagkabigo at paghihiwalay. Inilarawan ng ilang mga bata at kabataan ang mga hamon na kanilang kinaharap sa panahon ng pandemya, ngunit nadama din na may mga positibong aspeto sa karanasan o kahit na mga bagay na nakatulong sa kanila na makayanan. Dahil dito, nakuha ng pananaliksik na ito ang isang malawak na pagkakaiba-iba ng mga karanasan at ang spectrum ng pagtugon na ito ay makikita sa buong ulat na ito.

Batay dito, tinutukoy ng aming pagsusuri ang ilang salik na nagpahirap sa pandemya para sa ilan gayundin ang mga salik na tumulong sa mga bata at kabataan na makayanan sa panahong ito.

Larawan 2: Mga salik na humubog sa mga karanasan sa pandemya

Ang ilan sa mga nakapanayam ay naapektuhan ng kumbinasyon ng mga negatibong salik na nakalista sa itaas, partikular ang mga na-recruit para sa target na sample at ang mga nakamit ang pamantayan sa paglahok para sa higit sa isa sa mga target na grupo. Sa ilang mga kaso, ang kanilang karanasan sa pandemya ay napaka-negatibo at ang pagkakaroon ng mga suportang ugnayan na magagamit at mga paraan upang pangalagaan ang kanilang sariling kapakanan ay partikular na mahalaga.

Sa ibaba ay tinutuklasan namin nang mas detalyado ang mga salik na humubog sa mga karanasan ng pandemya para sa mga bata at kabataan. Isinama namin ang mga case study sa kabuuan upang ilarawan ang mga ito. Kinuha ang mga ito mula sa mga indibidwal na account, na binago ang mga pangalan.  

Mga salik na naging dahilan upang maging mahirap ang pandemya

Ibinabalangkas namin sa ibaba ang mga salik na naging dahilan upang maging mahirap ang pandemya para sa ilang mga bata at kabataan. Sa ilang mga kaso, ang pagiging apektado ng kumbinasyon ng mga salik na ito ay nagpalala sa epekto ng pandemya para sa mga bata at kabataan na nakaranas ng maraming hamon nang sabay-sabay. Ang mga paghihirap na kanilang kinaharap ay maaari ding madagdagan ng pakikipag-ugnayan ng mga salik na ito, tulad ng pagkagambala sa suporta kapag nakakaranas ng bago o mas maraming hamon sa tahanan. 

Maaaring maranasan ng mga bata at kabataan sa iba't ibang sitwasyon ang mga hamon na ginalugad sa ibaba, bagama't ang kakulangan ng mga mapagkukunan ay partikular na nakaapekto sa mga nasa mababang sambahayan. Dapat tandaan na ang ilan sa mga salik na ito ay malinaw na nauugnay sa mga partikular na pangyayari na tinukoy sa recruitment - halimbawa, na naapektuhan ng parehong tumaas na mga paghihigpit at tumaas na takot dahil sa pagiging nasa isang clinically vulnerable na pamilya. Sa ilang mga kaso, natugunan ng mga nakapanayam ang pamantayan para sa dalawa o higit pang mga naka-target na grupo at bilang resulta ay nahaharap sa maraming hamon sa panahon ng pandemya, halimbawa, pagkakaroon ng parehong mga responsibilidad sa pangangalaga at pagprotekta, o pakikipag-ugnayan sa parehong mga serbisyo sa kalusugan ng isip at pangangalaga sa lipunan ng mga bata. 

Tensyon sa bahay: ang pag-igting sa bahay ay nagpahirap sa pandemya para sa ilang mga bata at kabataan. Sa ilang mga kaso, ito ay nauna pa sa pandemya at pinalala ng lockdown, habang sa ilang mga kaso ay lumitaw ang mga tensyon kapag ang lahat ay natigil sa bahay nang sama-sama, lalo na kung saan ang lugar ng tirahan ay masikip. Inilarawan ng mga bata at kabataan ang epekto ng pakikipagtalo o pakiramdam na hindi komportable sa kanilang mga kapatid o magulang o nasaksihan ang tensyon sa pagitan ng mga nasa hustong gulang sa sambahayan. Ang mga pag-igting na ito ay nangangahulugan na para sa ilan, ang tahanan ay hindi palaging nararanasan bilang isang ligtas o sumusuportang lugar sa panahon ng pandemya, na isang mahalagang salik upang makayanan ang lockdown.

Pakiramdam na nakulong sa pamilya Inilarawan ni Alex, na may edad na 21, kung gaano kahirap para sa kanyang pamilya na natigil sa bahay nang magkasama kapag ang lahat ay nakasanayan na magkaroon ng ilang kalayaan at espasyo. Nasira ang mga relasyon sa panahon ng tindi ng lockdown. “Mas nakaka-stress dahil lahat kami ay nasa iisang bubong dalawampu't apat na oras sa isang araw, kumpara sa, alam mo, ako at ang aking kapatid na babae ay aalis, ako ay papasok sa kolehiyo, siya ay papasok sa paaralan... na nagkakamabutihan... Hindi ito ang gusto namin noong panahong iyon, kailangan naming gumugol ng oras na magkasama... ang nanay at tatay ko sa iisang bahay... marahil ay hindi maganda sa aking mga magulang, dalawampu't apat sa kanilang mga magulang, alinman sa dalawampu't apat sa aking mga magulang. at ako at ang aking kapatid na babae ay malamang na hindi naging maayos.” Pagkasira ng kasal sa panahon ng pandemya Inilarawan ni Sam, na may edad na 16, ang pagsaksi sa pagkasira ng kasal ng kanyang mga magulang sa panahon ng pandemya. Nahirapan ang kanyang ina sa kanyang mental health pagkatapos nito at nalaman ni Sam na lahat ng nangyayari sa bahay ay nakaapekto sa kanyang sariling kapakanan at mga relasyon, dahil mas lumayo siya sa mga kaibigan. “Sa palagay ko [ang pandemya] ay marahil, tulad ng, isa sa mga pangunahing dahilan kung bakit naghiwalay ang aking mga magulang... Sa tingin ko kailangan lang nilang gumugol ng mas maraming oras sa isa't isa at sa palagay ko napagtanto nilang pareho na hindi iyon ang pinakamagandang ideya... Marami pa silang pinagtatalunan ngunit medyo nagtalo pa rin sila... Kung hindi nangyari ang Covid, hindi ko akalain na magdiborsyo sila... at pagkatapos ay iisipin ko ang aking mga problema sa kalusugan ng isip. mga kaibigan], parang, naging mas malapit sa kanilang pamilya... hindi ako masyado.”

Ang bigat ng responsibilidad: Ang ilang mga bata at kabataan ay umako ng mga responsibilidad sa bahay sa panahon ng pandemya. Pati na rin ang pagdadala ng mga praktikal na gawain na kailangang gawin, tulad ng pag-aalaga sa isang taong may sakit, pag-aalaga sa mga kapatid, o pag-sanitize sa pamimili para sa isang taong may clinically vulnerable, naramdaman din ng ilan ang emosyonal na bigat ng pagsuporta sa kanilang pamilya sa panahong ito, lalo na kung saan ang mga tao sa labas ng sambahayan ay hindi maaaring pumunta at tumulong. Ang ilan ay naapektuhan din ng kamalayan sa mga paghihirap na pinagdadaanan ng mga nasa hustong gulang, kabilang ang lumalalang kalusugan ng isip, mga alalahanin tungkol sa pananalapi at mga karanasan sa pangungulila. Ang pagkakalantad na ito sa responsibilidad at stress ng mga nasa hustong gulang ay nangangahulugan na ang ilang mga bata at kabataan ay "mabilis na lumaki" sa panahon ng pandemya.

Walang pagtakas sa mga responsibilidad sa pangangalaga Inilarawan ni Robin, na may edad na 18, ang mga hamon ng pag-aalaga sa kanyang ina, isang solong magulang, sa panahon ng pandemya. Bilang nag-iisang anak ay nakasanayan na niyang gampanan ang responsibilidad na ito ngunit sa karaniwang panahon ay binibigyan siya ng paaralan ng kaunting pahinga mula sa kanyang mga responsibilidad sa tahanan. Ang pagiging stuck sa bahay sa panahon ng lockdown ay naging mas mahirap para sa kanya na makayanan, at nangangahulugan din na lumala ang kalusugan ng isip ng kanyang ina. Inilarawan niya ang pagiging "nawalan ng emosyon" at nahihirapan sa bigat ng responsibilidad. "Pakiramdam ko, kung wala kang magandang buhay sa bahay, ang paaralan ay isang malaking tagapagligtas para sa iyo dahil nangangahulugan ito na wala ka sa kapaligiran na iyon sa buong araw at makikita mo ang iyong mga kaibigan habang nandoon ka... Ako ay nalulumbay dahil wala akong pahinga mula sa aking sitwasyon sa tahanan. At parang napakaraming responsibilidad sa aking mga balikat sa lahat ng oras... at parang, sa kabila noon, ang ganda noon, sa paaralan. was gone it was such a big hit because that was my way of coping... It made it harder to deal with my mom at home... it was like a huge emotional workload and I just usually have the ability to deal with it and cope with it pero hindi kapag natigil ka doon sa lahat ng oras." Nalantad sa stress ng matatanda Si Riley, may edad na 22, ay nakatira sa bahay noong panahon ng pandemya kasama ang kanilang mga magulang. Ito ay isang mahirap na oras para sa pamilya dahil ang kanilang ina ay clinically vulnerable at ang kanilang kapatid, na lumipat, ay nahihirapan sa isang adiksyon. Ang pamumuhay sa ganoong kalapit na lugar sa panahon ng lockdown – “parang nasa pressure cooker ka” – ang naglantad sa kanila sa stress na pinagdadaanan ng kanilang mga magulang at inilarawan nila na nagsimulang makibahagi dito kaysa sa pakiramdam na parang bata pa. "Lahat ay nakaramdam ng matinding kaba. Kaya't may ganoong klaseng grupo na nag-aalala... Parang kailangan kong makita [ang aking mga magulang], tulad ng, higit pa bilang mga tao kaysa lamang, tulad ng, 'oh my mom's always nagging at me to do this'... Dahil, parang nakikita ko siya, parang, sa lahat ng oras... sa, parang, medyo vulnerable na paraan dahil sa, parang., parang na-stress ang mga magulang ko sa lahat, parang na-stress ako sa lahat. isang matanda.”

Kakulangan ng mga mapagkukunan: Ang kakulangan ng panlabas na mapagkukunan ay naging dahilan upang mas mahirap makayanan ang pandemya para sa ilang mga bata at kabataan mula sa mga pamilyang may limitadong mapagkukunang pinansyal. Ang paninirahan sa masikip na tirahan ay lumikha ng tensyon mula sa pakiramdam na "nasa ibabaw ng isa't isa" at naging mas mahirap na makayanan ang Covid-19 sa sambahayan o protektahan ang mga miyembro ng pamilya na may mga klinikal na bulnerable, gayundin ang pagpapahirap sa paghahanap ng espasyo para gawin ang mga gawain sa paaralan. Ang hindi pagkakaroon ng pare-parehong access sa mga device o isang maaasahang koneksyon sa internet ay nagpahirap din sa pag-aaral sa bahay, gayundin sa paglimita sa mga pagkakataong kumonekta sa iba, mag-relax o matuto ng mga bagong bagay online. Bagama't hindi ito itinaas ng mga bata at kabataang walang espasyo sa labas bilang isang isyu, ang mga may hardin ay naglarawan ng mga paraan upang palakasin ang kagalingan at magsaya na hindi mararanasan ng mga walang hardin.

Mga pakikibaka sa online na pag-aaral Si Jess, na may edad na 15, ay nahirapan na makasabay sa pag-aaral sa bahay sa panahon ng pandemya. Ibinahagi niya ang isang lumang computer sa kanyang kapatid at mayroon talagang pasulput-sulpot na Wi-Fi, na nagdulot ng kakila-kilabot na buffering sa mga online na lesson at nangangahulugan na hindi siya makakasali nang maayos. Nagdala siya ng larawan² ng kanyang sarili na nakaupo sa computer dahil ito ay isang napakalakas na alaala ng pandemya para sa kanya: "[Dinala ko ang larawang ito sa panayam] dahil sa mga paghihirap sa pagiging online. Malinaw, tulad ng, ang lagging, ang Wi-Fi ay baliw... [Kami ng aking kapatid na lalaki] ay nagkaroon ng isang nakabahaging computer. Ang paaralan ay hindi nagbigay sa amin ng kahit ano ... ito ay, tulad ng, glitching nang husto, at pagkatapos ay ang Wi-Fi ay napakasama dahil ang Wi-Fi ay napakasama. ay hindi maganda... Ano, tulad ng, maaari naming ipatupad upang, tulad ng, bawasan ang pinsala?… Magbigay ng mga computer at mas mahusay na koneksyon sa internet. Walang puwang para magtrabaho Natagpuan ni Cam, na may edad na 15, ang lockdown na "medyo" nakatira sa isang flat kasama ang kanyang mga magulang at dalawang kapatid, na kasama niya sa isang silid-tulugan. Sanay siya na medyo masikip minsan, ngunit hindi sanay sa mga hamon ng pagsisikap na gawin ang pag-aaral sa bahay sa isang maliit na espasyo, na talagang nakakalito: "Lalo na dahil iisa lang ang mesa namin, parang isang magandang mesa. Kaya napakahirap magbalanse kung sino ang maaaring magkaroon ng mesa at kung sino ang maaaring pumunta sa sahig at magtrabaho. Dahil minsan hindi mo kailangan ang mesa. Ito ay parang isang matigas na dibuhista sa sahig."

Tumaas na takot: Ang mga bata at kabataang may kapansanan sa katawan at ang mga may kondisyon sa kalusugan, o sa mga pamilyang madaling maapektuhan ng klinikal, ay inilarawan ang kanilang mga damdamin ng kawalan ng katiyakan, takot at pagkabalisa tungkol sa panganib na mahuli ang Covid-19 at ang malubha - at sa ilang mga kaso na nagbabanta sa buhay - mga implikasyon na maaaring magkaroon nito para sa kanila o sa kanilang mga mahal sa buhay. Ang mga bata at kabataan sa mga secure na setting ay nadama din na mahina at natatakot na mahuli ang Covid-19 kapag nagbabahagi ng mga karaniwang espasyo sa ibang tao sa panahon ng pandemya. Ang pagdanas ng pangungulila sa panahon ng pandemya ay maaari ring humantong sa matinding takot.

Natulala upang maipasa ang Covid-19 Si Lindsey, na may edad na 15, ay "natakot" na ang kanyang lola, na tumira sa kanya, ay mahawaan ng Covid-19. Naranasan na niya ang pagkabalisa noon at naramdaman niyang naging malala ito sa panahon ng pandemya nang ang mga panganib ay lubhang nakakatakot para sa kanya. Ang takot na ito ay tumaas nang bumalik siya sa paaralan pagkatapos ng unang lockdown. “Doon kami nagkaroon ng napakaraming lockdown na pabalik-balik... 'pwede tayong bumalik, ngayon hindi na', parang, bakit tayo babalik-balik kung may mas malaking panganib pa doon?'... Palagi akong pumapasok [mula sa paaralan], gawin ang sinabi nila, maghugas ng kamay, magsanitize, minsan magpapalit ako ng damit para maisip kong mas malapitan ko ang isa o dalawa] [sa aking lola] malayo at palaging nagtatanong, 'para saan mo ginagawa 'yan?' 'Bakit mo ginagawa ito, hindi mo na kailangan', hindi nila kailangang mag-alala tungkol sa kung ano ang dapat kong alalahanin." Covid-19 sa malapitan Si Ali, may edad na 20, ay pansamantalang nakatira sa isang hotel sa panahon ng pandemya habang naghahanap ng asylum. Siya ay naatasan ng isang silid kasama ang tatlong iba pa, na hindi niya inaasahan. Ang pagbabahagi ng isang maliit na silid sa mga estranghero ay masikip sa pinakamahusay na mga oras - "hindi gaanong personal na espasyo" - ngunit ang takot na mahuli ang Covid-19 mula sa isa't isa, o mula sa pagiging nasa abalang mga communal space ng hotel, ay naging partikular na mahirap ang karanasan. "Hindi ko alam na magsasalo ako sa iisang kwarto... Lahat ng nahawakan mo kailangan nating pag-isipan... maiisip mo lahat... paulit-ulit lang na ginulo mo ang parehong bagay. Kailangan mong bumaba [sa cafeteria] at pagkatapos ay marami akong nakikitang tao, maghihintay ka sa pila... baka mahawa ka ng Covid, nagkaroon ako ng sakit sa ulo. Nakaramdam ako ng sakit sa ulo ng iba. parang wasak ang buong katawan ko... habang kasama ko ang tatlong tao sa isang kwarto, na hindi madali... Hindi ka nila inilagay sa ibang kwarto o anupaman.”

Pinataas na mga paghihigpit: Sa ilang mga kaso, ang mga bata at kabataan ay naapektuhan ng nakakaranas ng mga paghihigpit na naiiba sa o mas matindi kaysa sa ibang mga tao dahil sa kanilang mga kalagayan. Para sa ilan, ito ay dahil sa pisikal na kapansanan o pagkakaroon ng kondisyong pangkalusugan, lalo na kapag ang pagsasara ng mga pampublikong palikuran ay naglimita sa kung gaano katagal sila makakalabas ng bahay o kung gaano kalayo ang kanilang mararating. Para sa ilan, ang pagiging klinikal na vulnerable sa kanilang sarili, o sa isang klinikal na vulnerable na pamilya, ay nangangahulugan ng pagharap sa mas mataas na mga paghihigpit. Para sa iba, ito ay dahil sa pagiging nasa isang secure na setting o setting ng pangangalaga at pakiramdam na kailangan nilang sundin ang mga panuntunan nang mas mahigpit kaysa sa iba. Ang pagiging apektado ng karagdagang mga paghihigpit ay partikular na emosyonal na hamon para sa ilang mga bata at kabataan kapag ang mga paghihigpit ay pinaluwag para sa iba at nadama nila na hindi kasama dito.

Pinaghihigpitan ng pagsasara ng mga pampublikong espasyo Inilarawan ni Mark, na may edad na 14, kung paano naging mas mahirap para sa kanya ang kanyang kondisyon sa kalusugan na lumabas ng bahay kapag sarado ang mga pampublikong lugar, kabilang ang mga palikuran, at kung paano siya at ang kanyang pamilya ay kailangang mag-adjust sa pagpaplano ng mga bagay nang mas maingat kung gusto nilang subukan at lumabas. “Malinaw na kaya naming mamuhay nang may [kalagayan ng aking kalusugan] ngunit pagkatapos, alam mo, ang mga bagong implikasyon tulad ng pagdistansya mula sa ibang tao, ang mga bagay ay nagsasara... ito ay gumawa ng isang malaking pagkakaiba at kailangan naming gumawa ng iba't ibang mga solusyon at ito ay malinaw naman na mas magtatagal upang makarating sa mga lugar, kung minsan ay dalawa, tatlong beses, ngunit kami pa rin, kahit papaano ay makakarating kami doon at tiyakin lamang na walang tunay na pagkakataon [malamang] pagkakataon na magkaroon ng aksidente o isang bagay na tulad niyan… napakahirap ng panahon, lalo na, alam mo, sa mga problema sa pisikal na kalusugan na mayroon ako, hindi ito nangangahulugan na maaari na lang akong pumasok sa isang tagong lugar o dumiretso sa banyo o kung ano pa man... hindi ito nangangahulugan na maaari akong pumunta sa mga saradong lugar... Kinailangan ko pa ring sundin ang mga patakaran, dahil lang sa medyo naiiba ako, hindi ito nangangahulugan na ang aking sarili ay maaari na.” Nakalimutan ng iba bilang isang batang tagapagtanggol Si Casey, may edad na 15, ay may kapatid na madaling kapitan ng sakit. Inilarawan ni Casey kung paano siya tumulong na protektahan ang kanyang kapatid sa panahon ng pandemya, kung gaano kahirap ang patuloy na protektahan nang magbukas ang lipunan pagkatapos ng unang lockdown at kung paano niya nadama na ang kanyang mga pangangailangan ay ganap na nakalimutan ng mga nakapaligid sa kanya. Pakiramdam niya ay tila hindi naiintindihan ng mga tao na ang mga kabataan ay nagsasanggalang din. “Noong lumabas kami sa [lockdown] ngunit pagkatapos ay inaasahan pa rin kaming magsasanggalang… habang ang iba ay nasa labas at gumagawa ng mga bagay-bagay, tila nakalimutan na nila ang tungkol sa mga taong nagsasanggalang, lalo na kung hindi sila tulad ng mga matatandang tao… parang ang mga ito ay kumilos na parang lahat ay bumalik sa normal… o [parang] ang tanging mga tao na nasa bahay lamang ay mga matatanda.”

Pagkagambala sa suporta: Ang ilang mga bata at kabataan ay naapektuhan ng pagkagambala sa pormal na suporta at mga serbisyo sa pangangalagang pangkalusugan, partikular na ang mga serbisyo sa kalusugan ng isip, sa panahon ng pandemya, pati na rin ang pagkawala ng paaralan bilang pinagmumulan ng suporta o pagtakas mula sa anumang mga paghihirap sa tahanan. Bagama't ang ilan ay umangkop sa pagkawala ng personal na pakikipag-ugnayan, nakita ng iba na mahirap makipag-ugnayan sa telepono at online na contact at hindi gaanong suportado. Inilarawan din ng mga nakapanayam ang nakakaranas ng mga pagkaantala at hindi pagkakapare-pareho sa dalas at kalidad ng suporta at iniisip na ang mga serbisyong kanilang pinagkakatiwalaan ay nasa ilalim ng presyon. Ang pagkagambalang ito ay maaaring maging mas mahirap na makayanan ang pandemya para sa mga nasa mapanghamong sitwasyon na. 

Kawalan ng personal na suporta sa isang krisis sa pamilya Inilarawan ni Charlie, na may edad na 20, kung gaano kahirap na hindi makita nang personal ang kanyang social worker sa panahon ng pandemya nang maramdaman niyang nasisira ang kanyang kinalalagyan ng foster care. Nahirapan siyang maging bukas tungkol sa sitwasyon sa mga tawag sa telepono at hindi nakuha ang emosyonal na suporta na natanggap niya dati. "Sa tingin ko, hindi si Covid ang dahilan kung bakit nasira ang placement ko pero talagang nag-ambag ito... Nasira ang placement at kumbinsido sila na malakas ang placement namin. Kaya gusto kong ipagpatuloy iyon at, parang, huwag magreklamo... [With my social worker] magkakaroon kami ng phone-calls but then it'd be like my foster mum would be there. Like to have any, how would be there. Like to have, how would be there. Feeling ko talaga… [Bago ang pandemic] isasama sana nila ako para maghapunan o kung ano ano pa… o uupo sila sa kwarto ko at tingnan lang kung okay na ang lahat o susunduin ako sa school at mga bagay-bagay na ganyan para lang magkaroon ka ng kaunting one-to-one time para makapag-usap... Kaya ang hindi magkaroon ng ganoon ay talagang mahirap... [Walang] access, tulad ng, naiwan akong mag-isa sa mga therapist at mga social worker noon. kaunti pa at talagang nalungkot." Nahihirapang makipag-ugnayan sa suporta sa kalusugan ng isip sa telepono Inilarawan ni George, na may edad na 20, ang pagkaranas ng depresyon sa panahon ng pandemya at pagkuha ng tulong ng kanyang ina upang makakuha ng referral para sa therapy sa pakikipag-usap. Nagkaroon na siya ng in-person therapy dati at talagang nahirapan siyang kumonekta sa isang bagong therapist sa telepono. Bagama't naging maayos ang pakikitungo niya sa kanyang pamilya, hindi siya kumportableng magsalita mula sa kanyang kwarto kung saan maririnig siya. Huminto siya sa therapy pagkatapos ng ilang session. "Wala akong pag-aalinlangan sa pagsasabi ng mga bagay-bagay sa aking pamilya. Pero parang, sabihin kung gusto kong mag-open up tungkol sa isang bagay na hindi ko naman talaga gustong madaanan ng aking mga magulang... at pagkatapos ay marinig ako ng isang bagay, mag-iwan ng isang bagay... Kailangan ko lang magkaroon ng pisikal na iyon, tulad ng, face-to-face na koneksyon para talagang maramdaman kong kaya kong mag-open up sa mga tao, ngunit sa pamamagitan ng telepono ay talagang walang koneksyon, tulad ng AI na iyon,' boses.”

Nakakaranas ng pangungulila: Ang mga naulila sa panahon ng pandemya ay nakaranas ng mga partikular na paghihirap kung saan ang mga paghihigpit sa pandemya ay humadlang sa kanila na makita ang mga mahal sa buhay bago sila mamatay, pinigilan sila sa pagluluksa tulad ng gagawin nila sa mga normal na panahon, o ginawang mas mahirap na makita ang pamilya at mga kaibigan at madama ang suporta sa kanilang kalungkutan. Inilarawan ng ilan na tinitimbang ang pagkakasala at takot na lumabag sa mga patakaran upang makita ang isang mahal sa buhay bago sila namatay, kumpara sa pagkakasala sa hindi pagkikita sa kanila at takot na baka mamatay silang mag-isa. Ang ilan sa mga may mahal sa buhay na namatay dahil sa Covid-19 ay inilarawan ang karagdagang pagkabigla ng kamatayan na nangyayari nang napakabilis, na ginagawang natatakot sila para sa kanilang sarili at sa iba.

Nagulat sa biglaang pangungulila Naranasan ni Amy, na may edad na 12, ang pagkamatay ng isang mahal na kaibigan ng pamilya sa Covid-19 sa unang lockdown. Inilarawan niya ang kanyang pagkagulat sa nangyari at kung gaano ito kahirap iproseso. “Madalas siyang pumupunta tulad ng weekend at pumupunta siya para sa isang inihaw na hapunan, at lagi niya akong dinadalhan ng mga regalo at tulad ng mga sweets at iba pa, at parang close lang talaga kami, parang literal na parang isa siyang lolo at lola sa akin... At pagkatapos noong Covid, noong lockdown, nagkasakit siya ng Covid-19, at parang hindi siya magaling sa teknolohiya, kahit na hindi kami makatawag ng mabuti sa kanya. out she'd died it was really upsetting, like that threw me off a lot... Bata pa ako, at sinubukan kong alalahanin ang lahat ng magagandang alaala ngunit ang naalala ko lang ay namatay siya, at hindi ko na siya makikitang muli, at hindi na kami nakapunta sa kanyang libing dahil may mga paghihigpit... ang huling beses na nakita ko siya ay wala na iyon sa susunod na linggo, at pagkatapos ay nakita mo iyon sa susunod na linggo.

Ang epekto ng maraming mga kadahilanan

Ang pananaliksik na ito ay nakakuha rin ng mga karanasan sa pagiging apektado ng maraming hamon sa panahon ng pandemya kaugnay ng mga salik na tinalakay sa itaas. Ang Figure 3 sa ibaba ay naglalarawan kung paano ang kumbinasyon ng mga pangyayari sa panahon ng pandemya ay maaaring makaapekto sa isang indibidwal – sa kasong ito ay naninirahan sa masikip na tirahan, nagsasanggalang upang maprotektahan ang isang miyembro ng pamilya na may klinikal na bulnerable at nakakaranas ng pagkagambala sa suporta mula sa panlipunang pangangalaga ng mga bata. Ito ay maaaring magresulta sa mga bata at kabataan na nahaharap sa isang hanay ng mga hamon na nagpahirap sa buhay sa panahon ng pandemya.

Figure 3: Ang potensyal na epekto ng maraming salik sa isang indibidwal

Ang mga pag-aaral ng kaso sa ibaba ay nagbibigay ng ilang halimbawa kung saan ang mga nakapanayam ay naapektuhan ng kumbinasyon ng mga salik at ang mga hamon na kanilang kinaharap bilang resulta.

Sinasalamin ng case study na ito kung paano naapektuhan ng bigat ng responsibilidad at pagtaas ng takot ang isang kabataang may mga responsibilidad sa pangangalaga para sa kanyang magulang na may sakit sa klinika sa panahon ng pandemya.

Responsibilidad at takot sa pag-aalaga sa isang taong may klinikal na kahinaan Nicky, sa edad na 21, inilarawan ang pressure na naramdaman niya noong pandemya noong inaalagaan niya ang kanyang ina, na madaling masugatan pagkatapos ng transplant, at ang "nakalumpong takot" na magkasakit siya ng Covid-19. Sa kanyang nakatatandang kapatid na naninirahan malayo sa bahay at hindi nakadalaw, ang responsibilidad ay nasa kanya lamang. Inilarawan niya ang lahat ng pamimili, hindi makakuha ng delivery slot at kaya sumakay ng taxi papunta sa supermarket at maingat na dini-disinfect ang lahat bago ito dalhin sa loob. Samantala ang kanyang ina ay nahihirapan sa pagkawala ng pakikipag-ugnayan sa labas. Nakita ni Nicky ang kanyang sarili bilang isang matibay na tao sa normal na panahon ngunit sinabi na ito ay nasubok ng pandemya, hanggang sa punto na humingi siya sa kanyang GP ng suporta sa kalusugan ng isip. "Malinaw na kapag ang iyong ina at ang isang taong mahal mo higit sa anumang bagay ay gagawin mo lamang ito. Hindi ito isang tanong, oh, hindi ko ito kakayanin; Kailangan kong harapin ito dahil kailangan niya akong gawin ito ... ito ay ... napakasalungat dahil gusto kong alagaan siya ngunit, sa parehong oras, nais kong maging, tulad ng, iba pang mga tao at nanonood lamang ng maraming mga libro at nag-e-enjoy sa TV at nagbabasa ng maraming libro pagiging makakalimutin.”

Ang sumusunod na halimbawa ay nagpapakita kung paano ang isang kabataang may mga responsibilidad sa pangangalaga na nakipag-ugnayan sa mga serbisyong panlipunan sa panahon ng pandemya ay naapektuhan ng tensyon sa tahanan at pagkagambala sa suporta.

Pag-aalaga sa pamilya sa gitna ng pagkasira ng pamilya at pag-aalangan ng suporta Si Mo, na may edad na 18, ay may mga responsibilidad sa pangangalaga bago ang pandemya, tumulong sa pag-aalaga sa kanyang dalawang kapatid na may espesyal na pangangailangan sa edukasyon at pagsuporta sa kanyang mga magulang sa pamamahala ng sambahayan dahil sa kanilang mga kahirapan sa kalusugan at limitadong Ingles. Ang relasyon ng kanyang mga magulang ay lumala at ang kanyang ama ay naging abusado hanggang sa punto na kailangan na siya ng pamilya na umalis, ngunit nang tumama ang pandemya ay wala na siyang ibang mapupuntahan. Inilarawan niya ang bigat ng sitwasyong ito. "Noon [mga serbisyong panlipunan] ay hindi talaga alam kung paano haharapin ito dahil parang hindi nila siya mapaghiwalay sa bahay dahil wala nang ibang madadala sa kanya. Hindi siya maaaring tumira sa iba at siya mismo ay masusugatan ... maraming mga argumento ... Sana maunawaan ng paaralan kung gaano kahirap ang mga bagay sa bahay at, alam mo, ang pagkakaroon ng isang bata na autistic sa bahay at palaging may mga problema sa pag-uugali sa bahay at magkasama marami sa akin... Sana ay nauunawaan ng pangangalaga ng lipunan ang mga pinsalang dulot nito sa pananatili ng aking ama sa tahanan.”

Ang case study sa ibaba ay nagpapakita kung paano ang isang bata na nakipag-ugnayan sa parehong pangangalagang panlipunan ng mga bata at mga serbisyo sa kalusugan ng isip sa panahon ng pandemya ay naapektuhan ng pagkagambala sa suporta kasabay ng pagharap sa tensyon sa bahay.

Pakiramdam ang pinagsama-samang pagkawala ng mga network ng suporta at serbisyo Si Jules, na may edad na 20, ay umalis sa pangangalaga at bumalik sa kanyang magulang bago ang pandemya at nahihirapan, sa kalaunan ay muling lumipat. Nang tumama ang pandemya, napagtanto niya na ang hindi makatagpo sa mga kaibigan o makapunta sa kanyang part-time na trabaho ay makakasakit sa kanya, lalo na dahil nahihirapan na siya sa kanyang kalusugan sa isip. Natagpuan niya ang pakikipag-ugnayan sa pangangalaga sa lipunan ng mga bata na hindi pare-pareho sa panahon ng pandemya, palaging nakikita ng iba't ibang tao, at nadama niya na dapat ay nagkaroon siya ng access sa mas mahusay na suporta para sa kanyang kalusugan sa isip. “Iniisip ko lang na hindi ko makikita ang mga kaibigan ko, iyon ang pinakamalaking network ng suporta ko, noon pa man at kapag hindi maganda ang mga bagay sa bahay, ang pinakamagandang gawin ay lumabas na lang at makita ang mga kaibigan mo, nakaka-angat lang talaga ng mood mo… [Bago ang pandemic] Magiging maganda ang araw ko, lalabas ako at makikita ko ang mga kaibigan ko, gagawa ng magagandang bagay, pero pakiramdam ko, lahat ng klase ng pandemya ay natigil lang... bagay, tulad ng mga social worker o PAs³ o anumang bagay na tulad niyan, hindi nila gustong lumapit sa akin at parang 'Sa tingin ko ay makikinabang ka rito' o anumang bagay na katulad niyan... ang mga tao sa loob at labas ng pangangalaga tulad ng mga umalis sa pangangalaga o mga taong nasa pangangalaga, ay ilan sa mga pinaka-mahina na bata, mga tao. Pakiramdam ko dapat ay mayroon tayong hiwalay na pag-access sa mga serbisyo sa kalusugan ng isip o, alam mo, nagkaroon ng mas maraming pagkakataon na ma-access ang suporta dahil sa tingin ko maraming tao ang makikinabang mula doon."

Mga salik na naging dahilan upang mas madaling makayanan ang pandemya

Sa ibaba ay binabalangkas namin ang mga salik na nagpadali para sa ilang mga bata at kabataan na makayanan ang pandemya, harapin ang mga hamon, at kahit na umunlad sa panahong ito. 

Mga sumusuportang relasyon: Inilarawan ng mga bata at kabataan sa lahat ng edad kung paano sila tinulungan ng mga kaibigan, pamilya at mas malawak na komunidad na malampasan ang pandemya. Para sa ilan, ang pagiging nasa isang ligtas at matulungin na kapaligiran ng pamilya ay isang mahalagang kadahilanan sa paglikha ng mga positibong karanasan sa panahon ng pandemya. Ang pagkakaroon ng online na pakikipag-ugnayan sa mga kaibigan ay isa ring napakahalagang paraan upang labanan ang pagkabagot at paghihiwalay ng lockdown at para sa mga bata at kabataan na humingi ng suporta kung sila ay nahihirapan. Ang ilan ay naging bahagi ng mga bagong komunidad online sa panahon ng pandemya, mula sa pagkilala sa iba pang mga manlalaro hanggang sa pagsali sa isang bagong komunidad ng pananampalataya, at natagpuan ang mga ito na pinagmumulan ng suporta. 

Ang koneksyon ng pamilya ay nagdudulot ng kaginhawahan at pakikisama Si Jamie, may edad na 9, ay nakatira kasama ang kanyang nanay, tiyahin at lolo't lola noong panahon ng pandemya. Nang walang mga kaibigang mapaglalaruan, nagpapasalamat siya na kasama niya ang kanyang tiyahin. "Sa simula [ng lockdown] mas nabigla ako, nalilito at nagulat. At habang tumatagal, mas naiinip ako at nakaramdam ako ng ligtas, kalmado at masaya... Tita ko iyon, parang pinasaya niya ako at hindi talaga siya nagkukwento tungkol sa nangyari... kung makakauwi ka sa pag-aaral, mas malulungkot ka dahil wala ka talagang kaibigan sa paaralan... pero wala akong kapatid sa school, pero wala akong kapatid sa trabaho. hindi naman ganoon ka-busy, so she used to entertain me and play with me... Arts and crafts, doing some role play, making, nakalimutan ko kung ano ang tawag dun, yung mga maliliit na tent thingies na yun, parang sa loob ng bahay mo ginagamit mo yung mga upuan at nilalagay mo na parang tela, yung den? Mga malalapit na kaibigan na nagbibigay ng suporta sa mahihirap na panahon Inilarawan ni Chris, na may edad na 16, kung paano naapektuhan ang kanyang relasyon sa kanyang ina sa panahon ng lockdown at kalaunan ay nasira. Bagama't masaya siyang nakatira kasama ang kanyang ama, ang "pagsabog" na ito ay hindi inaasahan at mahirap na makayanan at ginawa siyang mas mulat sa pangangalaga sa kanyang kalusugan sa isip. Inilarawan niya kung paano nakatulong sa kanya ang paglalaro at pakikipag-usap sa kanyang mga kaibigan araw-araw sa panahon ng lockdown na malampasan ang mga bagay-bagay at kung paano siya naging komportable sa paglipas ng panahon na pag-usapan ang kanyang nararamdaman sa kanyang grupo ng pagkakaibigan. “We'd literally talk every single day... as long as I can remember like five people who are all really really close, and you know, like then you have like mutual friends around that, but like lima kaming [naging] palagi lang lahat sa [aming] PC... so wala talagang nagbago sa amin, we were still talking the same way we would in person. Just because we were all kind of Covid, it was never been that kind of friendship. na nagkaroon kami... Talagang nagbago [ang pandemya] tulad ng kung gaano ako kaingat sa pakikipag-usap sa mga tao tungkol sa kalusugan ng isip... binago ang paraan ng pakikipag-usap ko tungkol sa sarili kong damdamin, at pagkatapos ay pakikipag-usap sa aking mga kaibigan at tungkol sa kanilang mga damdamin."

Paghahanap ng mga paraan upang suportahan ang kagalingan: Inilarawan ng mga bata at kabataan sa lahat ng edad ang mga bagay na ginawa nila sa bahay noong panahon ng pandemya upang sadyang protektahan ang kanilang kapakanan at bumuti ang pakiramdam kapag sila ay nahihirapan. Mula sa pagkuha ng sariwang hangin at pag-eehersisyo, sa paggugol ng oras sa mga alagang hayop, sa panonood o pagbabasa ng isang bagay na escapist, ang pagkakaroon ng kakayahang gumawa ng isang bagay na positibo o nakakaaliw para sa kanilang sarili ay napakahalaga para sa mga bata at kabataan sa panahon ng pandemya. Natuklasan din ng ilan na ang paglalagay ng isang gawain ay makatutulong sa kanila upang maiwasan ang pagkabagot at pagkahilo.

Maghanap ng mga paraan upang makaramdam ng kasiyahan Lou, sa edad na 10, ay nakatira kasama ang kanyang mga magulang at nakababatang kapatid na babae sa panahon ng pandemya. Kapag gusto niyang gumawa ng isang bagay para gumaan ang pakiramdam niya sa panahon ng lockdown, gusto niyang manood ng TV, makinig ng musika at kumanta. Higit sa lahat, gustung-gusto niyang gumawa ng mga palabas kasama ang kanyang kapatid na babae, na hinimok ng kanyang ina na nagmungkahi na patuloy silang mag-drama sa bahay bilang bahagi ng muling paggawa ng kanilang nakagawiang gawain sa paaralan at pagkatapos ng paaralan. Ito ang naging paborito niyang aktibidad noong lockdown. "Ako at ang aking kapatid na babae ay madalas na gumawa ng mga maliliit na palabas para kay mommy... mahilig kami sa mga sayaw at dati ay gusto naming gumawa ng isang routine... At gusto ng nanay ko na i-rate ito at sasabihin niya na ito ay talagang maganda. At talagang nagustuhan ko iyon... Nakaramdam ako ng kalmado at... talagang masaya at nasasabik tungkol dito. Dahil talagang kailangan kong gawin kung ano ang talagang nagpapasaya sa akin... [namin] naaaliw ang isa't isa at tinulungan ang isa't isa na manatiling positibo at hindi gusto ang isa't isa na manatiling positibo at hindi gusto ang isa't isa na manatiling positibo at hindi gusto ang isa't isa. Paghahanap ng aliw sa isang treasured libro        Si Ari, na may edad na 18, ay nagkaroon ng mahirap na buhay sa tahanan sa panahon ng pandemya at nasa listahan ng naghihintay para sa suporta sa kalusugan ng isip. Inilarawan nila kung paanong ang pagbabasa ng paboritong libro ay isang mapagkukunan ng kaginhawahan at pagtakas para sa kanila at nagdala ng larawan nito kasama nila sa kanilang panayam. “Ito ay tulad ng pagbabasa ko noong panahon ng pandemya, gusto kong basahin ito ng marami at pakinggan ko rin ito ng marami, tulad ng isang audio book, dahil talagang nagpapaliwanag ito sa akin, at nagbigay ito sa akin ng isang bagay na gusto kong ma-distract ang aking isipan mula sa lahat ng nangyayari... ang istilo ng pagsulat ay parang talagang... liriko at patula... ito ay isang bagay na gusto kong panatilihing kalmado ako at gusto ko ang mga bagay na iyon.

Gumagawa ng isang bagay na kapakipakinabang: Ang kakayahang gumawa ng isang bagay na kapaki-pakinabang sa panahon ng pandemya – kung minsan ay hindi inaasahan – ay nakatulong sa mga bata at kabataan na makayanan ang pagkabagot, alisin sa kanilang isipan ang mga alalahanin, at maging mas motibasyon sa panahon ng tinatawag na “empty time” ng lockdown. Kabilang dito ang pagbuo ng mga umiiral na kasanayan at interes at pagtuklas ng mga bagong hilig at talento. Maaari rin itong magkaroon ng kapana-panabik na mga kahihinatnan kung saan ang paghahanap ng isang bagay na gagawin ay nagbibigay ng inspirasyon sa mga bagong libangan o nagbubukas ng mga direksyon sa akademiko o karera sa hinaharap.

Pagtuklas ng isang hindi inaasahang libangan na nagpasimula ng isang karera  Natagpuan ni Max, na may edad na 18, ang pandemya na isang nakaka-stress na panahon, lalo na dahil ang kanyang ama ay clinically vulnerable at gumugol ng ilang oras sa ospital. Kinailangan niyang huminto sa paglalaro ng team sport sa panahon ng lockdown at wala na siyang ibang libangan. Ngunit sa pagsasara ng mga barbero, na-inspire siyang magpagupit ng kanyang sariling buhok, pagkatapos ay nalaman niyang talagang nasiyahan siya sa paggupit ng buhok ng ibang tao at kaya nagbukas ng bagong direksyon para sa kanyang kinabukasan. “Ganyan ako nakapasok sa barbering... Natuto lang akong magpagupit ng buhok ko sa lockdown... Nagpagupit ako ng buhok ng tatay ko pero gusto lang niyang kalbo lahat [kaya] ginagawa ko lahat ng design sa ulo niya tapos pinunit ko after... Kailangan ko talagang magpagupit sa lockdown at halatang walang bukas na barbero kaya nag-order na lang ako ng isang pares ng clippers at na-enjoy ko na ang sarili ko... Nag-enjoy ako sa sarili ko… hobby… [mula noon] Nagawa ko na ang level 2 ko sa barbering college at naipasa ko na ang aking mga pagsusulit... [Kung wala ang Covid] Wala akong ganoong qualification ngayon at talagang nag-e-enjoy ako sa barbering, naghahanap lang ako ng apprenticeship sa isang shop ngayon.” Pakiramdam ng pagmamataas at kasiyahan mula sa pagkamit ng isang layunin Si Elliott, may edad na 12, ay binigyang inspirasyon ni Captain Tom na itakda ang kanyang sarili sa isang hamon at makalikom ng pera para sa kawanggawa. Sinuportahan ng kanyang ina, nagpasya siyang kumpletuhin ang 100 lap ng paglalakad sa paligid ng bloke, na pagkatapos ay naging 200. Ang mga kapitbahay ay lalabas ang kanilang mga ulo upang makita siya at ito ay naging isang tunay na pagsisikap sa pangangalap ng pondo sa komunidad: "Sa oras na mayroon kaming isang oras sa isang araw ay ginugugol ko iyon sa paggawa ng ilang laps sa aking bloke hanggang sa ako ay umabot sa isang daang, at pagkatapos ay nagkaroon kami ng malaking kasiyahan, at kami ay talagang natapos na ang dalawang libong libra. Isa lang talagang magandang alaala para sa akin at tinutulungan ako nitong isipin ang mga magagandang bahagi sa Covid at mas kaunti ang tungkol sa mga masasamang bahagi… [Nakalikom kami ng pera] para sa NHS, sa palagay ko, magsaliksik patungo sa... tulad ng mga pag-iniksyon, hindi ko alam kung ano ang tawag dito... ang mga pagbabakuna kaya napunta ito sa NHS, ang pananaliksik sa Covid... oo [I did feel proud], it was a really fun thing to keep me occupied.”

Kakayahang magpatuloy sa pag-aaral: Inilarawan ng mga bata at kabataan kung paano kung nakapagpatuloy sila sa pag-aaral sa panahon ng pandemya, sa kabila ng malawakang pagkagambala sa edukasyon at mga hamon ng malayong pag-aaral, ito ay nagbigay-daan sa kanila na maging positibo at makakamit nila ang gusto nila sa paaralan, trabaho at buhay. Ito ay maaaring dahil sa pagtanggap ng tulong na kailangan nila mula sa mga magulang o kawani ng pagtuturo, sa pagpasok sa paaralan habang ang iba ay nasa bahay (para sa mga anak ng pangunahing manggagawa), o pagtamasa ng mas nababaluktot at malayang diskarte sa pag-aaral. Ang matagumpay na malayuang pag-aaral ay sinusuportahan din sa pamamagitan ng pagkakaroon ng access sa mga naaangkop na device para sa pag-aaral at sa ilang mga kaso sa pamamagitan ng pagsunod sa isang gawain sa bahay.

Umunlad sa pamamagitan ng isang malayang diskarte sa pag-aaral Si Jordan, na may edad na 13, ay nasiyahan sa pag-aaral sa tahanan at pagtuturo sa kanyang sarili nang higit pa kaysa sa pag-aaral, na nagpatibay sa kanyang tiwala sa kanyang kakayahan at nagtulak sa kanya na maging isang guro. Pakiramdam niya ay nakahingi siya ng tulong mula sa pamilya (ang isang magulang ay nagtatrabaho sa bahay at ang isa ay inalis sa trabaho), nadama na ligtas siya, at may mga opsyon na makipag-ugnayan sa mga guro sa pamamagitan ng email o telepono kung kailangan niya. Sinunod niya ang parehong gawain tulad ng ginagawa niya sa paaralan ngunit nag-click sa mga link upang tapusin ang mga gawain nang mag-isa. "Maaari mong pindutin ang Maths link o ang English link o ang science link o, tulad ng, iba pa. At maaari mo, at pagkatapos ay pindutin mo lang ang lesson na iyon at gawin ang gawain na itinakda para sa lesson na iyon... Sa isang punto ay papapasukin ako ng nanay ko pero parang ayaw ko talagang pumasok dahil parang magaling ako sa pag-aaral sa bahay at nag-e-enjoy ako... Gusto ko, gusto ko, gusto ko. parang gusto kong maging guro kapag mas matanda na ako... Kaya gusto ko, gusto ko lang, parang, iiskedyul ito, at kung minsan ay nagpapanggap akong guro at, parang, nagtuturo, parang, ang mga teddy ko... maaari mong palaging, mag-like, mag-email sa [mga guro] o tumawag sa kanila at, parang, kapag ginawa ko ang aking trabaho, kung minsan gusto ko, gusto ko, magpadala ng mga larawan at talagang 'yun,' oh, maganda 'yan sa kanila.

Mahalagang tandaan na ang lahat ng mga salik na ito ay pinagtibay ng paggugol ng oras online – mula sa pakikipag-ugnayan sa mga kaibigan hanggang sa paglalaro hanggang sa pag-aaral ng mga bagong bagay mula sa mga online na tutorial. Sa kabila ng mga paghihirap na naranasan ng ilan sa pamamahala sa dami ng oras na ginugol nila online, at ang panganib ng pagkakalantad sa online na pinsala, ang pagiging online ay maaaring maging mahalagang mapagkukunan ng pakikipag-ugnayan sa lipunan, kaginhawahan, pagtakas at inspirasyon para sa mga bata at kabataan sa panahon ng pandemya.

3. Paano naapektuhan ang buhay sa panahon ng pandemya

3.1 Tahanan at pamilya

Pangkalahatang-ideya

Ang seksyong ito ay nagsasaliksik ng mga karanasan sa tahanan at buhay pampamilya sa panahon ng pandemya, na binibigyang-diin ang hanay ng mga hamon at responsibilidad sa tahanan na nagpahirap sa pandemya lalo na para sa ilang mga bata at kabataan at ang kontribusyon ng mga sumusuportang relasyon at mga gawain ng pamilya sa pagtulong sa mga bata at kabataan na makayanan. Sinusuri din namin kung paano naramdaman ng mga bata at kabataan na naapektuhan sila ng pagkagambala sa pakikipag-ugnayan sa mga miyembro ng pamilya na hindi nakatira sa kanila noong panahon ng pandemya.

Buod ng Kabanata

Mga sumusuportang aspeto ng buhay pamilya Mga hamon sa tahanan Pagkagambala sa pakikipag-ugnayan ng pamilya Pangwakas na pananalita

Mga relasyon sa pamilya Mga aktibidad at gawain ng pamilya Mga tensyon sa pamilya Pagkasira ng relasyon sa bahay  Nakatira sa masikip na tirahan Ang impeksyon ng Covid-19 sa sambahayan Mga responsibilidad sa pag-aalaga Pagkagambala sa pakikipag-ugnayan sa hiwalay na mga magulang Pagkagambala sa pakikipag-ugnayan sa pinalawak na pamilya Pagkagambala sa pakikipag-ugnayan sa pamilya ng kapanganakan para sa mga nasa isang setting ng pangangalaga Pagkagambala sa pakikipag-ugnayan sa mga magulang sa mga setting ng detensyon

Mga sumusuportang aspeto ng buhay pamilya
Sa napakaraming oras na ginugol sa bahay sa panahon ng lockdown, ang pagiging nasa isang ligtas at matulungin na kapaligiran sa tahanan ay mahalaga. Inilarawan ng mga bata at kabataan kung paano naging mas kasiya-siya o mas madaling makayanan ang kanilang karanasan sa pandemya dahil sa pakikipag-ugnayan sa pamilya at pagkakaroon ng mga aktibidad, gawain, at pagdiriwang. Kagiliw-giliw na tandaan na ang mga bata at kabataan ay hindi palaging pinasasalamatan ang kanilang mga magulang para sa paglalagay ng mga aktibidad na ito sa lugar at paggawa ng ilang mga sandali na hindi malilimutan, ngunit malinaw na ang ilan ay nakinabang mula sa mga pagsisikap ng mga nasa hustong gulang na gawing mas positibo ang buhay sa tahanan.

Mga relasyon sa pamilya

Ang paggugol ng mas maraming oras na magkasama bilang isang pamilya ay isang mahalagang aspeto ng karanasan sa pandemya para sa mga bata at kabataan sa iba't ibang edad. Gaya ng na-explore sa itaas, dahil ang ilan ay nakakulong sa bahay nang magkasama ay humantong sa mga tensyon, o nagpalala ng mga tensyon kung saan sila umiiral na. Gayunpaman, ang mga salaysay ng buhay ng pamilya ay nagsasama rin ng mga positibong karanasan, kung minsan ay kabilang sa mga hamon. Sa ilang mga kaso, sinasabing ang pandemya ay naglalapit sa mga miyembro ng pamilya at nagpapatibay ng mga relasyon. Mahalaga ito dahil sa papel na ginampanan ng mga suportang relasyon sa pagtulong sa mga bata at kabataan na makayanan ang panahon ng pandemya. 

“Ngayon alam ko na na mahalaga na makipag-bonding sa iyong pamilya... [sa panahon ng lockdown] marahil ay mas mabilis kaming nag-bonding, higit pa at dahil mas marami kaming ginagawang aktibidad at bagay na magkasama." (Edad 9) "Gustung-gusto kong nasa bahay lang at makasama ang aking ina at ama at mga kapatid. Akala ko ito ay maganda." (Edad 16) "Sa palagay ko bilang isang pamilya, lahat kami ay malapit [bago ang pandemya], ngunit mas malapit kami ngayon; Sa palagay ko mayroon kaming lockdown upang pasalamatan iyon." (Edad 16)

Ang ilan sa mga nakapanayam sa kanilang mga late teenager o twenties ngayon ay sumasalamin na sila ay nagpapasalamat para sa kumpanya ng kanilang pamilya at na ito ay isang espesyal na oras na magkasama.

"I think it definitely made me appreciate just being at home more and enjoying time at home with my parents. Just doing simple things. Not always being busy." (Edad 16) “Siguro dumaan ako sa stage na iyon tulad noong S24 kung saan ayoko makisama sa pamilya ko. Pero dahil wala ka talagang choice, mamasyal ako kasama sila at iba pa. Sa palagay ko oo, naging mas malapit kami bilang isang pamilya." (Edad 17) "Talagang nakipag-bonding ako sa aking ina nang higit kaysa karaniwan kong ginagawa, dahil napilitan ako, kaya ito ay isang magandang bagay." (Edad 18) “Sa aking kapatid na babae at nanay, ito ay higit na dahilan upang gumawa ng higit pang mga bagay na magkasama at oo umupo sa hardin at mag-usap nang maraming oras dahil iyon lang ang magagawa namin… tiyak na pinatibay nito ang aming mga relasyon dahil pakiramdam ko ay muli naming [normal] na tinatanggap namin na nakikita namin sila araw-araw ngunit wala ka talagang oras na magkasama." (Edad 21) "I think, like, we definitely would, like, have dinner together more. Kasi hindi naman talaga namin yun ginawa bukod noong bata pa kami ng kapatid ko... So that was quite nice in that regard to, like, spend time all together as a four of us dahil hindi naman ganoon katagal dahil nasa uni ako sa puntong iyon at bago pa ako pumasok sa uni, matagal na kaming magkasama ng kapatid ko." (Edad 22)

Kahit na may alitan sa pagitan ng magkapatid, naalala ng ilang mga bata at kabataan na masaya pa rin silang gumugol ng mas maraming oras sa isa't isa at maghanap ng mga paraan upang labanan ang pagkabagot nang magkasama.

“Sa tingin ko ito ay talagang mabuti para sa amin dahil tulad ng kahit na nagsimula kami ng mga argumento; parang nag-bonding kami dahil may ginagawa kami.” (Edad 12) "Ako at ang aking kapatid na babae - talagang napunta kami sa chess. Ganito kami nainip. Nagkaroon kami ng chess board at nagsimula kaming maglaro ng laro pagkatapos ng laro." (Edad 15) "We started bingeing stuff, completing games. And it was just really like, again, I felt like [my brother] was my friend now." (Edad 18) "Ako at ang aking nakatatandang kapatid na babae, nagsimula kaming maging mas malapit at... pagiging mabait sa isa't isa. Dahil palagi kaming nag-aaway ngunit kapag nasa bahay kami napagtanto namin ... kailangan naming makipag-usap sa isa't isa at maglaro." (Edad 18) “Masarap magkaroon ng mga kapatid at hindi ko gugustuhing maranasan iyon kung wala sila… may tao sa bahay na makakasama mo at makakasama mo ang kasiyahan.” (Edad 16)

Ang pagkakita ng higit pang mga magulang na nagtatrabaho mula sa bahay o furlough ay binanggit ng ilan bilang isang positibong aspeto ng lockdown (na hindi naranasan ng mga anak ng pangunahing manggagawa).

“Pakiramdam ko, noong lockdown [ang tatay ko na nag-trabaho nang malayo at ako] ay gumugol ng mas maraming oras na magkasama kaya iyon, parang, parang, medyo mas malapit sa oras na iyon dahil, parang, halatang gumugol kami, parang, buong araw na kasama ang isa't isa. (Edad 14) “[Ang aking ama na nasa bahay] ay medyo nagbigay sa akin ng pagkakataong maugnay o gumawa ng isang bono - isang mas malaking bono sa aking ama." (Edad 18) "Sa pangkalahatan kami ay gumugol ng mas maraming oras na magkasama dahil sila nanay at tatay ay nasa trabaho nang marami, kaya medyo maganda na ang lahat ay nandiyan sa lahat ng oras... Dati kaming naglalakad tulad ng araw-araw at tulad ng paglalaro ng mga board game at iba pa. At pagkatapos ay palagi kaming tulad ng isang programa sa TV na pinapanood." (Edad 16) "Ang iyong mga magulang, kung sila ay mga mahahalagang manggagawa tulad ng sa akin, sila ay palaging gumagawa ng kanilang mga trabaho. Wala talagang maraming oras na ginugugol namin na magkasama. Kami ay gumugol ng hapunan at almusal at tanghalian ngunit iyon lang. Naaalala ko na nakaupo ako doon isang araw ... Natapos ko ang lahat ng aking trabaho para sa paaralan at nakaupo lang ako doon habang hinahagis ito ng bola at sinasalo ito nang paulit-ulit hanggang sa makauwi ang aking ina." (Edad 12)

Mga aktibidad at gawain ng pamilya

Ang mga bata at kabataan, ngunit lalo na ang mga nasa elementarya sa panahon ng pandemya, ay inalala ang mga aktibidad ng pamilya bilang isang mahalagang alaala ng pandemya. Naranasan ang mga ito sa mga bracket ng kita at kasama ang paglalaro ng mga board game, pagkakaroon ng movie night, paggawa ng mga sining at sining, pagluluto, pagluluto, at pag-eehersisyo sa Joe Wicks pati na rin ang pagkain nang magkasama. Isang malakas na alaala din para sa ilan ang paglalakad bilang isang pamilya. Kasama dito ang paglalakad sa paligid upang tingnan ang mga larawan ng mga bahaghari na idinikit ng mga tao sa kanilang mga bintana sa panahon ng pandemya bilang simbolo ng pag-asa at suporta para sa National Health Service (NHS). 

“Gumawa kami ng ilang iba't ibang mga bagay at ginamit namin, tulad ng, Foam Clay upang, tulad ng, ilagay ito sa mga ito, tulad ng, clay, tulad ng, mga kaldero at mga bagay at gumawa ng aming sarili, tulad ng, mga hugis at bagay at pagkatapos ay kung minsan ay gusto namin, maghurno o magluto o kung ano sa hapon at mayroong, tulad ng, maraming mga sining at sining at mga bagay-bagay. (Edad 14) “Iniisip ko ang tungkol sa 'oh, mayroon akong napakagandang alaala'... ang isang naisip ko tungkol sa magandang paghihikayat mula sa aking ina ay tulad ng ginawa namin sa online na PE... Joe Wicks... Naaalala ko sa decking ang aking ina ay parang 'halika, kaya mo ito, halika'." (Edad 11) "Minsan sa Covid ginagawa namin ang bagay na ito kung saan tulad ng bawat linggo na gagawin namin, ang taong ito ay pipili kung anong disenyo ng pagkain ang gusto nila at pagkatapos ay gagawin nila kasama ang aking nanay o tatay... at pagkatapos ay gusto naming pumili ng isang bansa, alam mo, tulad ng ginawa ng aking kapatid na babae sa Italya ... [Sa ilang gabi] lahat ay pumili ng isang pelikula. Ilalagay namin ito sa isang sumbrero at pagkatapos ay pipili kami ng isa." (Edad 11) "Ilang beses na gusto namin, inilipat ang sofa sa aking katulad na hardin at gusto naming dalhin ang TV at ilagay ito upang magustuhan ang bangkong ito at pagkatapos ay gusto naming magkaroon ng isang panlabas na gabi ng pelikula." (Edad 12) "Lahat kami ay namamasyal, iyon ang ginawa namin bilang isang pamilya. Literal kaming naglalakad na parang tatlong oras na paglalakad, iyon marahil ang pinaka ginagawa namin... nanood kami ng maraming pelikula, si Joe Wicks... Gusto naming kumain nang magkasama at karaniwan ay hindi kami... Mas marami kaming nakikita sa isa't isa at talagang mas matagal kaming magkasama." (Edad 14) "Palagi kaming naglalakad sa bahaghari at nakikita ang lahat ng bahaghari at gusto naming gumawa ng mga bagong bahaghari araw-araw at gusto naming punan ang aming buong bintana. Dahil sa aming lumang bahay ay mayroon kaming napakalaking bintana sa harap at pupunuin lang namin ito ng lahat ng iba't ibang bahaghari at pagkatapos ay panoorin ang mga tao na dumaan at makita sila." (Edad 11)

Naalala rin ng matatandang bata at kabataan ang mga aktibidad ng pamilya tulad ng paglalakad, panonood ng pelikula, at pagkain bilang isang pamilya. Gayunpaman, magkakahiwalay din sila, lalo na kung mayroon silang sariling mga screen. Nadama ng ilan na ang kanilang pakikipag-ugnayan sa mga miyembro ng pamilya ay talagang limitado dahil lahat sila ay magkasama sa bahay.

“Pakiramdam ko ay lahat kami ay gumagawa lamang ng aming sariling bagay, kahit na ako, ang aking kapatid, at ang aking ama sa ilalim ng isang bubong. Lahat kami ay nasa iba't ibang iskedyul. Nagkita lang talaga kami for dinner.” (Edad 20)  "Sa panahon ng pandemya, maliban sa makatotohanang, naglalakad sa ibaba para sa mga bagay-bagay, hindi kami masyadong nakikipag-ugnayan." (Edad 13)

Para sa mga pamilyang may hardin, minsan ito ay nagiging focus para sa mga aktibidad ng pamilya sa unang lockdown. Kasama sa mga aktibidad sa labas na inilarawan ng mga bata at kabataan ang paglalaro at pag-eehersisyo, pagtatanim ng sarili nilang prutas at gulay, paglubog sa araw, at pagkain sa labas kasama ang kanilang mga pamilya. Na-appreciate ng ilan na masuwerte silang magkaroon ng ganitong espasyo sa labas.

“Ang aking ina ay binigyan kami ng isang post sa netball... dahil lamang ito ay isang bagay na maaari naming makuha sa hardin. Ito ay isang bagay upang mailabas [kami ng aking kapatid na babae]. And I think it was, like, medyo nag-enjoy ako. And I was like, this is really fun... I was really lucky to have the garden.” (Edad 13) “Kapag wala kaming Covid, magkakaroon kami ng mga barbecue sa aming hardin at maglalaro din kami ng kuliglig at football at basketball sa aming hardin." (Edad 10) "Maswerte ako, nagkaroon ako ng magandang bahay na may hardin, napapaligiran ng mga bukid, na may access ako." (Edad 18)

Dapat tandaan na ang mga nakapanayam ay kasama rin ang mga bata at kabataan na walang access sa isang hardin, na malamang na nasa isang urban o suburban setting at sa isang mas mababang kita na sambahayan. Sa ilang pagkakataon, ang kakulangan ng hardin ay inilarawan bilang nagpapahirap sa pandemya. Halimbawa, inilarawan ng isang bata ang paglipat sa kanyang lolo't lola upang magkaroon ng access sa isang hardin, nang nadama ng kanyang ina na nagkasala na sila ay "na-stuck sa isang flat". Gayunpaman, ito ay higit na hindi binanggit ng mga walang hardin at hindi nila pinag-uusapan ang tungkol sa pagkawala - kahit na hindi nila naranasan ang mga positibong aspeto na inilarawan ng mga may hardin.

“Nakatira kami sa isang napakataas na flat... medyo mahirap dahil wala kaming sariwang hangin. Kung gusto namin ng sariwang hangin, ilalabas namin ang aming ulo sa bintana at huminga lang… hindi maganda... walang hardin.” (Edad 13) "Siguro gusto kong magkaroon ako ng hardin ngunit hindi talaga - sa tingin ko ay hindi talaga kami masyadong naapektuhan." (Edad 21)

Sa wakas, binigyang-diin ng mga account kung paano nakinabang ang ilang bata mula sa mga pagsisikap na ginawa upang markahan ang mga espesyal na okasyon sa bahay nang pinigilan sila ng mga paghihigpit sa pandemya sa paglabas. Naalala ng ilang mga bata at kabataan ang mga alternatibong paraan ng pagdiriwang bilang isang pamilya at pagpapahalaga sa mga ito.  

“Dahil hindi kami makakalabas tulad ng para sa kaarawan ng aking ama ginawa namin siya tulad ng araw na ito ng Mexico kung saan nakuha namin siya tulad ng isang poncho at isang sumbrero at ginawa siyang Mexican na pagkain para sa kanyang kaarawan. (Edad 12)  “[Noong kaarawan ko ang tatay ko] ay nag-disco sa aming decking at ito ay, parang, napakaingay kaya lahat ng kalye ay, parang, sumasayaw sa kanilang mga tahanan at kung ano-ano... Talagang masaya, pero, kasi, parang, nakita ko pa rin ang mga kaibigan ko [na pumunta sa ilalim ng hardin] ngunit ang layo lang nila." (Edad 12) "Karaniwan akong may party [para sa aking kaarawan] ngunit sa taong iyon tulad ng aking nanay na gusto niya, naglalakad kami at maraming sasakyan ang nasa dulo ng kalsada at parang lahat ng aking mga kaibigan at pamilya at lahat sila ay nagsasabi ng maligayang kaarawan... Napakasaya. Tulad ng dahil wala akong nakitang sinuman sa isang buwan at ako ay talagang masaya na makita ang lahat." (Edad 14) "Ang mas malawak na pamilya na hindi namin madalas makita... At may mga selebrasyon tulad ng Eid na hindi talaga namin maipagdiwang nang husto at maayos dahil sa mga pag-iingat sa kaligtasan. Kaya nagpadala kami ng pagkain sa mga bahay ng isa't isa." (Edad 15)

Mga hamon sa tahanan

Sa ibaba ay detalyado namin ang hanay ng mga hamon sa tahanan na nakaapekto sa ilang mga bata at kabataan sa panahon ng pandemya. Sinisiyasat namin ang mga tensyon sa pamilya, at kung paano ito mapapalala ng karagdagang hamon ng pamumuhay sa masikip na tirahan.⁵ Sinusuri din namin kung ano ang naramdaman ng mga bata at kabataan na naapektuhan sila nang may nahawahan ng Covid-19 sa sambahayan at ang mga karagdagang hamon sa tahanan para sa mga may responsibilidad sa pangangalaga.

Mga tensyon sa pamilya

Kahit na para sa mga pamilyang naging maayos, ang pagiging stuck sa loob nang magkasama sa panahon ng lockdown ay naalala bilang isang mapagkukunan ng tensyon. Inilarawan ng mga bata at kabataan ang pakiramdam na "nakakulong", "claustrophobic", at "nasa ibabaw ng isa't isa". Ito ay totoo lalo na para sa mga may kapatid, at kahit na kung saan sila ay nasisiyahan sa pagsasama ng isa't isa ang pare-parehong pisikal na kalapitan ay maaaring humantong sa mga pagtatalo. 

"Well, I appreciated the time I got to spend with them. Pero sobrang nakaka-stress." (Edad 17) "Ang pamumuhay kasama ang iyong kapatid sa lahat ng oras, tulad ng, na-stuck sa isang lugar, tulad ng, tiyak na humantong ito sa maraming, tulad ng, mas maraming away kaysa dati." (Edad 17) "Sobrang nagka-butted heads lang [kami ng kapatid ko. Kumbaga, hindi kami magkasundo. Medyo maayos na ngayon pero buong buhay namin hindi kami nagkakasundo. So kapag magkasama kami palagi, parang sa bahay, medyo sobra." (Edad 19)  "Maaari kang maging literal na pinakamahusay na mga buds sa kanila, nagkakaroon ng mga tensyon, at ilang araw ay nawawala ito at ang buong bahay ay napopoot sa isa't isa." (Edad 16)  "Medyo naging stressful [sa bahay] kasi yung nakababatang kapatid ko nung time na yun, parang makulit siya na parang masungit sa school at mga ganyan. Tapos dinala niya pauwi, parang noong naka-lockdown na bawal siya magustuhan kahit pumasok sa school o lumabas at kung ano-ano pa. So, naglalabas siya ng mga bagay-bagay sa bahay na lang. at tulad ng pagwawalang-bahala tulad ng kung ano ang sinabi sa kanya at iba pa… na-stress ang aking ina, at na-stress siya dahil wala rin siyang magagawa, at pagkatapos ay ang aking isa pang kapatid na babae... na masasabi mo na ito ay iniistorbo sa kanya, ngunit hindi rin siya umimik kaya, sa tingin ko ito ay parang nalulumbay talaga ang bahay, ngunit ang lahat ay parang sinusubukan na lumayo sa isa't isa pagkatapos. (Edad 22) "Ang mga tao ay masyadong marami sa espasyo ng mga tao, sa palagay ko, masyadong mahaba." (Edad 21)

Nadama ng ilan sa mga nakapanayam na ang kakulangan ng espasyo sa bahay ay maaaring nagpahirap sa kanila, lalo na kung saan ang magkapatid ay nakikibahagi sa mga silid-tulugan o may kakulangan ng espasyo para maglaro, tapusin ang mga gawain sa paaralan, o magkaroon ng oras na mag-isa. Ang mga kabataan sa panahon ng pandemya ay lubos na nadama ang tungkol sa kawalan ng sariling espasyo.

“Matagal kaming magkasama, nababahala sa isa't isa.” (Edad 12) "Lahat kami ay nasa ilalim ng iisang bahay, wala kaming isang napakalaking, malaking bahay, kaya't ang alam mo lang ay sinusubukan mong magtrabaho, gumawa ng unibersidad, mahusay na gawain sa paaralan mula sa bahay, at malinaw naman pareho sa Zoom, at pareho ng, 'shut up!'" (Aged 21) "Sa tingin ko mas marami kaming nag-away at gusto lang naming magtalo dahil lang sa pagiging malapit sa quarters na parang lahat ng tao, oh, kailangan mo ng space mo minsan." (Edad 19) “Walang mauupuan, tulad ng, kung may nang-aagaw sa iyo, maririnig mo pa rin silang huminga mula sa kabilang silid.” (Edad 21) "Maraming tao ang nagsabi na mayroon silang masyadong maraming oras para mag-isip [sa panahon ng lockdown]. Ngunit dahil may mga batang bata sa aking bahay, mas kaunting oras ako dahil ako ay palaging, hindi ako kailanman nagkaroon ng katahimikan upang mag-isip sa aking isip dahil palaging may nagsasalita." (Edad 18)

Sa mga sitwasyong ito, ang paghahanap ng mga paraan upang mag-ukit ng ilang espasyo ay mahalaga. Inilarawan ng ilang mga bata at kabataan na nasa espasyo ng isa't isa sa pisikal, ngunit lumilikha ng ilang paghihiwalay sa pamamagitan ng pagiging online, o sa pamamagitan ng paggamit ng mga headphone na nakakakansela ng ingay upang ipahiwatig na gusto nilang mapag-isa at hindi makausap.

“Sa palagay ko ay hindi ko gaanong nakausap ang aking mga magulang dahil lahat kami ay nasa iisang bahay, isang maliit na bahay, ngunit ang lahat ay nasa kakila-kilabot na mood... [kami ng aking ina] ay halos hindi nag-uusap sa isa't isa, para lamang dalhan ako ng parang pagkain at kung ano-ano, para pag-usapan ang tungkol sa paaralan, ngunit dahil madalas akong nasa online na mga tawag at parang naka-attach sa aking iPad, hindi ko siya kinakausap." (Edad 18) “Matagal kami sa iisang kwarto kasama ang isa't isa ngunit hindi kami masyadong nakikipag-usap sa isa't isa dahil pareho din kaming online, tulad ng sa sarili naming maliit na bula." (Edad 20)

Ang ilang mga bata at kabataan, lalo na ang mga nasa sekondaryang edad sa panahon ng pandemya, ay nadama na mas nakipagtalo sila sa mga magulang sa panahon ng lockdown. Minsan ito ay sanhi ng paglalagay ng mga magulang ng mga panuntunan at paghihigpit sa kanila, halimbawa ng pagpapakilala ng mga rota para sa paggamit ng mga console ng laro ng mga kapatid o paglilimita sa dami ng oras na ginugol sa mga screen. Nakasentro rin ang mga argumento sa mga gawain at kung gaano karaming gawain sa paaralan ang ginagawa. Naalala rin ng mga bata at kabataan ang mga argumento kung saan ang mga magulang ay naglagay ng mga paghihigpit sa kung sino ang maaari nilang makita sa labas ng bahay o kung maaari silang lumabas, kahit na pinahintulutan sila ng mga pambansang paghihigpit na gawin ito.

“Marahil ay mas nagalit ako sa [aking mga magulang] dahil hindi ako pinayagang gawin ang ilang bagay... Nainis ako... hindi nila ako pinapayagang gawin ang ilan sa mga bagay na gusto kong gawin... tulad ng pagkuha ng Xbox, na mayroon ako ngayon ngunit hindi ko magawa noon dahil hindi nila ako pinapayagan." (Edad 13) "Medyo maraming argumento ang natanggap namin, partikular na ako lang at ang nanay ko tungkol sa pag-alis namin sa paaralan." (Edad 19) "Nagdulot ito ng maraming, tulad ng, ng mas maraming away sa aking ina, dahil mas matagal kaming magkasama. Tulad ng, hindi bababa sa bago siya makakuha, tulad ng, pahinga at ako ay nakakuha ng pahinga kapag ako ay nasa paaralan o sa labas o kung ano ang ginagawa. Ngunit, tulad ng, kami ay medyo magkadikit lang ng higit sa isa't isa... Ako ay, parang, napakagulo, napakagulo, wala akong ayos, kung saan-saan. skin... Palagi lang akong nag-aaway ng nanay ko, parang mga kalokohang bagay.” (Edad 18) "Ngayon [ako at ang aking ina] ay maayos ngunit tulad ng, bago at sa panahon ng pandemya ay palaging tulad ng, alitan, alitan, alitan, alitan, alitan." (Edad 21) "Naaalala ko na ang aking ina ay talagang inis dahil sa unang bahagi siya ay talagang paranoid tungkol sa pandemya sa palagay ko at ako at ang aking ama ay lumabas kami para sa paglalakad ... at siya ay tulad ng, 'Oh aking Diyos paano mo magagawa iyon'?" (Edad 21)

Alam ng ilang bata at kabataan ang mga tensyon sa pagitan ng mga matatanda sa kanilang sambahayan. Mas malamang na mapansin ng mga kabataan sa kanilang mga kabataan noong panahong iyon kung ang pandemya ay nagdulot ng pagkasira sa relasyon ng kanilang mga magulang. Ito ay nauugnay sa pagkawala ng trabaho, mga pinansiyal na alalahanin, at umiiral na mga hamon sa relasyon, pati na rin ang pagtatrabaho mula sa bahay at pagkakaroon ng pagbabahagi ng espasyo sa pamilya. Ito ay maaaring magdulot ng pag-aalala, stress, at kawalan ng katiyakan para sa mga bata at kabataang kasangkot.

"Napaka-tense [ng atmosphere sa bahay. Very, very tense... kasi walang gustong makipag-usap sa isa't isa... because [my mom and her partner] had a really shattered relationship, stressed with everything and we never talked to each other." (Edad 14)

Ang pananaliksik na ito ay nakakuha rin ng mga karanasan ng pag-igting sa tahanan mula sa mga nasa partikular na kalagayan. Ang ilang mga kabataan ay nagbahagi ng mga paghihirap na kanilang naranasan sa panahon ng pandemya kung saan ang kanilang mga pamilya ay hindi sumusuporta sa kanila LGBTQ+ (tomboy, bakla, bisexual, transgender, queer at iba pa). Ito ay mula sa mga karanasan ng hindi maipahayag ang kanilang sarili o makipag-usap nang hayagan sa kanilang mga pamilya, hanggang sa pagiging masungit ng kanilang pamilya sa kanila. Ang mga kabataang ito ay partikular na naapektuhan ng lockdown dahil hindi sila nakatakas sa kanilang kapaligiran sa tahanan at hindi nila ganap na maipahayag ang kanilang sarili o ipahayag ang kanilang sarili sa paraang gusto nila.

“Nang lumabas ako sa [aking ina] ay talagang isang pagalit na kapaligiran ang maupo." (Edad 20)  “Mas gusto kong i-express ang sarili ko sa school kasi I was like away from my parents who weren't like accepting of that, kaya sa school parang walong oras akong malayo sa kanila para mas ma-express ko ang sarili ko, pero obviously since I was like with them all the time now it was just like really put a damper on how I could really express like what I feel about myself.” (Edad 19)  “Hindi maganda ang sitwasyon ng pamilya ko... kaya wala akong kausap sa loob ng bahay ko... Nakulong lang ako sa kwarto ko na parang isang pamilya na hindi ko talaga gusto sa loob ng isang taon na walang nakakausap, at nadudurog na rin ang mental health ko... napagtanto ko lang talaga ng pandemya kung gaano ko talaga kagusto ang pamilya ko at kung saan ako nakatira noon.” (Edad 19)  “Yung mga kaibigan ko na kilala ko sa uni, parang sila, cool, pero sa bahay parang, hindi cool, you know what I mean... don't get it twisted, like home is fine, pero parang medyo restraining, alam mo ba kung ano ang ibig kong sabihin dahil again, or especially with identity, coming from like a religious conservative background and identity, it doesn't really match together, so until I just have to open it back up to door again.” (Edad 22)

Sinaliksik din ng pananaliksik na ito ang mga karanasan ng mga bata at kabataan na sa isang setting ng pangangalaga sa panahon ng pandemya, na kung minsan ay inilarawan ang nakakaranas ng mga tensyon sa mga nakasama nila. Isang bata ang nagmuni-muni na pakiramdam niya ay nakulong siya sa bahay kasama ang kanyang kinakapatid na pamilya at nadama na wala siyang pagtakas mula sa kapaligirang iyon, lalo na dahil wala siyang telepono sa simula ng lockdown upang kumonekta sa iba.

“Wala akong telepono noon, kaya napakahirap makipag-usap sa mga kaibigan... Sa tingin ko ay medyo malaki at maimpluwensyahan [ang pandemya] sa akin dahil hindi ko talaga kayang makipag-usap o makipag-usap sa mga tao... Hindi ako makapag-aral, kaya oo, napaka-trap sa bahay... Patuloy lang ang pag-igting at pagiging stuck sa [aking foster careers] ay nagiging mas malala pa sa kanila dahil hindi ko kaya. Kaya't ang pagiging nariyan sa lahat ng oras ay hindi ang pinakamahusay. (Edad 17)

Inilarawan din ng ilang kabataang nakapanayam na nasa mga tahanan ng mga bata sa panahon ng pandemya na nakakaranas sila ng mga tensyon kasama ang iba pang kasama nila sa panahon ng lockdown, lalo na dahil sa lahat ng nakakaramdam ng pagkabagot at pagkabigo sa sitwasyon. Inilarawan din ng isang kabataan kung gaano kahigpit ang pagpapatupad ng mga regulasyon sa pandemya sa kanyang tahanan at ang kanyang pagkadismaya sa hindi niya magawang pag-alis sa bakuran.

"[Mayroong] napakaraming interpersonal, tulad ng, conflicts din sa tahanan na iyon. At sa tingin ko ang isang malaking bahagi nito ay dahil sa Covid. Ang mga tao ay walang magawa kaya ito ay lumikha lamang ng maraming pagkabagot, na pagkatapos ay ipapakita sa ibang mga tao. At pagkatapos ay subukan at simulan ang mga bagay na makakapuno lamang ng kanilang oras dahil wala silang mas mahusay na gawin." (Edad 19)  "Talagang nainis ako ng maraming beses. Okay lang pero kami, parang, kahit yung bahay na tinitirhan ko, yung tirahan kasama ng mga bata, kasama yung ibang babae, parang, magsasawa kami tapos magsisimula kami, parang, guluhin ang buhok ng isa't isa." (Edad 20)  “Dahil nakatira ako sa isang residential home kailangan naming sundin ang mga alituntunin nang mas mahigpit kaysa sa sinumang iba pa dahil muli ang mga alituntunin sa mga residential home ay 'sumunod sa mga alituntunin ng gobyerno' at hindi sila sasalungat sa kung ano ang sinasabi ng gobyerno... Kahit na ang iba ay pinahintulutan sa 10 minutong paglalakad, hindi kami... Napakahigpit ng mga gamit sa tirahan." (Edad 20)

Pagkasira ng relasyon sa bahay

Sa ilang mga kaso kung saan ang mga bata at kabataan ay nakaranas ng mga paghihirap sa tahanan sa panahon ng pandemya, inilarawan ito bilang humahantong sa pagkasira ng mga relasyon sa pagitan nila at ng mga matatanda sa sambahayan. Inilarawan ng isang kabataan sa foster care kung paano pinalala ng pag-ipit sa loob kasama ang kanyang foster family ang mga kasalukuyang tensyon at nasira ang pagkakalagay. Sinuportahan siya noon ng panlipunang pangangalaga ng mga bata upang lumipat sa semi-independiyenteng pamumuhay ngunit inilarawan na mahirap manatili sa kanyang foster home habang hinihintay ito.

“Tiyak na, parang, basta, parang, hinaplos tayo sa maling paraan, sa palagay ko, at parang parang dayami na nabasag ang likod ng kamelyo. Sa tingin ko ay papunta na kami sa direksyon na iyon ngunit sa palagay ko kung hindi kami natigil sa bahay na magkasama sa lahat ng oras ay malamang… hindi sana… maaaring mag-iba ang pagtatapos kung hindi bagay ang Covid… Ito ay isang mahabang proseso [pag-alis]… parang, kapag naisip ko, dalawang buwan na nakatira kasama ang mga tao kung saan, parang, hindi ka – parang, sila ang iyong pamilya ngunit hindi ka na pamilya ay medyo malungkot at nakaka-trauma... Ako, parang, nakipag-usap sa mga serbisyong panlipunan tungkol sa pagpunta sa therapy hindi dahil sa malungkot ako ngunit dahil pakiramdam ko kapag marami kang napagdaanan na mga traumatikong bagay at talagang na-lock ng utak mo ang mga bagay na iyon.” (Edad 20)

Inilarawan ng isa pang bata kung paano naapektuhan ng pandemya ang kanyang relasyon sa kanyang ina at stepdad sa iba't ibang paraan, kabilang ang mga hindi pagkakasundo sa maling impormasyon sa Covid-19, na humantong sa kanya upang tuluyang maputol ang pakikipag-ugnayan.

“Kaya noong panahon ng pandemya, parang ako at ang tatay ko [nagsasama-sama], at pagkatapos ay tulad ng split custody sa pagitan ko at ng tatay ko, ako at nanay ko, pero medyo naging kakaiba ang nanay ko... Nagkaroon ng matinding bali sa pagitan ko, mama ko, at stepdad ko, dahil sa Covid... Marami kaming hindi napagkasunduan tungkol sa Covid... Gumugugol ka ng napakaraming oras para sa mga miyembro ng pamilya mo na talagang naiintindihan mo ang mga bagay-bagay. to a big realization of like how much I preferred living with my dad over living with my mum... Noong panahon ng Covid parang ang [aking stepdad] ay naniniwala lang sa napakaraming conspiracy theories... tapos gusto niyang subukang sabihin na mali ang opinyon mo, dahil sinabi ng mga politiko niya ang x, y, at z, parang, sa puntong iyon, naramdaman niya na ang kanyang opinyon ay mas wasto o mas tama kaysa sa akin, kaya mas alam mo ang kanyang opinyon habang ako ay mas may kaugnayan sa aking opinyon, kaya mas alam mo ako, ang aking opinyon kaysa sa, tatay ko. ang aking ina ay dahan-dahang nagsimulang kumupas, na talagang natuloy pagkatapos ng Covid... Hindi ko siya nakita sa loob ng dalawang taon... Sa palagay ko, napakaraming pagkabigo na parang nakulong sa loob ng bahay, alam mo na, sinasaktan ang mga miyembro ng pamilya." (Edad 17)

Ang ilan sa mga nakapanayam ay nakaranas ng paghihiwalay ng kanilang mga magulang sa panahon ng pandemya. Ang mga nasa kanilang mga kabataan noong panahong iyon ay alam kung minsan ang mga pangyayari sa pandemya na nag-aambag sa kanilang paghihiwalay. Ang Lockdown ay maaari ding maging mas mahirap para sa kanilang mga magulang na manirahan nang hiwalay sa kabila ng pagkasira ng relasyon, na partikular na mahirap sa mas maliliit na tirahan o masikip na tirahan. Sinasalamin nito na ang mga tensyon sa loob ng mga sambahayan sa panahon ng pandemya, sa ilang mga kaso, ay humantong sa mga pangmatagalang pagbabago sa mga sambahayan, pamilya, at dinamika.

Ang aking mga magulang ay dumaranas ng tulad ng paghihiwalay noong panahong iyon... kaya't iyon ay medyo nakakabagabag... [Sa mga tuntunin ng mga pagbabago sa mga relasyon sa pamilya, walang anumang] positibong mga bagay... tulad ng aking sitwasyon sa pamilya na lumalala para sa aking mga magulang." (Edad 21) “Kaya noong panahong nakatira ang nanay at tatay ko sa iisang bahay... Pero hiwalay sila, kaya mahirap talaga iyon... sa magkahiwalay na kwarto at kung ano-ano... nasa iisang bahay sila, pero hindi sila nagsasalita.” (Edad 22)“Kaya noong panahong nakatira ang nanay at tatay ko sa iisang bahay... Pero hiwalay sila, kaya mahirap talaga iyon... sa magkahiwalay na kwarto at kung ano-ano... nasa iisang bahay sila, pero hindi sila nagsasalita.” (Edad 22)

Nakatira sa masikip na tirahan

Kasama sa pananaliksik na ito ang mga panayam sa mga bata at kabataang naninirahan masikip tirahan sa panahon ng pandemya. Kasama sa mga nakapanayam sa masikip na tirahan ang mga bata at kabataan na karapat-dapat para sa libreng pagkain sa paaralan, sa pakikipag-ugnayan sa pangangalagang panlipunan ng mga bata at sa pakikipag-ugnayan sa mga serbisyo sa kalusugan ng isip. Bilang karagdagan, ang ilang mga bata at kabataang nakatira sa masikip na tirahan ay mga umaalis sa pangangalaga o mga naghahanap ng asylum. 

Ang mga indibidwal na karanasan ay iba-iba depende sa partikular na mga pangyayari ngunit dapat tandaan na ang mga hamon ng masikip na tirahan ay kadalasang nararanasan kasama ng iba pang mga paghihirap sa panahon ng pandemya. Kabilang dito ang mga hamon na inilarawan na, gayundin ang pagharap sa sakit, pangungulila, o pagtatanggol. Ang pagiging nakakulong sa isang masikip na sambahayan sa panahon ng lockdown ay nagpatindi din ng mga umiiral na tensyon o stress sa loob ng sambahayan at naging dahilan upang mas mahirap harapin ang mga bagong hamon ng pandemya para sa grupong ito. Sinasalamin nito ang tambalang epekto ng pagdanas ng maraming hamon nang sabay-sabay.

"Sasabihin ko na ang [lockdown at nakatira sa isang masikip na lugar kasama ang pamilya] ay talagang nakaapekto sa aking mga relasyon sa aking pamilya... [nang wala ito] kung ako ay nasa isang lugar na hiwalay sa aking pamilya ay hindi magkakaroon ng ganoong uri ng panggigipit sa aming relasyon." (Edad 20)

Itinampok ng mga bata at kabataan ang kahalagahan ng pagkakaroon ng sariling silid, kahit na masikip ang sambahayan. Nadama nila na nakatulong ito sa pagkakaroon ng puwang na maaari nilang urong upang ma-decompress at magkaroon ng privacy. Ipinaliwanag ng mga walang sariling silid na sa palagay nila ay mas madali nilang makayanan ang pandemya, at ang kanilang mga kalagayan sa buhay sa pangkalahatan, kung mayroon silang pribadong espasyo.

"Bago [tumira sa kung saan ako nakatira noong panahon ng pandemya], mayroon talaga akong, tulad ng, sa pangkalahatan, mayroon akong sariling silid... Papasok ako mula sa paaralan man ito o trabaho o kung ano pa man, alam mo ba? Pumasok ka at medyo magpahinga, medyo may oras para mag-isip... Wala akong sariling lugar." (Edad 22)

Inilarawan ng mga nakatira kasama ang pamilya sa masikip na mga kondisyon sa panahon ng pandemya na ang mga tensyon sa tahanan sa pagitan ng mga miyembro ng pamilya ay mas malala kapag ang mga bata at kabataan o kanilang mga magulang ay nasa ilalim ng stress, o ang tahanan ay hindi pakiramdam na isang ligtas o nakakarelaks na lugar. Nagsalita ang isang kabataan tungkol sa mga hamon ng maraming miyembro ng pamilya na nagbabahagi ng mga silid-tulugan at kung paano pinalala ng siksikang sitwasyon sa pamumuhay na ito ang iba pang mga hamon, kabilang ang stress tungkol sa pananalapi. Ang sitwasyon ay higit na ginawang hamon dahil ang pang-aabuso sa tahanan sa pagitan ng mga magulang ay nagaganap sa loob ng isang masikip na sambahayan. Ipinaliwanag ng kabataang ito na ang pangangalaga sa lipunan ay naalerto sa pag-uugali ng kanyang ama sa simula ng pandemya, ngunit wala siyang ibang matitirahan, kaya ang parehong mga magulang ay patuloy na nakatira sa parehong bahay nang magkasama.⁶

“Ang pinakamalaking kwarto, [ay kung saan] [natutulog] ang mama ko at ang dalawa kong kapatid, kadalasan. [At lumalala ang mga pangyayari sa bahay] Sa tingin ko kasi [ang aking mga magulang] ay napilitan lang na manatili [sa loob]. Sa palagay ko, ang tatay ko ay sanay na lumabas. … Ayaw niya talagang sundin ang mga alituntunin dahil parang siya, alam mo na, sawa na siyang manatili sa bahay. … pamahalaan iyon. At sinusubukan din na mag-apply para sa mga bagay tulad ng, alam mo, furlough... Maraming mga argumento tungkol sa, alam mo, pera at mga bagay-bagay. (Edad 18)

Ang sobrang sikip na mga kondisyon ay direktang nauugnay sa pagbaba ng kalusugan at kalusugan ng isip sa panahon ng pandemya ng ilang mga bata at kabataan, na nahirapan sa kakulangan ng espasyo at privacy, kasama ang hindi makita ang mga kaibigan o gumawa ng mga aktibidad na kanilang kinagigiliwan. 

"Sasabihin ko sa ilang mga punto, malamang na na-depress din ako... Talagang na-depress lang ako at, parang, nalulungkot lang... nasa isang, alam mo, talagang, parang, maliit na espasyo, claustrophobic space." (Edad 22) "Minsan parang claustrophobic ako." (Edad 12) "Na-frustrate [ako] dahil wala akong sariling space. Hindi ako makalabas at makita ang mga kaibigan ko, hindi ko alam kung ano ang ginagawa ko sa buhay ko." (Edad 22)

Sa ilang pagkakataon ang mga nakapanayam ay nagbabahagi ng mga puwang sa mga taong hindi pamilya at kailangang umangkop sa mga paghihigpit sa pandemya sa kontekstong ito. Isang care leaver na lumipat sa tirahan para sa semi-independiyenteng pamumuhay sa panahon ng pandemya ay inilarawan ang kanyang kahirapan sa pag-navigate sa mga mahigpit na alituntunin tungkol sa kung paano at kailan niya magagamit ang mga shared facility.

"Upang magamit ang kusina, kailangan naming tumawag at [kung] may gumagamit nito hindi mo magagamit ang kusina. At ganoon din sa paglalaba kung kailangan mong maglaba at may nakapasok sa kanila. At kailangan mong maghintay na matapos sila." (Edad 20)

Kung saan ang mga bata at kabataan ay nasa masikip na tirahan at may mga karagdagang mahirap na sitwasyon na dapat harapin, tulad ng salungatan sa pagitan ng mga magulang, kahirapan sa pananalapi, sakit sa pamilya, o pangungulila, ang epekto sa kagalingan ay tila mas matindi. Inilarawan ng mga nakapanayam ang mga damdamin ng pagkabalisa, galit, o pagkabigo, na pinatindi ng kakulangan ng personal na espasyo.

"Iyon ay, tulad ng, napakahirap na magkaroon ng aking ina, ang aking auntie, ang aking tiyuhin; ang aking kapatid na lalaki ay nandoon din at ang aking pinsan. Kaya ito ay isang napakaraming lugar. Ito rin ay napaka, tulad, sa emosyonal na pag-drain sa uri ng mga bagay tulad ng mga bagay sa pamilya. Kaya natapos ako, parang, nagkakaroon ng pagkabalisa... Ako ay labis na nalungkot ng maraming oras... Sinisigurado, tulad ng, ang aking silid ay malinis na kami ay ginamit. to that before Covid but at least before Covid nakakalabas ako ng bahay kahit konti Sa panahon ng Covid hindi ako makaalis. (Edad 19)

Dapat pansinin, gayunpaman, na mayroon ding mga piling pagkakataon kung saan nadama ng mga bata at kabataan na ang karanasan ng pagsasama-sama at pagbabahagi ng masikip na mga tirahan ay hindi partikular na mahirap para sa kanila at naging mas malapit pa ang pamilya. 

"Medyo masikip, I guess you could say. So medyo naka-lockdown... I share a room with both of [my siblings]. We've always have this house. So I guess it's what we used to... It is crapped, but we don't know anything else... I've shared a room with them my entire life." (Edad 15) “Natatandaan ko na napakasikip… ang bittersweet dahil ang ibig sabihin noon, noong panahon ng Covid, naging malapit ako sa mga kapatid ko dahil halatang iisang kwarto kaming lahat… sa kabilang banda, nakakadismaya, dahil kahit anong pagtatalo namin, walang puwang para i-defuse ito, na parang walang privacy… na naninirahan sa ibabaw ng isa’t isa… Salamat dahil talagang nauukol ako sa aking pamilya at nananatili ako doon para sa aking pamilya. sobrang saya, maganda pa rin ang oras... Araw-araw kaming nag-dinner, magkasama kaming nag-lunch araw-araw, nag-almusal kami, nagsasama-sama kaming lahat ng pagkain araw-araw, naging malapit lang kami bilang isang pamilya.” (Edad 22)

Ang impeksyon ng Covid-19 sa sambahayan

Ang Covid-19 sa sambahayan ay nakaapekto rin sa buhay tahanan para sa mga bata at kabataan (ang mga karanasan nito ay ginalugad din sa Mga pamilyang mahina sa klinika, at ang mga karanasan ng pagkakaroon ng sakit sa Covid-19 at ng mga post-viral na kondisyon ay ginalugad sa Kalusugan at kagalingan. Ang mga karanasan sa pangungulila ay sinasaklaw din nang hiwalay Pangungulila.)

Ang mga karanasan ng mga bata at kabataan sa Covid-19 sa sambahayan ay binanggit sa mga panayam na may kaugnayan sa buhay pampamilya sa mga pagkakataon kung saan ang karanasan ay nakababahala o nakakatakot. Inilarawan ng mga bata at kabataan ang takot tungkol sa epekto ng sakit sa mga miyembro ng sambahayan, lalo na kapag ang mga miyembrong ito ay mahina o kapag nakaranas sila ng isang tao sa bahay na napakasama ng pakiramdam sa Covid-19. Ang takot na ito ay bukod pa sa pag-aalala tungkol sa pagkahawa mismo ng Covid-19. Ibinahagi ng isang bata kung gaano siya nalungkot noong nasa ospital ang kanyang ama na may Covid-19.

"I was getting really stressed... I didn't really thought that [my dad] will come out [of hospital] for long time and then he didn't really come out for a long time so then that made me sad kasi then I thought it will take a lot of years. And then what if he passed away?" (Edad 11)

Ang mga bata na nasa elementarya sa panahon ng pandemya ay partikular na naalala ang pag-aalala tungkol sa pagkakaroon ng pag-iisa sa sarili at pakiramdam na malungkot at nalilito tungkol sa hindi pakikipag-ugnayan sa ibang mga miyembro ng sambahayan. Ang mga karanasang ito ay mas mahirap kapag ang mga miyembro ng sambahayan ay kailangang maghiwalay, ngunit kailangang gumamit ng mga shared space (isang banyo, halimbawa).

“Nagkaroon ng Covid ang buong pamilya ko, pero hindi ako… Medyo humiwalay ako sa kanila dahil ako lang ang walang Covid at may Covid sila kaya dapat nasa mga kwarto muna kami… Hindi maganda dahil hindi ka talaga nakakausap ng kahit kanino… kailangan mo lang silang literal na tawagan o i-text para lang makausap sila.” (Edad 10)  “Mahirap i-isolate na may anim sa bahay, parang nahuli ng kapatid ko at hindi namin nahuli tapos inalis niya tapos nahuli kami ng iba... parang, pabalik-balik sa amin... Hindi namin magawang [mag-isolate] kasi sobrang daming gagawin. Pero lagi kaming parang [isang bote ng] kung anu-ano, naglilinis kami para doon. sa banyo at buksan lang ang mga bintana sa lahat ng oras.” (Edad 19)

Ang Covid-19 sa sambahayan ay may partikular na epekto sa mga bata at kabataan kapag nagkasakit ang pangunahing tagapag-alaga. Pati na rin ang pag-aalala tungkol sa kanilang pagkakaroon ng sakit, ito ay nagkaroon din ng mas malaking epekto sa pang-araw-araw na buhay at mga kasalukuyang gawain. Binanggit ng ilan sa mga nakapanayam na kailangang gampanan ang mga responsibilidad at gawain sa pangangalaga kapag nangyari ito.

Para sa mga nasa masikip na tirahan, ang kakulangan ng espasyo ay naging mahirap na pamahalaan ang mga inirerekomendang hakbang sa pag-iisa sa sarili kapag may nahuli sa Covid-19. Naalala ng ilan ang mga taong gumagamit ng mga silid sa magkahiwalay na oras o paglipat ng mga silid (hal. ang kapatid na balon na natutulog sa silid ng kanilang mga magulang) upang ang taong may sakit ay malayo sa iba. Gayunpaman, may mga sitwasyon kung saan ang paghihiwalay na ito ay hindi posible. Ito ay partikular na nakababahalang kapag ang isang miyembro ng pamilya ay clinically vulnerable, at ang kakulangan ng espasyo ay nagpahirap sa kanila na protektahan sila mula sa taong may sakit.

"Sa isang punto nahuli ng tatay ko si Covid, kaya parang natutulog siya sa isang silid at pagkatapos ay ang aking ina at ang aking kapatid na lalaki ay matutulog sa parehong silid na katulad ko, na parang kakila-kilabot dahil ako ay tulad ng isang tinedyer, at pagkatapos ay nagkaroon ako ng aking ina at tulad ng sa akin, sa tingin ko ito ay pitong taong gulang na kapatid na lalaki sa oras na nakatira lamang sa parehong silid na kasama ko at ito ay kakila-kilabot." (Edad 19) "Ilang beses akong nagkaroon ng Covid... grabe, hindi ako makalapit sa kanya, kaya dapat magkahiwalay kami ng kwarto. Kung bababa ako, [ang limang taong gulang kong kapatid na may leukemia] ay kailangang pumunta sa ibang kwarto, kaya mahirap." (Edad 16)

Mga responsibilidad sa pag-aalaga

Kasama sa pananaliksik na ito ang mga panayam sa mga bata at kabataan na nagkaroon mga responsibilidad sa pangangalaga sa panahon ng pandemya. Ang ilan ay nagkaroon umiiral na mga responsibilidad sa pangangalaga bago ang pandemya at ibinahagi kung paano ito maaapektuhan ng lockdown at shielding, na nagpapataas ng bigat ng responsibilidad na nararamdaman ng ilang bata at kabataan. Ang ilan ay tumagal bagong mga responsibilidad sa pangangalaga sa panahon ng pandemya. Ito ay dahil ang mga nasa hustong gulang ay masama ang pakiramdam at inalagaan nila ang nasa hustong gulang at/o iba pang miyembro ng pamilya habang sila ay may sakit. Ang ilang mga bata at kabataan ay kumuha din ng mga responsibilidad sa pag-aalaga para sa mga nakababatang kapatid kapag ang mga magulang ay kailangang magtrabaho.

Kasama sa mga dati nang responsibilidad sa pangangalaga ng mga bata at kabataan ang pagsuporta sa mga magulang, lolo't lola, at kapatid. Inilarawan ng mga nakapanayam kung paano nila naramdaman na ang mga responsibilidad na ito ay naapektuhan ng mga paghihigpit sa pandemya at pag-lock sa iba't ibang paraan. Sa ilang mga kaso, nagbago ang gawain at ang dami ng oras na ginugugol sa pag-aalaga sa mga kapatid ay tumaas kasama ng lahat sa bahay sa loob ng linggo. Inilarawan ng isang bata ang pagkakaroon ng karagdagang responsibilidad sa pagtulong sa kanyang ina na dumalo sa mga online na medikal na appointment para sa kanyang kapatid, dahil ang kanyang ina ay hindi kumpiyansa na gumagawa ng mga video call sa kanyang sarili.

"Mas marami akong ginawang pag-aalaga kaysa sa ginawa ko noong panahon ng pandemya... Kailangan kong alagaan ang [kapatid ko] nang higit pa at tulad ng panatilihin siyang distracted at lahat ng bagay. Maganda ito dahil nakasama ko siya, ngunit nakakapagod din." (Edad 14)

Ang mga miyembro ng pamilya sa labas ng sambahayan ay hindi makabisita ay humantong sa mga pagkakataon ng mga bata at kabataan na kailangang gumawa ng higit pa. Halimbawa, naalala ng isang bata na gumugol sila ng mas maraming oras kaysa karaniwan sa kanyang lola dahil hindi nakarating ang kanyang mga tiyuhin, habang inilarawan ng isa pang kabataan na naapektuhan siya nang hindi makauwi ang kanyang kuya upang tumulong sa pag-aalaga sa kanilang ina.

"Nagkaroon ng depression at anxiety [ang aking ina] mula pa noong bata pa ako. Ang aking kapatid na lalaki ang hahawak sa karamihan ng pag-aalaga at mga responsibilidad noong bata pa ako, malinaw naman, dahil walong taon siyang mas matanda sa akin. Ngunit dahil hindi siya nakatira sa bahay noong nagsimula ang mga paghihigpit sa Covid, hindi siya legal na makakauwi. Kaya medyo nahulog ito sa akin... Sa tingin ko ang pinakamalaking pagbabago ay ang pagiging hindi makauwi ng aking kapatid tuwing katapusan ng linggo at malamang na hindi ako makakauwi ng aking kapatid sa panahon ng pandemya. na alisin ang ilang pasanin sa akin." (Edad 21)

Ang pagiging responsable sa pamimili sa bahay ay nangangailangan ng partikular na pagsisikap sa panahon ng lockdown. Naalala ng mga bata at kabataan ang karagdagang oras na kinuha nito, lalo na kung kailangan nilang bumisita sa iba't ibang mga tindahan upang maghanap ng mga supply o kung kailangan din nilang i-disinfect ang pamimili upang maprotektahan ang isang miyembro ng pamilya na nagsasanggalang.

“Bago ako makalibot, alam mo, sumakay ng bus papuntang Asda at makauwi … kailangan mong maglakbay, tulad ng, hanggang ngayon sa isang bus [para sa toilet roll]… napakahirap.” (Edad 18) "Ako ang gumagawa ng lahat ng pamimili. Napakahirap makakuha ng mga slot ng paghahatid ng pagkain. Naaalala ko. Dahil iyon ang unang bagay na naiisip mo. Ikaw ay parang, aba, ako ang maghahatid nito. Pero pagkatapos ay lahat ng tao ay nagkaroon ng parehong ideya kaya literal na hindi ka makakapag-book ng isang slot. Kaya't sa wakas ay kukuha ako ng taxi sa supermarket, Tesco o kung saan man, at dinala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay sa labas, at dinadala ang lahat ng bagay at ibalik ang lahat ng bagay. (Edad 21)

Inilarawan ng ilan ang epekto ng sobrang oras na ginugol sa pag-aalaga sa mga tuntunin ng pagkakaroon ng mas kaunting oras sa kanilang sarili; kabilang ang oras upang sundin ang mga aralin o gumawa ng mga gawain sa paaralan, bagaman hindi nila nakita ang kanilang sarili bilang nasa likod ng kanilang mga kasamahan dahil sa mga responsibilidad sa pangangalaga. Itinatampok nito ang pagkakaiba sa kanilang karanasan sa pandemya kumpara sa ibang mga bata at kabataan na nababato sa kanilang sarili at nahaharap sa "walang laman na oras" na walang gaanong gagawin sa panahon ng lockdown.

“Wala akong gaanong kalayaan, hindi dahil marami akong kalayaan ngunit, sa lahat ng oras kailangan kong gumawa ng isang bagay para sa isang tao o tumulong dito o gumawa ng isang bagay doon… [Nadama ko] na pinaghihigpitan at medyo pagod.” (Edad 22)  "At ang uri ng [pangangalagang responsibilidad] na iyon ay nangangahulugan na wala talaga akong oras para magpahinga." (Edad 14)

Ang pangunahing tema sa mga may patuloy na responsibilidad sa pangangalaga ay ang karagdagang emosyonal na epekto ng pag-aalaga sa mga mahal sa buhay sa panahon ng pandemya. Ang ilan ay nasanay na sa pag-aalaga sa isang miyembro ng pamilya na may clinically vulnerable, ngunit ngayon ay kailangang harapin hindi lamang ang responsibilidad na iyon kundi pati na rin ang takot na ang kanilang mahal sa buhay ay magkasakit nang malubha ng Covid-19. Ito ay higit pang ginalugad sa Mga pamilyang mahina sa klinika.

"[Ang nagbago sa panahon ng pandemya ay] napagtanto na okay, talagang may banta sa buhay ng aking kapatid na babae." (Edad 20) "Talagang natakot ako para [sa aking ina]. Natakot ako para sa lahat." (Edad 18)

Inilarawan ng ilan sa mga nakapanayam ang pakiramdam ng mas malaking bigat ng responsibilidad kaysa dati kapag nag-aalaga sa mga miyembro ng pamilya na may kahirapan sa kalusugan ng isip. Kung saan mas mahirap para sa kanila na ma-access ang suporta sa panahon ng pandemya (parehong mula sa mga serbisyo sa kalusugan ng isip at mula sa pakikipagkita sa mga kaibigan at pamilya), nagdulot ito ng karagdagang stress sa bata o kabataan dahil hindi naibahagi ang responsibilidad. Nadama din ng ilan na ang karanasan ng lockdown ay nakaapekto sa kalusugan ng pag-iisip ng kanilang mahal sa buhay, na nagdagdag sa pakiramdam ng stress para sa mga bata at kabataang ito.

"Alam kong nahirapan talaga ang kalusugan ng isip [ng aking ina]… Sa palagay ko ay mas mahirap din ito dahil... tulad ng, kapag nahihirapan siya sa kanyang kalusugan sa pag-iisip at kailangan ko siyang ipa-appointment sa GP sa telepono at hindi niya natatanggap ang harapang pangangalaga at hindi siya nakakabasa ng wika ng katawan. Parang hindi siya kumonekta sa sinumang tao... Pakiramdam ko ay mas inaalis ko ang responsibilidad niya sa kanyang magulang... Pakiramdam ko ay mas inaalis ko ang kanyang responsibilidad bilang magulang... upang harapin ang kanyang sariling kalusugang pangkaisipan." (Edad 21)  “Sa tingin ko, kung ang pandemic ay hindi nangyari at [ang kapatid ko] ay hindi natigil... parang siya lang ang nag-iisa gaya ng sa kanyang telepono, masyado siyang nahuhumaling sa teknolohiya... ngayon ay nag-club siya, marami siyang dapat gawin, ngunit hindi na niya nagawa ang mga iyon, kaya napinsala ito sa kanyang routine] [na nakaapekto sa kanyang mental health].”  (Edad 12)

Dahil sa dagdag na stress na ito, inilarawan ng ilan sa mga nakapanayam na nawawala ang kaluwagan na karaniwang ibinibigay ng paaralan, at ang pagkakataong gumawa ng isang bagay maliban sa pag-aalaga. Binibigyang-diin nito ang kahalagahan ng paaralan hindi lamang bilang isang lugar upang matuto, kundi bilang isang mapagkukunan ng suporta at pahinga. Habang ang ilan ay nakahanap pa rin ng oras upang gawin ang mga libangan sa bahay, o upang gumugol man lamang ng oras sa kanilang sarili upang makapagpahinga, nadama ng iba na kahit na ito ay mahirap.

“Ako mayroon, tulad ng, para sa karaniwang karamihan ng aking buhay ay naging, tulad ng, ang tagapag-alaga... Kaya noong nasa paaralan ako ay parang isang napakalaking pahinga mula doon. Dahil hindi ko talaga ma-switch off iyon sa bahay sa anumang paraan, hugis, o anyo.” (Edad 18) "Ang paaralan ang oras ko para magkaroon ng mga libangan. Pumapasok ako sa halos lahat ng club pagkatapos ng paaralan dahil parang pinaalis ako sa bahay. Anumang bagay na nagpapaalis sa akin ng bahay." (Edad 18)

Ang mga bata at kabataan na dating nagbibigay ng suporta para sa isang miyembro ng pamilya na hindi nakatira sa kanila ay naapektuhan din ng mga paghihigpit sa pandemya. Ang ilan ay tumigil sa pagbisita sa kanilang kamag-anak sa panahon ng lockdown, o maaari lamang maghatid ng pamimili para sa kanila. Pati na rin ang pagkawala ng kanilang kamag-anak, naalala ng ilan na nag-aalala sa kanila. Nagpatuloy ang ilang pamilya sa pagsuporta sa isang kamag-anak sa ibang sambahayan – inilarawan ng isang kabataang pumunta pa rin sa bahay ng kanyang lola upang tulungan siya sa pagitan ng mga shift ng tagapag-alaga at iniisip kung ano ang kanyang sasabihin kung pipigilan siya ng pulis. 

“AkoSobrang close ko sa lola ko. Siya ay may Parkinson's. Napakahirap na hindi siya nakikita araw-araw. Ang pinakanakakatuwang bagay ay isang pinto lang ang kanyang tinitirhan... Palagi kaming nagsusumikap na, alam mo, puntahan siya, bihisan siya, paliguan siya, kung kailangan niya ng anumang pagkain at mga bagay na tulad niyan. Kaya mahirap na hindi siya makita." (Edad 21)  “Kailangan pa naming alagaan ang aking yaya... kung sinuman, kung hahatakin ako ng mga pulis ay kailangan kong sabihin na 'Hindi ako uuwi dahil kailangan kong pumunta at alagaan ang aking yaya, sorry'." (Edad 20)

Kinuha ng mga bata at kabataan bagong mga responsibilidad sa pangangalaga sa panahon ng pandemya kung kailan ang mga nasa hustong gulang sa sambahayan ay masama ang pakiramdam (kabilang ang may Covid-19) at kinailangan nilang alagaan sila. Ang ilan ay gumanap din ng papel sa pag-aalaga sa natitirang bahagi ng sambahayan kapag ang pangunahing tagapag-alaga ay masama, tulad ng pagluluto, paglilinis, pag-aalaga sa mga nakababatang kapatid, at pagtulong sa mga nakababatang kapatid na dumalo sa mga online na lesson o gumawa ng mga gawain sa paaralan. Inilarawan ng ilang mga bata at kabataan ang bigat ng bagong responsibilidad na ito, lalo na ang mga nasa sambahayan ng nag-iisang magulang, at nakararanas ng pag-aalala at pagkabalisa.

“ASa sandaling gumaling ako [mula sa Covid] kailangan kong simulan ang pag-aalaga sa aking lola. At pagkatapos ay sa sandaling gumaling ang aking lola at ang aking ina ay nagsimulang sumama ang pakiramdam kaya kinailangan kong alagaan siya... tulad ng isang patuloy na bilog ng, tulad ng, kailangan kong siguraduhing okay ang lahat.” (Edad 20)  "Kailangan kong gawin ang karamihan sa pagluluto, paglilinis, at kailangan kong pisikal na buhatin [ang aking ina] sa shower para tulungan siya sa labas at lahat ng bagay at paupuin siya... medyo nakakaubos ng oras. At pati na rin, parang nakakapagod sa pag-iisip, alam mo." (Edad 18) "Sa palagay ko kung ano ang pinakamahirap tungkol sa Covid ay pagkatapos na bumalik ang aking ina mula sa ospital… dahil mayroon siyang lahat ng mga epekto ng Covid. Ginawa namin ang maraming mga responsibilidad niya sa bahay at dahil siya ay pagod na pagod, na parang... binubuwisan kami sa bahay. Malinaw na hindi ko siya sinisisi, ngunit bilang isang pananaw sa akin, napakahirap makitang pinagdadaanan niya iyon at pagkatapos ay sa amin ay nahihirapan." (Edad 15)

Ang pagpasok upang alagaan ang mga nakababatang kapatid kapag ang mga magulang ay kailangang magtrabaho sa panahon ng lockdown ay isa ring salik sa mga bata at kabataan na umako sa mga bagong responsibilidad sa pangangalaga. Kabilang dito ang mga may mga magulang na pangunahing manggagawa at lumalabas sa araw, gayundin ang mga may mga magulang na abala sa pagtatrabaho mula sa bahay. Inilarawan ng mga bata at kabataan na mahirap subukang suportahan ang mga nakababatang kapatid sa home schooling.

“Ako ang namamahala sa, tulad ng, pagkuha ng aking kapatid na lalaki at babae sa kanilang mga aralin sa oras... tinitiyak na gigising sila sa oras... siya ay natutulog nang husto kaya iyon ay mahirap." (Edad 18)  "Nakakapagod at nakakapagod na subaybayan [ang aking nakababatang kapatid] sa lahat ng oras... sinusubukang mag-commit sa kanya, lalo na't gusto kong gumawa ng iba pang mga bagay. Gusto ko lang na hindi na kailanganin ang aking sarili at ilagay ang lahat ng lakas na iyon ... sinusubukan na kumbinsihin siyang mag-aral." (Edad 16)

Dapat pansinin na sa kabila ng mga hamon ng mga bagong responsibilidad na ito, ang mga account ng pagkuha ng mga responsibilidad sa pangangalaga ay hindi ganap na negatibo. Nadama ng ilan sa mga nakapanayam na may mga positibong aspeto ng karanasan, tulad ng pag-aaral ng mga bagong kasanayan at pag-iwas sa pagkabagot. Sinasalamin nito ang napag-alaman na ang mga account ng pandemya ay bihirang buong pusong positibo o negatibo, at nagpapakita rin kung paano makakatulong ang paghahanap ng isang bagay na kapaki-pakinabang na gawin sa ilang mga bata at kabataan na makayanan nang mas mabuti sa panahon ng pandemya.

“Ako marami rin akong natutunan sa pag-aalaga sa aking mga kapatid na babae ng marami... mga bagay lang na hindi ko alam kung paano gawin... ang mga kaibigan ko, saan mo natutunan kung paano gawin iyon.” (Edad 14)  "I think it was good because it sort of it sort of my mind off, you know, what is actually going on... I wasn't really that bored during, you know, during the week. Kasi, you know, I wake up, I have todo school, do homework, or watch my sister or do this and do that. So [looking after younger siblings] keep me on my toes." (Edad 19)

Pagkagambala sa pakikipag-ugnayan ng pamilya

Sa ibaba ay detalyado namin kung paano naramdaman ng mga bata at kabataan na naapektuhan sila ng pagkagambala sa pakikipag-ugnayan ng pamilya sa panahon ng pandemya. Sinasaklaw nito ang pagkagambala sa karaniwang pakikipag-ugnayan sa mga hiwalay na magulang, sa pinalawak na pamilya, at sa pamilya ng kapanganakan para sa mga nasa lugar ng pangangalaga. Nagbabahagi rin kami ng mga karanasan kung paano naapektuhan ang pakikipag-ugnayan para sa mga bata at kabataan na may magulang sa isang lugar ng detensyon. 

Pagkagambala sa pakikipag-ugnayan sa hiwalay na mga magulang

Ang ilang mga bata at kabataan na ang mga magulang ay hiwalay na sa simula ng pandemya na inilarawan na kakaunti ang nakikitang isang magulang sa panahon ng lockdown at nawawala ang kontak na ito. Ito ay partikular na sa mga kaso kung saan mayroong umiiral na joint custody arrangement o kung saan ang mga bata ay nasanay sa regular na pagbisita sa isang magulang at/o mga kapatid na nakatira sa isang hiwalay na sambahayan. Kinilala ng ilan na ang sitwasyong ito ay naglalagay ng higit na hirap sa magulang na kanilang tinitirhan. 

Bagama't nagbigay ang pamahalaan ng isang express exception⁷ sa mga panuntunang "stay at home" na nagpapahintulot sa mga bata (may edad na wala pang 18) na lumipat sa pagitan ng mga tahanan ng kanilang mga magulang, ang mga tugon sa pananaliksik na ito ay nagmumungkahi na ang paggalaw at pakikipag-ugnayan ay naapektuhan pa rin sa pagsasanay. Ang mga nakapanayam ay karaniwang nag-ulat na mas kakaunti ang nakikita ng kanilang hindi nagsasamang magulang sa loob ng ilang panahon; ang ilan ay na-miss ang kanilang magulang, habang ang iba ay hindi gaanong nababahala tungkol sa kaayusan o nasisiyahang manatili sa isang bahay. Sa kontekstong ito, ang mga video call ay naging isang mahalagang tool sa komunikasyon.

“AkoSasabihin ng nanay ko mas kaunti ang nakikita ko dahil nakatira siya sa kanyang bahay. Ngunit muli, maaari akong pumunta at pabalik. Sa palagay ko ay hindi ko kaya sa simula ng pandemya. Naniniwala ako na sinabihan kami na literal na manatili sa isang sambahayan o isang bagay." (Edad 20)  "Ang nanay at tatay ko ay ilang taon nang hiwalay. Oo. Kaya, hindi ko talaga makita ang tatay ko dahil halatang bawal din maghalo ang mga kabahayan. Kaya, kailangan kong maghintay ng ilang buwan bago ko makita ang aking ama." (Edad 22) "Kadalasan, [ang tatay ko] ay pumupunta, dahil naninirahan siya na walong milya ang layo... kaya pupunta siya at bibigyan niya ako ng kaunting matamis. Pero na-appreciate ko talaga iyon, tulad ng pagpunta niya sa ganoong paraan para lang bigyan ako ng mga matamis o kung ano pa man at para lang makita niya ako... Medyo naiinis ako, hindi ko lang siya makita." (Edad 12) "Nadurog ang puso ko, sa katunayan, nagiging emosyonal pa rin ako, ang tatay niya ay kailangang tumayo sa pintuan... Hindi niya magawang yakapin siya... halikan siya... mahirap para sa kanila. Talagang mahirap para sa kanyang ama." (Magulang ng bata na higit sa 12 taong gulang) "Matagal kong na-miss out na makita ang daddy ko dahil nakatira siya sa [ibang UK nation] kaya hindi ako nakapunta... [sa] mahigit dalawang taon. Matagal ko nang hindi nakikita ang daddy ko... Matagal-tagal na... [nag-usap kami] sa FaceTime." (Edad 19)  “Kaya pumupunta ako sa tatay ko every other weekend, ako at ang kapatid ko, tapos pagdating ng Covid ang nanay ko parang, 'pero hindi mo na kailangan gawin', maganda yun." (Edad 21)

Pagkagambala sa pakikipag-ugnayan sa pinalawak na pamilya

Ang paggugol ng mas kaunting oras sa pamilya sa labas ng agarang sambahayan ay halos palaging negatibong nararanasan, na may mga bata at kabataan na naglalarawan ng pagkabigo, pag-aalala, at pakiramdam ng pagkawala. Kasama sa mga negatibong karanasan ang pagkawala ng mga lolo't lola, kawalan ng makitang paglaki ng mga miyembro ng pamilya (tulad ng mga pinsan, o sa ilang pagkakataon, magkakapatid sa ibang sambahayan), at hindi makapagsama-sama upang markahan ang mga okasyon ng pamilya.

“Ako remember really, really, really missing my family... Isang araw, nasa sulok ako ng kwarto ko, niyakap ko si mommy at sinabing, 'Gusto ko nang matapos'." (Edad 9) "I felt awful with obviously my grandparents, I did really want to see them every single day kasi miss ko na talaga sila, pero obviously hindi ko magawa kasi ayokong magkalat." (Edad 19)"Marahil mas malapit ako sa aking mga pinsan, at marahil mas malapit sa lahat ng aking pamilya, talagang namiss namin ang isa't isa nang labis sa pandemya." (Edad 13)"Mayroon akong isang pamangkin na hindi namin nakikita. Kaya medyo mahirap iyon. Tulad ng, panoorin siyang lumaki sa pamamagitan ng mga larawan at video: mahirap iyon... Na-miss namin ang isang malaking bahagi ng kanyang paglaki." (Edad 16)"Nang matapos ang lockdown at sinimulan ko silang makita muli [mga kamag-anak], naramdaman kong hindi nila nalampasan ang isang taon at kalahati ng aking buhay." (Edad 13)"Nang sinabi ni Boris na ang mga lolo't lola ay maaaring pumunta at makita ang mga tao ang aking lola [dumating upang manatili at] tumalon sa kama, ako at ang aking kapatid na babae ay nagsimulang umiyak sa kaligayahan at siya rin ay natulog sa amin tulad ng isa o dalawang gabi." (Edad 9)

Ang teknolohiya ay naging isang mahalagang kasangkapan para sa pagpapanatili ng mga relasyon sa pamilya. Naalala ng mga bata at kabataan ang paggamit ng Skype, Zoom, at FaceTime upang makipag-usap sa mga kamag-anak kung posible. Kung saan matatagpuan ang mga miyembro ng pamilya sa ibang mga bansa, nakasanayan na nilang makipag-ugnayan nang halos/malayuan. Gayunpaman, inilarawan ng ilan ang pag-aalala tungkol sa hindi nila matulungang mga miyembro ng kanilang pamilya o hindi sigurado kung kailan sila susunod na makikita.

“AkoSasabihin ng nanay ko mas kaunti ang nakikita ko dahil nakatira siya sa kanyang bahay. Ngunit muli, maaari akong pumunta at pabalik. Sa palagay ko ay hindi ko kaya sa simula ng pandemya. Naniniwala ako na sinabihan kami na literal na manatili sa isang sambahayan o isang bagay." (Edad 20)  "Ang nanay at tatay ko ay ilang taon nang hiwalay. Oo. Kaya, hindi ko talaga makita ang tatay ko dahil halatang bawal din maghalo ang mga kabahayan. Kaya, kailangan kong maghintay ng ilang buwan bago ko makita ang aking ama." (Edad 22) "Kadalasan, [ang tatay ko] ay pumupunta, dahil naninirahan siya na walong milya ang layo... kaya pupunta siya at bibigyan niya ako ng kaunting matamis. Pero na-appreciate ko talaga iyon, tulad ng pagpunta niya sa ganoong paraan para lang bigyan ako ng mga matamis o kung ano pa man at para lang makita niya ako... Medyo naiinis ako, hindi ko lang siya makita." (Edad 12) "Nadurog ang puso ko, sa katunayan, nagiging emosyonal pa rin ako, ang tatay niya ay kailangang tumayo sa pintuan... Hindi niya magawang yakapin siya... halikan siya... mahirap para sa kanila. Talagang mahirap para sa kanyang ama." (Magulang ng bata na higit sa 12 taong gulang) "Matagal kong na-miss out na makita ang daddy ko dahil nakatira siya sa [ibang UK nation] kaya hindi ako nakapunta... [sa] mahigit dalawang taon. Matagal ko nang hindi nakikita ang daddy ko... Matagal-tagal na... [nag-usap kami] sa FaceTime." (Edad 19)  “Kaya pumupunta ako sa tatay ko every other weekend, ako at ang kapatid ko, tapos pagdating ng Covid ang nanay ko parang, 'pero hindi mo na kailangan gawin', maganda yun." (Edad 21)

Pagkagambala sa pakikipag-ugnayan sa pinalawak na pamilya

Ang paggugol ng mas kaunting oras sa pamilya sa labas ng agarang sambahayan ay halos palaging negatibong nararanasan, na may mga bata at kabataan na naglalarawan ng pagkabigo, pag-aalala, at pakiramdam ng pagkawala. Kasama sa mga negatibong karanasan ang pagkawala ng mga lolo't lola, kawalan ng makitang paglaki ng mga miyembro ng pamilya (tulad ng mga pinsan, o sa ilang pagkakataon, magkakapatid sa ibang sambahayan), at hindi makapagsama-sama upang markahan ang mga okasyon ng pamilya.

"Nalungkot [ako] dahil hindi ko makita ang sinuman sa aking pamilya, ang aking mga mahal sa buhay. Frustrated, galit na parang nasa bahay at may mga video call lang." (Edad 10) "Kalahating taon kong hindi nakikita ang aking mga lolo't lola, nakaka-miss ito sa amin. Nakikita ko lang sila sa pamamagitan ng mga larawan o sa isang video call. Kaya hindi ko sila makita nang pisikal." (Edad 11)“Nagsagawa kami ng ilang [Joe Wicks online workouts] nang magkasama, ako lang, nanay ko at kapatid ko ang gumawa nito, at papagawa din kami ng auntie ko at ng mga pinsan ko at mag-FaceTime kami... o mga quiz, medyo malaki iyon... kaming apat laban sa mga tiyuhin, auntie, at pinsan ko, sunod-sunod na linggo sa pagiging quizmaster.” (Edad 21)

Ang ilang mga bata at kabataan sa kanilang mga kabataan at may mga matatandang kamag-anak na nakatira sa lokal na inilarawan sa pamimili at paghahatid ng mga pamilihan para sa kanila sa panahon ng pandemya, pati na rin ang pagtayo sa labas ng kanilang mga tahanan at pakikipag-usap sa kanila, o pagkikita sa hardin. Ang mga aktibidad na ito ay nakatulong sa kanila na makayanan ang kanilang kalungkutan dahil sa hindi nila pagsasama-sama.

“Sinubukan naming manatiling malayo... para pumunta ang aking lola na may dalang pamimili at uupo kami sa hardin na, tulad ng, magkahiwalay na baso ng juice kung saan dadalhin niya ang sarili niyang tasa at nandito si mama. Napakalayo nito. Pero ayoko lang na sobrang isolated ang lola ko. Medyo nag-aalala ako tungkol doon kaya sinubukan din naming panatilihin ang aking lola sa amin." (Edad 22)

Pagkagambala sa pakikipag-ugnayan sa pamilya ng kapanganakan para sa mga nasa isang setting ng pangangalaga

Para sa mga bata at kabataan sa foster care o mga tahanan ng mga bata na nakikipag-ugnayan sa kanilang kapanganakan na pamilya, dahil hindi sila mabisita⁸ dahil sa mga paghihigpit sa Covid-19 ay nadama na isa sa pinakamalaking epekto ng pandemya. Itinampok ng mga account nito ang parehong panandalian at pangmatagalang epekto. Ang ilan ay sumasalamin na ito ay may pangmatagalang epekto sa kanilang relasyon sa kanilang kapanganakan na pamilya dahil sila ay pinananatiling hiwalay sa napakalaking panahon at hindi gaanong naging malapit pagkatapos.

“I used to have contact with my mom and my brothers and my nana but that just stop all because of Covid... Mahirap sana dahil nasa iisang kwarto kayo [sa contact center] at ang kwarto ay malamang na halos kalahati ng laki nitong [kuwarto kung saan ginaganap ang interview]. Ngunit may parang mga kasangkapan sa paligid at kung hinawakan mo ang parehong pinto… ang ibig sabihin nito ay maaari kang mahuli ng Covid o kung ano pa man.” (Edad 14) "Ang tanging bagay ay malamang na hindi namin gustong makita ang aming sariling biological na pamilya dahil sa mga paghihigpit at mga bagay-bagay... [karaniwan ko silang makikita] tuwing dalawang buwan, ngunit hindi mo magawa dahil hindi ito mahalaga." (Edad 20) "Marahil ang pakikipag-ugnayan [ang pinaka-nagbago]. Kaya ang pakikipag-ugnayan ay kapag mayroon kang, tulad ng, naka-iskedyul na oras upang makita ang iyong pamilya na may ibang uri ng miyembro ng kawani. Kaya't tumigil ang ganoong uri sa Covid... Malamang, parang, tinawagan ko [ang aking ina]... Pero nang makita ko siya nang personal, hindi." (Edad 20) "Malayo lang sa mga taong tulad ng mga miyembro ng pamilya ko, mahirap talaga iyon, gaya ng nanay ko. Mahirap talaga iyon dahil hindi ako, parang nahirapan akong makipag-ugnayan sa kanya sa telepono pero halatang ang tanging paraan ko lang para makipag-ugnayan sa kanya ay ang makita siya. At halatang hindi namin magawa iyon, kaya wala akong kontak sa kanila sa loob ng ilang buwan, na minsan ay talagang nasasaktan ako... pero minsan, naramdaman ko iyon. Sa wakas, makakasama ko na muli ang aking ina.” (Edad 16) "Ang mga tao ay nanatili sa kanilang sarili [sa panahon ng pandemya] at sa aking kaso ang aking lumang pamilya ay nag-iisa. At naisip ko na muli itong lumikha ng kanilang sariling mas malakas na bula at masasabi ko para sa akin, para sa isang tagalabas, sasabihin kong mas mahirap na muling likhain ang ugnayang iyon sa mga tao sa pamilyang iyon." (Edad 17) "Kaya bilang bahagi ng pagiging isang binabantayang bata mayroon kang oras sa pamilya, para makita ni [pangalan] ang kanyang kapanganakan, kaya isa iyon sa mga negatibong bagay ng pandemya na halos imposible na ipagpatuloy ang oras ng pamilya na iyon ... hindi mo maaaring ihiwalay ang mga tao na iyong kapanganakan na pamilya dahil hindi ka nakatira sa kanila." (Foster care of child above age 17)

Sa ilang mga kaso, ang mga bata at kabataan ay patuloy na nakikipag-ugnayan sa mga miyembro ng pamilya sa pamamagitan ng telepono, ngunit ito ay mahirap, dahil ang mga tawag sa telepono ay maaaring pakiramdam na hindi sapat at awkward. Isang kabataan, noon ay nasa foster care, na ang kanyang kapatid ay lumipat sa isang tahanan ng mga bata sa simula ng pandemya, ay inilarawan na hindi siya makontak sa simula at pagkatapos ay kailangang makipag-ugnayan sa mga tawag sa telepono, na nakita niyang napakahirap dahil sa kung gaano sila kalapit. Ang isa pang bata, noon ay nasa foster care, ay inilarawan na hindi nasisiyahan sa mga tawag sa telepono kasama ang kanyang ama at pakiramdam na malayo sa kanya sa panahon ng pandemya.

"Hindi talaga nila hinayaang makipag-ugnayan [ako at ang aking kapatid]. Sa tingin ko, ginawa pa rin namin. Nag-uri-uri lang kami sa Xbox at iba pa... Ngunit sa palagay ko sa pagtatapos ng pandemya nagsimula silang mag-ayos, tulad ng, sampung minutong mga tawag sa telepono at iba pa... Sa palagay ko nakakatulong ito ngunit lumaki kaming magkasama kaya sa tingin ko kailangan pa rin namin ng higit pa doon." (Edad 19)  "Yung mga tawag na kinaiinisan ko... parang mga tawag sa tatay ko, hindi ko talaga gusto ang mga tawag na iyon. Tulad ng makita ko siya sa personal, hindi ko talaga iniisip, pero... Hindi ko siya ginusto na tawagan siya... Hindi ko lang siya naramdaman, parang hindi ko siya masyadong nakikita at kahit na ang mga tawag ay hindi katulad ng pagpunta... at pagkikita ng personal." (Edad 17)

Pagkagambala sa pakikipag-ugnayan sa mga magulang sa mga setting ng detensyon

Ang mga bata at kabataan na may magulang sa bilangguan sa panahon ng pandemya ay kinapanayam din upang tuklasin ang kanilang mga pananaw kung paano naapektuhan ang pakikipag-ugnayan at ang kanilang mga karanasan sa mga paghihigpit sa pagbisita. Dapat pansinin na ang mga aspeto ng pandemya na nakaapekto sa mga bata at kabataan sa araw-araw, kabilang ang hindi pagpasok sa paaralan, paggugol ng oras sa bahay, at pakiramdam ng pag-aalala tungkol sa pagkahawa ng Covid-19, ay mas kapansin-pansin kapag tinatalakay ang mga damdamin tungkol sa pandemya kaysa sa epekto ng mga paghihigpit sa pagbisita. Gayunpaman, ang mga nakapanayam ay nagbahagi ng kanilang mga pananaw sa mga pagbabago sa pakikipag-ugnay dahil sa pandemya at ang kanilang mga damdamin tungkol dito, na ginalugad sa ibaba. 

Naalala ng mga bata at kabataan ang mga personal na pagbisita na itinigil at kailangang umasa sa mga tawag sa telepono o hindi na talaga makontak. 

"[Ang aking ama at ako ay maaaring makipag-usap] sa telepono; siya ay tumatawag sa telepono sa bahay. Araw-araw, karaniwang. Ngunit hindi ko siya nakita." (Edad 14)  "Medyo mahirap pumasok para makita [ang tatay ko]. At sa huli, gusto naming lahat na puntahan siya." (Edad 13) "Dati kaming umaakyat linggo-linggo. Kumbaga, linggo-linggo para bumisita. At iyon ay sa loob ng limang taon, umakyat kami. At pagkatapos ay tumama ang Covid; wala. Parang, wala. Dahil kahit sila ay nahirapan na makakuha - hindi man lang makuha ang mga tawag sa telepono... Sinusubukan nilang ilabas sila sa bulwagan. Ngunit marami sa kanila ang sumusubok na ilabas ang mga tawag sa telepono. At mayroon silang mga telepono sa kanilang mga cell ngayon ngunit wala pa itong Covid." (Magulang ng batang may edad na 13)

Naalala ng isang kabataan na huminto siya sa pagtanggap ng mga sulat mula sa kanyang ina at nadama na ito ay dahil sa panganib ng pagkalat ng impeksyon.

Iba-iba rin ang mga account kung gaano katagal hindi nabisita ng mga bata ang isang magulang nang personal. Inilarawan ng isang bata na hindi makadalaw sa loob ng mahigit isang taon dahil sa pagkakakulong ng kanyang ama sa isang lugar na may mas mahabang panahon ng lockdown. Inilarawan ng isa pang bata na nabigyan ng access sa mga video call pagkatapos ng dalawa at kalahating taon na hindi makabisita nang personal.

“Hindi namin nakita [ang tatay ko] sa loob ng mahigit isang taon... kapag wala kami sa lockdown baka kasama siya pero kapag kasama namin ay wala siya.” (Edad 14)  "Buong dalawa't kalahating taon nang hindi namin siya nakikita; nakakausap lang namin siya sa telepono; at pagkatapos ay ipinakilala nila ang purple na pagbisita, na parang isang tawag sa FaceTime sa mga bilangguan." (Edad 15)

Sa sandaling ipagpatuloy ang mga personal na pagbisita, ang mga bata at kabataan ay inilarawan na apektado ng mga hakbang sa pagdistansya mula sa ibang tao para sa mga bisita sa bilangguan, kabilang ang pagsusuot ng mga maskara, pag-upo nang magkahiwalay, at hindi maaaring hawakan.

"Noong una, kailangan naming magsuot ng mask at tama ang bara doon. Kaya ang hirap magsuot ng maskara. Kaya nag-apply ako ng mask, kumbaga, exemption thing. Nakuha ko. Kaya nagulat ako. Pero binisita ko [ang tatay ko] nang walang maskara noon... Hindi namin siya mayakap ng ilang sandali... Ni hindi namin siya mahawakan... Ang weird lang. Parang, kahit sinong nandoon, hindi ka makagalaw sa upuan." (Edad 18)  "Malinaw naman dahil sa lockdown hindi na kami makapunta at makita [ang tatay ko], at sa dulo nito ay makikita namin siya ngunit walang pisikal na hawakan, walang pag-akyat at pagyakap sa kanya o anumang bagay na ganoon, kaya karaniwang nakaupo ka sa silid sa iyong mga upuan at nagsalita at pagkatapos ay umalis. Iyon lang ang magagawa namin." (Edad 15) "Napakalayo lang namin [nakaupo]. Parang milya-milya ang layo niya... the way they had it set up. And that's defeating the purpose for the kids. The kids should be able to cuddle and things like that. And eventually it did – they did allow your kids to go and cuddle but they didn't allowed to take their masks off and stuff like that." (Magulang ng batang may edad na 13)

Inilarawan ng isang bata na kailangang makipagpalitan sa kanyang kapatid na babae upang makita ang kanilang magulang kapag pinaghihigpitan ang bilang ng mga bisitang pinahihintulutan, kasama ang kanyang kapatid na babae noon na nahihirapang mag-adjust kapag naging mas madalas muli ang mga pagbisita.

“Napakaraming mga paghihigpit; pinahintulutan ka lamang ng isang pagbisita sa isang buwan. Mayroon kaming isang nakatatandang kapatid na babae, kaya parang isang buwan na makikita niya siya, isang buwan na makikita namin siya... Ito ay naging sanhi ng pagtatalo nila ni tatay [nang bumalik sa normal ang mga bagay], dahil nasanay na siya na hindi siya nakikita, naisip niya na lang, ito ang aking normal na gawain ngayon na hindi siya nakikita. Medyo nahirapan siya." (Edad 15)

Bukod sa pagkakataong ito, ang mga nakapanayam ay hindi sigurado kung paano naapektuhan sila ng pagkagambala sa pagbisita at ang kanilang relasyon sa kanilang magulang at nadama na ang mga bagay ay "bumalik sa normal" sa huli. Gayunpaman, isang bata ang umamin na ang kanyang ama ay maaaring napalampas nang hindi siya makita.

“Hindi ko alam [ang epekto] talaga lang... Lumaki ako nang husto at hindi ito nakita [ng tatay ko].” (Edad 14)

Pangwakas na pananalita

Itinatampok ng mga natuklasang ito kung paano, sa kabuuan ng mga nakapanayam, ang tensyon sa tahanan ay isa sa mga pangunahing salik na nagpahirap sa pandemya para sa mga bata at kabataan, lalo na kung saan nasira ang mga relasyon. Sa ilang mga kaso ito ay nilikha ng mga pangyayari ng pandemya at ang mga paghihigpit ng lockdown, at sa ilang mga kaso ito ay pinalala ng mga ito. Ang mga tensyon sa sambahayan ay maaari ding tumindi sa pamamagitan ng kakulangan ng lugar ng tirahan, na ginagawang partikular na mahirap ang pandemya para sa mga nasa masikip na tirahan. Ang epekto ng pag-igting sa tahanan ay isa ring pangunahing tema kapag tinitingnan ang kapakanan at kalusugan ng isip sa panahon ng pandemya at kung paano nadama ang hirap na ugnayan ng pamilya at pagkakalantad sa stress ng mga nasa hustong gulang upang maapektuhan ito. 

Inilalarawan din ng pananaliksik na ito kung paano maaaring maging hamon ang mga responsibilidad sa tahanan para sa mga bata at kabataan sa panahon ng pandemya, lalo na sa mga nag-aalaga sa mga miyembro ng pamilya (at sa ilang mga kaso ay nagsasanggalang din, gaya ng pag-aaralan sa kabanata sa Mga pamilyang mahina sa klinika). Pati na rin ang mga praktikal na gawaing ginagampanan ng mga bata at kabataan, ang mga responsibilidad na ito ay maaari ding mabigat na emosyonal dahil sa kakulangan ng suporta mula sa labas ng sambahayan, pagkawala ng pahinga mula sa buhay-bahay na ibinibigay ng paaralan, at ang patuloy na takot na ang isang mahal sa buhay ay maaaring magkasakit nang malubha ng Covid-19. Ang bigat ng responsibilidad at pagkakalantad sa stress ng mga nasa hustong gulang ay nangangahulugan na ang ilang mga bata at kabataan ay "mabilis na lumaki" sa panahon ng pandemya. 

Binibigyang-diin ng mga account mula sa mga bata at kabataan sa iba't ibang sitwasyon ang epekto ng mga nawawalang miyembro ng kanilang pamilya na hindi kasama nila sa panahon ng pandemya. Ang hindi makita ang pinalawak na pamilya sa pangkalahatan ay maaaring pagmulan ng kalungkutan at pag-aalala, ngunit ang pagkagambala na dulot ng mga paghihigpit sa pandemya ay partikular na talamak para sa mga nasa isang setting ng pangangalaga na ang mga pakikipag-ugnayan sa pamilya ng kapanganakan ay naapektuhan at para sa mga may mga magulang sa isang setting ng detensyon na hindi nakadalaw sa kanila. Itinatampok din ng mga account mula sa mga bata at kabataang may hiwalay na mga magulang kung paano sila nakaranas ng mga break sa pakikipag-ugnayan sa magulang na hindi nila nakasama sa panahon ng lockdown, na maaaring magkaroon ng negatibong epekto sa buhay ng pamilya at mga relasyon.

Pati na rin ang pagninilay-nilay sa mga hamon, mahalagang tandaan kung paano makakatulong ang isang matulungin na kapaligiran ng pamilya sa mga bata at kabataan na makayanan at maging mas masaya sa panahon ng pandemya. Itinatampok ng pananaliksik na ito kung paano naging positibong aspeto ng karanasan ng pandemya para sa ilan ang pagkakaroon ng kumpanya ng pamilya at paggawa ng mga bagay nang magkasama, lalo na sa mga nasa elementarya noong panahon ng pandemya at malamang na mas umaasa sa pamilya kaysa sa mga kaibigan. Iminumungkahi ng mga account kung paano naging papel ang mga magulang sa pag-uudyok ng mga aktibidad at paglikha ng mga di malilimutang sandali, kahit na naranasan ang mga ito kasama ng iba pang mga hamon. Dahil sa mga hamon ng pagkabagot at kalungkutan na tinalakay ng mga bata at kabataan kaugnay ng kalusugan ng isip, ang pagiging nasa isang matulungin na kapaligiran ng pamilya sa panahon ng pandemya ay malamang na naging isang mahalagang salik sa pagprotekta sa kapakanan, kahit na ang mga bata at kabataan ay hindi kinakailangang nababatid.  

3.2 Pangungulila

Pangkalahatang-ideya

Tinutuklas ng seksyong ito ang mga karanasan ng pangungulila sa panahon ng pandemya. Kabilang dito ang pangungulila dahil sa Covid-19 gayundin mula sa iba pang dahilan. Ang mga natuklasan ay nakuha sa mga account mula sa mga namatay ang magulang o pangunahing tagapag-alaga, gayundin ang mga may mga kaibigan, pinsan, lolo't lola, at iba pa sa kanilang buhay na namatay sa panahon ng pandemya. Itinatampok ng seksyong ito kung paano naging mas mahirap ang mga paghihigpit sa pandemya na makayanan ang malubhang karamdaman at pangungulila, kapwa emosyonal at praktikal.

Buod ng Kabanata
Mga karanasan sa pangungulila sa panahon ng pandemya Mga pagninilay sa pangungulila sa panahon ng pandemya Pangwakas na pananalita	Nararanasan ang pagkamatay ng isang pangunahing tagapag-alaga Nakikita ang mga mahal sa buhay bago sila namatay Mga karanasan sa mga ospital at mga paghihigpit sa pagbisita Mga karanasan sa mga libing at pagluluksa Saksi sa kalungkutan ng iba

Mga karanasan sa pangungulila sa panahon ng pandemya

Sa ibaba ay idedetalye namin ang mga karanasan ng mga bata at kabataan sa pangungulila sa panahon ng pandemya, kabilang ang pagkaranas ng pagkamatay ng isang pangunahing tagapag-alaga. Nagbabahagi din kami ng mga account tungkol sa pagkikita ng mga mahal sa buhay bago sila namatay, mga ospital at mga paghihigpit sa pagbisita, mga libing at pagluluksa, at naapektuhan ng kalungkutan ng iba.

Nararanasan ang pagkamatay ng isang pangunahing tagapag-alaga

Sa lahat ng kaso sa pananaliksik na ito, kung saan ang mga bata at kabataan ay may magulang o pangunahing tagapag-alaga na namatay sa panahon ng pandemya, ang magulang o pangunahing tagapag-alaga ay nakatira din kasama ang kabataan noong sila ay nagkasakit at namatay. Ang ilan sa mga nakapanayam ay hindi gustong talakayin ang mga karanasang ito nang detalyado, ngunit inilarawan ng ilan ang mga partikular na aspeto ng mga paghihigpit sa pandemya na nakaapekto sa kanila at sa kanilang pamilya.  

Ang pangunahing tema mula sa mga salaysay ng mga bata at kabataang ito ay ang kanilang pakiramdam ng kawalan ng kakayahan sa mga huling buwan ng buhay ng kanilang mga magulang, na maaaring pinalala ng mga kalagayan ng pandemya at ang epekto ng mga paghihigpit. Ibinahagi ng isang kabataan kung ano ang pakiramdam niya na wala siyang magawa upang suportahan ang kanyang ina sa mga huling buwan ng kanyang buhay, at kung gaano siya kalungkot dahil hindi nila nagawa ang mga bagay na gusto nila sa oras na umalis sila. Nadama din niya na ang mga paghihigpit ay nagpapahirap sa pagsasama-sama at pagdadalamhati bilang isang pamilya sa sandaling namatay ang kanyang ina, na naging dahilan upang lalo siyang mabalisa. Inilarawan ng isa pang kabataan kung gaano kagalit ang mga miyembro ng pamilya na malapit sa kanyang ina ay hindi nakadalaw sa kanya bago siya namatay.

"Wala talaga akong magawa tungkol dito... namatay ang mama ko noong lockdown. At, parang nagkasakit siya... Gusto mo, gusto mo, tulungan siya hangga't maaari o, parang, gawin ang lahat ng bagay sa kanya hangga't maaari pero hindi mo talaga magawa, dahil kailangan mo lang manatili sa iyong maliit na bula o manatili sa loob ng bahay... Kailangan nating mag-ingat baka sakaling mahuli siya ng Covid at baka mas malala pa ito." (Edad 21) “Nakatira ang pamilya ng nanay ko… parang tatlong oras na biyahe ang layo, at naalala ko, kaya close talaga siya sa kapatid niya at close din talaga ako sa kanya, at gusto niyang puntahan si nanay at naalala ko na sinabi ni tatay na hindi dahil parang, 'oh paano kung nagka-Covid siya', na kung iisipin ay medyo katangahan dahil namatay siya pagkalipas ng tatlong linggo... pero parang napakalaking bagay na magtanong ng Covid.” (Edad 19)

Ang mga paghihigpit sa pandemya ay nagkaroon din ng partikular na epekto pagkatapos ng pangungulila. Pati na rin ang hindi malayang makita ang mga kaibigan at pamilya, ipinaliwanag ng isang kabataan kung paano siya nahirapan na nasa bahay na naka-lockdown sa bahay kung saan namatay ang kanyang ina.

“Maganda sana na nakaalis ako ng bahay dahil mahirap siguro kapag nasa bahay mo lang si kamatayan, kaya mas maganda sigurong makalabas ng bahay ng kaunti… [kasama ang] isa sa mga kaibigan ko na maglalakad kami, kaya ginawa ko pa rin iyon sa isang paraan, hindi kasing dami ng gagawin ko.”(Edad 19)

Sa mga pagkakataong ito, alam ng mga nakapanayam na ang kanilang magulang ay napakasakit sa panahon ng lockdown. Gayunpaman, isang kabataan na ang tatay ay biglang namatay dahil sa Covid-19 ay inilarawan ang kanyang pagkabigla at hindi paniniwala dito, pati na rin ang kanyang pagpapahalaga sa suporta na natanggap niya sa kalaunan mula sa pamilya, mga kaibigan at paaralan. Ang pagkabigla sa bilis ng pagkamatay mula sa Covid-19 ay ipinahayag din ng iba na naulila sa panahon ng pandemya, na ginalugad sa ibaba.

"Nag-Covid [ang tatay ko] tapos gumagaling na siya. Oo, nagka-Covid siya, gumaling, tapos, oo, hindi ko alam kung anong nangyari. Linggo lang ng gabi. Kakatapos lang namin sa karaniwang ginagawa namin tuwing Linggo, sabay-sabay kaming kumain... nanginginig lang siya, nanginginig at oo, basta... namatay siya sa braso ko." (Edad 21)

Nakikita ang mga mahal sa buhay bago sila namatay

Ang mga paghihigpit sa pandemya sa paglalakbay, mga hakbang sa pag-lockdown, at pagdistansya mula sa ibang tao ay nangangahulugan na kapag ang mga mahal sa buhay sa labas ng sambahayan ay nagkasakit, ang mga bata at kabataan ay madalas na hindi nakikita ang mga ito sa loob ng mahabang panahon. Ang hindi makita ang mga mahal sa buhay, bago pa man sila magkasakit, gayundin kapag sila ay may sakit, ay maaaring humantong sa pagkadama ng pagkakasala, galit, kalungkutan, pagkakahiwalay, at kalituhan tungkol sa nangyari noong sila ay namatay. 

“We had not seen him for months before this [he passed away] so ngayon lang talaga namin nalaman, you know, the week before it happened.” (Edad 20)

Nadama din ng ilang mga bata at kabataan na ang mga pangyayari ay talagang mabilis na nangyari, na maraming nagpapahayag ng pagkabigla, pagkalito, pagkakasala, at hindi paniniwala. Sa partikular, ang ilan ay tumutukoy sa mga pagkamatay mula sa Covid-19 na nangyayari nang mabilis, na ang mga mahal sa buhay ay "maayos sa isang linggo at nawala sa susunod". Inilarawan nila ang karanasang ito bilang "surreal" at na "hindi sila makapaniwala sa nangyari".

"Namatay siya sa loob ng dalawa o tatlong linggo. Napakabilis... Bata pa lang ako kaya hindi ko talaga maintindihan ang nangyayari. Parang ako, paano nangyari ito sa loob ng tatlong linggo." (Edad 22)  "Na-guilty ako kasi obviously hindi namin siya mapuntahan bago siya pumanaw kaya parang, nakaka-shock at [noon] nalungkot lang ako kasi hindi ko siya mapuntahan... At halatang pumanaw siya... Parang hindi totoo. Parang nandito pa rin siya pero hindi namin siya nakikita." (Edad 16)

Ang isang kapansin-pansing epekto ng konteksto ng pandemya ay ang ilang mga bata at kabataan ay inilarawan ang pag-aalala tungkol sa moral na implikasyon ng paglabag sa mga patakaran sa lockdown at ang epekto nito sa mga tao sa kanilang paligid. Ang ilan ay naglakbay upang makita ang isang mahal sa buhay bago sila namatay dahil sa pakiramdam nila ay mas mahalaga ito - samantalang ang ilan ay nagpasya na huwag bisitahin ang mga mahal sa buhay upang "panatilihin silang ligtas" o hindi makadalaw sa lahat. Ang mga nakapanayam ay nagbahagi ng katulad na damdamin ng "hindi makapagpaalam" sa mga mahal sa buhay sa paraang gusto nila.

"Noong namatay si lolo, iyon ay noong hindi kami pinayagang bumisita sa [care home] at naalala ko na pumunta kami minsan at, alam mo, may iniabot lang kami sa kanya sa bintana. Nilabag namin ang mga patakaran. Alam mo kung kailan ka lang, parang... ginagawa ito ng Punong Ministro, bakit hindi namin magawa?" (Edad 16)  "Noong lockdown, nagkasakit [si lola] ng Covid-19, at parang hindi siya magaling sa teknolohiya, hindi siya makatawag ng mga tao... hindi man lang kami nakapagpaalam sa kanya. Nung nalaman namin na namatay siya [sa care home] nakakainis talaga... Noong unang lockdown at bata pa ako... Namatay siya, and I won't see her just it was not ever get to see her... linggo', at pagkatapos ay walang susunod na linggo." (Edad 17)

Mga karanasan sa mga ospital at mga paghihigpit sa pagbisita

Ang mga nakapanayam ay nagsalita tungkol sa hindi pagbisita sa mga mahal sa buhay sa ospital at kung gaano nila ito nahanap. Inilarawan ng ilan ang pakiramdam na nag-aalala at malungkot na iniisip ang kanilang mga mahal sa buhay na nag-iisa. 

"Karaniwan kung ang isang tao ay nasa ospital, pinupuntahan mo sila araw-araw at tingnan kung ano ang kanilang kalagayan, ngunit walang sinuman ang makakagawa nito." (Edad 14)  "Dahil ito ay Covid, [ang asawa at mga anak ng aking tiyuhin] ay hindi man lang nagkaroon ng pagkakataon na, alam mo, makita siya sa ospital o anumang bagay na tulad niyan... Hindi na namin nasabi ang kahit ano sa aking tiyuhin. At, alam mo, hindi rin sila, talaga. Kailangan nilang manatili sa bahay at, alam mo, umaasa para sa pinakamahusay." (Edad 20)

Kung saan batid ng mga bata at kabataan na ang kanilang mga magulang o iba pang miyembro ng pamilya ay nahihirapang makakuha ng impormasyon mula sa mga ospital, ito ay nadama upang gawing mas mahirap tanggapin ang kamatayan at nag-iwan sa kanila ng maraming hindi nalutas na mga katanungan. 

"Hindi talaga kami makapunta kay [lola sa ospital] dahil lang hindi kami pinayagang... Wala talagang nakakaintindi sa nangyayari, at sa palagay ko ay hindi kami nasasabihan ng maayos kung ano talaga ang mali sa kanya. At pagkatapos ay ang susunod na bagay na alam mo, nakatanggap kami ng tawag, at siya ay namatay... Napakahirap tanggapin... lahat ay nasa hangin na parang walang alam." (Edad 22)

Ang ilang mga bata at kabataan ay nagsalita tungkol sa isang mahal sa buhay na pupunta sa ospital para sa isang hindi-Covid-19 na kondisyon sa kalusugan at nagkasakit ng Covid-19 sa ospital bago sila namatay. Ipinaliwanag ng isang kabataan na ang kanyang mahal sa buhay ay natakot na pumunta sa ospital para sa paggamot sa kanser ngunit sinabihan na pumunta sa kanilang doktor - ngunit nakalulungkot pagkatapos ay nahuli ang Covid-19 at namatay. Sa mga kasong ito, nakipagpunyagi sila sa kamatayan dahil naramdaman nilang naiwasan ito.

"Ang aking tiyuhin ... ay may sakit bago ang Covid at pagkatapos ay noong siya ay pumunta sa ospital, nahuli niya ang Covid, at pagkatapos ay sa kasamaang palad, siya ay namatay dahil dito." (Edad 12)

Mga karanasan sa mga libing at pagluluksa

Nadama ng mga bata at kabataan na ang pandemya ay may malaking epekto sa kanilang pagdadalamhati na proseso at karanasan ng mga libing, lalo na ang hindi makapagdiwang ng buhay ng isang mahal sa buhay sa paraang gusto nila at hindi makapagbigay ng ginhawa sa isa't isa.  

Naalala ng mga nakapanayam na hindi sila nakadalo sa mga libing sa iba't ibang dahilan. Ang ilan ay may pamilya na namatay sa ibang bansa kaya hindi pinayagang maglakbay; ang iba ay nanirahan sa iba't ibang lungsod sa UK at hindi makapaglakbay sa pagitan ng mga lugar dahil sa mga paghihigpit sa lockdown. Ang mga paghihigpit sa laki ng mga pagtitipon ay binanggit din, kung saan ang mga magulang o nakatatandang miyembro ng pamilya ay dumalo sa isang libing, ngunit hindi ang mga bata o kabataan sa pamilya. Kapansin-pansin na nadama ng ilang nakababatang mga bata na, habang hindi sila sigurado kung gusto nilang pumunta sa isang libing, gusto sana nilang magkaroon ng pagpipilian na magawa.

Ang mga dumalo sa isang libing para sa mga mahal sa buhay ay nagsalita tungkol sa kung gaano kakaiba ang pakiramdam sa mga paghihigpit sa lugar, kadalasang itinatampok na hindi ito "tama ang pakiramdam" o hindi nakakatulong sa proseso ng pagdadalamhati.

"May ilang tao na nagpunta [sa libing ni lola], parang gusto nilang tumayo sa magkabilang gilid ng kwarto at parang sarado at halos wala, parang ilang bagay ang sinabi ng [mga tao] at iyon talaga. Hindi ito masyadong, parang hindi tama sa paraang tulad ng, sa tingin ko ay walang sinuman ang nakakuha ng anumang uri ng pagsasara niya." (Edad 22)

Ang pakiramdam na ito ng kakaiba sa paligid ng mga libing ay pinalala pa minsan ng salungatan sa mga pamilya tungkol sa mga libing at mga paghihigpit: sino ang dapat pumunta at kung dapat silang manatiling malayo sa lipunan. Ipinaliwanag ng isang kabataan, na namatay ang batang pinsan dahil sa heart failure noong pandemya, na niyakap siya ng kanyang lolo at lola sa libing at malaki ang kahulugan nito sa kanya. Sa kabaligtaran, inilarawan ng isang kabataang namatay ang magulang na ang ibang miyembro ng pamilya ay “nakapanindigan” sa libing ng kanyang ina. Sa kasong ito, ang mga paghihigpit ay nagdulot ng salungatan at higit pang sakit sa kabataan, na nais lamang na aliwin siya ng pamilya. Naalala ng isa pa ang pagiging mahigpit ng kanyang pamilya tungkol sa social distancing sa libing ng kanyang lola sa tuhod at pakiramdam na mali ito.

“Ang isang bagay na natatandaan ko ay ang aking yaya, na dapat ay otsenta noong panahong iyon, ay literal na lumapit sa akin at nagsabing 'Wala akong pakialam sa Covid, yakapin mo ako', at sa tingin ko sa oras na iyon maraming tao sa ganyan... sa aking pamilya ay parang 'alam mo, ang pagkuha ng Covid ay hindi kasing sama ng pagnanais na magbigay ng suporta na iyon'... Hindi lang nila tinalikuran ang mga direktor ng libing na iyon. ay talagang tulad talaga, oo, sapat na patas. (Edad 18)  "Masyado pa rin silang nag-iingat tungkol dito. At hindi ito masyadong maganda... medyo nandiyan kami, parang, puwede mong, gusto, ilagay ang iyong, parang, mga alalahanin sa gilid at, parang, yakapin man lang kami o kung ano. (Edad 21)  "[Ang libing] ay nasa isang sinagoga... Mga 20 tao lang ang pinayagang pumunta. Medyo malaking bulwagan iyon, mga 20 tao ang dumating. At parang ilang upuan lang ang layo ko sa aking ina at yaya. Kahit na umabot sa punto na ang aking tiyahin, ang aking ina at iyon ay labis na nabalisa na parang walang pakialam ang mga tao sa panlipunang distansya... Bakit sa mundong ito ay hindi mo inaasahan ang isang taong mahal ko... Opinyon, tulad ko sa personal, wala akong pakialam kung ang isang tao ay may Covid, kung sila ay tulad ng distraught at iyon, pupuntahan ko sila, yayakapin, sasabihin sa kanila na okay ang lahat, at makiramay sa kanila. (Edad 21)

Kung saan ang mga bata at kabataan ay hindi nakadalo sa mga libing o mga seremonya, inilarawan nila ang mga halimbawa ng pagsisikap na gumawa ng puwang upang iproseso ang kalungkutan sa mga alternatibong paraan. Kasama sa mga halimbawa ang pagbisita sa isang libingan at pag-iwan ng mga bulaklak kapag tinanggal na ang mga paghihigpit o pagkalat ng abo ng isang mahal sa buhay kahit na hindi sila nakadalo sa isang seremonya ng cremation.

"Ako mismo ay hindi makadalo sa libing... Ang ibig sabihin ng mga paghihigpit ay isang tao lamang ang pinahihintulutan nila mula sa bawat pamilya. At kahit na noon pa man ay kailangang i-distansya ang lahat... Bumisita lang kami sa sementeryo... isang taon pagkatapos ng lahat ng nangyari." (Edad 20)

Ang mga “zoom funeral” ay naranasan din ng ilan sa mga nakapanayam. Ang panonood ng libing sa Zoom ay inilarawan bilang isang kakaiba at "dystopian" na karanasan.

“Ang pagpunta sa isang digital funeral ay hindi katulad ng pagpunta sa isang real-life funeral... Kadalasan ay may routine, karaniwan kang pumupunta sa funeral, umiiyak ka kasama ng ibang tao... It wasn't the same, I like didn't do one of the things I usually would have done... No rituals and like I didn't see any of the family members I usually would be thought that I ever was seen... I never didn't do one of the things I usually would have done... No rituals and like I didn't see any of the family members I usually would be thought that I ever was seen... I never did it was really able to do it. hiwalay.” (Edad 20)  "Ako lang, hindi ako naniwala na pumanaw talaga ang tito ko. So, the fact na walang [in-person] funeral still made me have that mindset na, oh actually okay siya, nasa ospital lang siya, inaalagaan." (Edad 19)

Ipinaliwanag ng isang kabataan na ang libing ng kanyang ina ay mayroon lamang walong tao, na lahat ay kailangang magdistansya sa lipunan, at ang iba ay nanood ng serbisyo sa Zoom. Sa kasong ito, nadama ng binata na ito ay isang blessing in disguise dahil ayaw niyang makitungo sa malalaking grupo ng mga tao, bagama't nalulungkot siya para sa mga hindi makadalo. 

Saksi sa kalungkutan ng iba

Ang pagsaksi sa kalungkutan ng iba sa kanilang paligid sa panahon ng pandemya ay maaari ring makaapekto sa mga bata at kabataan. Naalala ng ilang mga bata at kabataan ang iba sa kanilang paligid na naapektuhan ng pangungulila at inilarawan ang pagkakita sa kanilang mga magulang na nahihirapan, kapwa sa pangungulila at karanasan sa pandemya sa pangkalahatan, at nag-aalala tungkol sa kanila. Napansin ng ilan na ang mga tagapag-alaga ay "natulog mamaya" o "mas masigla" sa kanila o tila "nalungkot". 

Ang mga nakapanayam ay nagbigay din ng mga halimbawa ng pagpasok at pagkuha ng mga responsibilidad sa tahanan kapag ang mga magulang ay nahihirapang makayanan at ang iba ay hindi makadalaw upang tumulong. Inilarawan ito ng mga taong nahihirapan sa kanilang sarili gayundin ng mga taong kinikilala na ang kanilang mga magulang ay higit na apektado kaysa sa kanila. Pati na rin sa pagsasagawa ng mga praktikal na gawain, ang mga bata at kabataan ay umako rin sa tungkuling aliwin ang iba.

"Mas nagalit ang nanay ko [tungkol sa isang malapit na kaibigan sa pamilya na namamatay] dahil mas malapit siya sa kanya. Naaalala ko lang na nangyari ito... hindi sa hindi ako nabalisa ngunit hindi ako, parang – parang, hindi ito pumalit sa akin kung iyon ay makatuwiran." (Edad 12) “Bilang isa sa mga nakababatang tao sa bahay, medyo kinailangan kong umakyat ngayon ang parehong mga magulang ko ay medyo walang kakayahan... Walang puwang at walang oras at walang tunay na kakayahang magluksa sa alinman sa mga paraan na ginawa ko noon.” (Edad 20)

Ang ilang mga bata at kabataan ay nagpahayag din ng pagkakasala tungkol sa hindi pagbibigay ng suporta sa nagdadalamhating mga kamag-anak at kaibigan sa paraang gusto nila.

"Gusto kong suportahan [ang aking naulila na kaibigan] ngunit mahirap dahil muli, parang, alam mo, hindi rin kami makakita ng kahit sino... Maliit na kilos lang iyon. Kumbaga, bumababa, parang, tapos na ang pagkain. Kumbaga, mga tawag sa telepono sa aming lahat." (Edad 22)  “Noong sinaktan ni Covid [ang aking kapitbahay at kaibigan ng pamilya], hindi siya sapat na malakas na hawakan ito, hindi kami nakapasok at makita siya o anupaman dahil sa Covid, kaya medyo mahirap... Nakadalaw kami sa libingan makalipas ang ilang buwan... Nagdala kami ng mga bulaklak kaya ang sarap... Hindi ito katulad ng pagpunta sa libing ngunit... parang nakatulong kami sa kanyang asawa ngunit... parang nakatulong kami sa kanyang asawa, pero parang nakatulong kami sa kanya. medyo malungkot." (Edad 14)

Mga pagninilay sa pangungulila sa panahon ng pandemya

Para sa ilan, ang pagkaranas ng pagkamatay ng isang mahal sa buhay sa panahon ng pandemya ay ang kanilang unang karanasan sa pangungulila. Ang ilan ay nagsabi na sa palagay nila ay napakabata pa nila upang maunawaan nang maayos ang nangyayari sa panahong iyon ngunit ang pagbabalik-tanaw ay makikita na ito ay mahirap para sa kanila. Para sa mga bata at kabataan na nahihirapan na sa kanilang kalusugang pangkaisipan, ang pangungulila sa gayong pambihirang mga pangyayari ay parang isang partikular na mahirap na makayanan. 

"Medyo bata pa ako. Kung nangyari ito ngayon, sa palagay ko ay mas mauunawaan ko ito ngunit hindi ko talaga alam kung ano ang Covid dahil malinaw na sinabi ko lang na nagkasakit ka at pagkatapos ay sinabihan ako na ang mga tao ay namamatay... At pagkatapos ay ang aking mga lolo't lola ang namatay... Hindi ko ito nakayanan. Hindi ko alam kung ano ang gagawin." (Edad 16)

Para sa ilan, binago ng pagkamatay ng isang mahal sa buhay kung paano nila tiningnan ang pandemya. Ito ay isang sandali kung saan napagtanto nila kung gaano kalubha ang Covid-19, ngunit noong una ay naisip nila na hindi ito masyadong nababahala. Ang ilan ay nakadama ng higit na pag-aalala o pagkabalisa tungkol sa pagkontrata ng Covid-19, pati na rin ang higit na takot sa pangkalahatan.

"Mutual friends and people that we were aware [of]... we would see them at one point kind of through a window and wave at them or whatever and then three weeks later they were dead... You could not rationalize it... I do remember being scared. Just scared about the state of the world. Naisip ko, ganito na lang ba palagi? Sa tingin ko marami sa [kabataan] ang nangyari." (Edad 19)  "My friend, she passed away... When I was talking to her actually she sounded like she was fine and she is getting better... Bigla na lang parang, oh she's passed away. It led to me being really anxiety... I was scared to lose other people... I was just like really scared, trying to make sure I like never get [Covid], because I don't, I don't want to me to die around mamatay... At hindi ko lang ginustong mangyari ito sa iba ko pang mga kamag-anak, tulad ng nanay ko at tatay ko at mga kapatid ko.” (Edad 17)

Nangangahulugan din ang hindi makakita ng mga kaibigan na ang mga bata at kabataan ay nakadama ng hindi gaanong suporta sa kanilang kalungkutan, bagama't ang pakikipag-ugnayan sa online, o sa personal (kapag nagsimulang alisin ang mga paghihigpit) o sa pamamagitan ng paaralan (minsan ay bukas sa indibidwal na iyon) ay medyo nabawasan ito.

"Wala talaga akong taong nandiyan para sa akin pisikal at kahit na tulad ng mayroon akong mga kaibigan at pamilya at mga mahal sa buhay at ang aking kasintahan noong panahong iyon, alam mo, kahit na... nagtapat tayo sa isa't isa, hindi pa rin ito pareho." (Edad 20) “Gusto kong suportahan [ang aking kaibigan na nawalan ng ama dahil sa biglaang pag-atake sa puso] ngunit mahirap dahil muli, parang, alam mo, wala kaming makitang sinuman… noong nagsimula kaming, parang, dahan-dahang lumabas… [kami ay nagsimulang] mag-picnic at… maglalakad-lakad lang… Wala kaming masyadong magagawa pero medyo pinaghirapan namin kung ano ang mayroon kami.” (Edad 22) "Naaalala ko noong panahong [nawalan ako ng tiyuhin at] pumasok ako sa paaralan at, parang, maliwanag na masasabi ng aking mga kaibigan... Nandiyan sila para sa akin buong araw at sa buong linggong iyon. Alam mo ba?... Talagang nagpapasalamat ako na nandiyan sila para sa akin. Dahil iyon ay isang napaka-emosyonal na panahon... Hindi ko pa talaga naranasan ang anumang uri ng kalungkutan bago iyon... at... parang, hindi ko inaasahan na ganoon pala ang sitwasyon ko, hindi ko akalain na ganoon pala ang nangyari sa akin. sa malamang, tulad ng, pinagsama iyon at pinalala rin ito." (Edad 20)

Kung saan ang mga bata at kabataan ay nakaranas ng isang traumatikong pagkawala o pagkamatay sa kanilang pamilya o social network, minsan ay nauugnay ito sa pagkakaramdam ng galit sa gobyerno. Nagalit ang ilan tungkol sa paglabag sa panuntunan mula sa "mga taong mas mataas" at tinukoy ang Partygate⁹. Ang mga nakapanayam ay nagpahayag din ng galit na nakadirekta sa mga "Covid-deniers" at "anti-vaxxers", na sa tingin nila ay nagpapatuloy ng mga kasinungalingan at hindi naiintindihan ang kalubhaan ng kanilang pinagdaanan, at ang tunay na panganib na kasangkot.

"Talagang naiinis ako sa mga taong namamahala sa ating bansa. Na maaari nilang tahasan na magsinungaling sa mukha ng, alam mo, ang mga taong dapat nilang protektahan at bantayan tayo sa pagtatapos ng araw." (Edad 22) "Medyo nagalit ako sa katotohanan na hindi ako makakapunta [sa libing ng aking lola] dahil, parang, hindi ko siya nakita habang, tulad ng, mga paghihigpit sa pag-lock. At nakaramdam lang ako ng galit na, parang, hindi ako nakapagpaalam sa paraang gusto ko... [Nakaramdam ako ng] galit karamihan dahil hindi ko lang siya nakikita at [may mga tao sa gobyerno] habang ako ay [may sakit] [may sakit] sa gobyerno. I didn't get to have, like, final talks with her Like, I could have talks but I didn't... And you just felt, like, angry at the fact that they were doing that but guilty at the fact that you could not go and see someone – so you felt guilty but they could go and do things like [nagkakaroon ng mga party]. (Edad 16) "Sasabihin kong nakaramdam ako ng galit at pagkadismaya... noong Oktubre ng 2021 nawalan ako ng tiyuhin dahil sa Covid. Noong panahong iyon, naging sobrang sama ng loob ko sa... mga taong, parang, walang empatiya sa Covid, alam mo, mga tumatanggi sa Covid, halimbawa, o, tulad ng, mga anti-vaxxer... na basahin iyon online, alam mo, lumilikha ng maraming sama ng loob." (Edad 20)

Pangwakas na pananalita

Ang mga natuklasang ito ay naglalarawan ng pagbabago sa buhay na epekto ng pandemya para sa ilang mga bata at kabataan at ang mga paghihirap na kinakaharap ng mga naulila sa panahong ito. Binibigyang-diin nila kung paano ang pagdanas ng pangungulila ay isang pangunahing salik na nagpahirap sa pandemya para sa mga bata at kabataan. Sa partikular, itinatampok ng mga natuklasang ito kung paano naramdaman ng mga bata at kabataan na limitado ang pagbibigay at pagtanggap ng suporta kapag hindi nakikita nang personal ang mga tao o kung saan pinaghihigpitan ang pisikal na pakikipag-ugnayan sa mga libing. Ang mga suportang relasyon sa mga kaibigan ay partikular na mahalaga sa kontekstong ito. Ang mga salaysay ng pagsuporta sa iba sa kanilang kalungkutan sa panahon ng pandemya ay nagpapakita rin ng bigat ng responsibilidad na ginagampanan ng ilang mga bata, sa praktikal at emosyonal.   

Kapansin-pansin din na ang konteksto ng pandemya ay lumikha ng isang dilemma para sa ilan sa mga nakapanayam - tinitimbang ang pagkakasala at takot na lumabag sa mga patakaran upang makita ang isang mahal sa buhay, kumpara sa pagkakasala sa hindi pagkikita sa kanila at takot na maaari silang mamatay nang mag-isa. Kaugnay nito, ang pakiramdam ng galit – sa iba sa lipunan, at sa gobyerno – ay lumalabas bilang pangunahing tema.

3.3 Pakikipag-ugnayan sa lipunan at koneksyon

Pangkalahatang-ideya

Tinutuklas ng seksyong ito kung paano naapektuhan ang pakikipag-ugnayan sa lipunan at koneksyon sa panahon ng pandemya at kung ano ang ginawa ng mga bata at kabataan para mapanatili ito. Binibigyang-diin namin kung paano naantala ng lockdown ang pakikipag-ugnayan sa mga kaibigan at kung paano napanatili ng mga bata at kabataan ang pakikipag-ugnayan sa isa't isa online at humanap ng mga bagong komunidad na magiging bahagi. Tinutuklasan din namin kung paano makakaranas ng mga alalahanin ang mga bata at kabataan tungkol sa pakikisalamuha kapag lumuwag na ang mga paghihigpit at ang epekto nito sa kanila.

Buod ng Kabanata
Pagkagambala sa pagkakaibigan at relasyon  Pagpapanatili ng social contact at koneksyon Mga alalahanin tungkol sa pakikisalamuha kapag lumuwag ang mga paghihigpit Pangwakas na pananalita	Ang epekto ng lockdown Mga karanasan sa pagkagambala sa mga pagkakaibigan at relasyon Manatiling nakikipag-ugnayan sa mga kaibigan  Paghahanap ng mga bagong komunidad online  Mga positibong pagmumuni-muni sa pagkakaibigan

Pagkagambala sa pagkakaibigan at relasyon

Sa ibaba ay tinutuklasan namin ang mga alaala ng mga bata at kabataan sa epekto ng lockdown sa pakikipag-ugnayan sa lipunan, ang kanilang mga karanasan sa pagkagambala sa mga pagkakaibigan at relasyon, at kung paano humantong ang pandemya sa mga alalahanin tungkol sa pakikisalamuha para sa ilan. 

Ang epekto ng lockdown

Ang biglaang hindi makita ang mga kaibigan at kapantay noong nagsimula ang lockdown ay isang malakas na alaala para sa mga bata at kabataan. Ito ay naalala na partikular na kapansin-pansin para sa mga nakatakdang umalis sa kanilang paaralan sa tag-araw ng 2020, tulad ng mga nagmula sa elementarya hanggang sekondarya, lumipat sa ikaanim na anyo o kolehiyo, o umalis sa paaralan, na napagtanto na maaaring hindi na nila makita ang ilan sa kanilang mga kaklase.

“Napansin kong parang 'bye, see you in a few months or a few weeks or something' at parang 'ano ang nangyayari?'... It took a couple of weeks for me to realize na hindi na ako babalik ng ilang buwan o linggo... Parang okay lang ako, pero parang nalungkot ako dahil hindi ko nakikita ang mga kaibigan ko araw-araw.” (Edad 9) “Wala ka talagang magagawa tungkol dito dahil halatang labag sa batas at iba pa ang [pagkikita ng iyong mga kaibigan]. Pero para mabilis din itong mangyari, nakakairita talaga... napakabilis ng rules doon kaya, parang, kailangan mong, gusto, i-adapt dito at, parang, mabilis din.” (Edad 12) “Na-miss ko ito... makita ang aking mga kaibigan, karamihan. Ako ay talagang malapit sa isang babae sa aking elementarya. Like, close talaga. At pagkatapos ay hindi ko siya nakita ng ilang taon. At talagang malungkot sa huling araw. Pagguhit ng mga larawan para sa bawat isa. I was like, maaalala kita." (Edad 11) "Naramdaman ko lang na hindi na talaga kami nakapagpaalam sa lahat, talaga. Napakabilis lang." (Edad 22)  "Hindi ko na nagawang magpaalam sa ilan sa, tulad ng, ang pinakamahalagang tao sa buhay ko noong panahong iyon. Hindi ko na sila nakitang muli at hindi na ako nakapagpaalam." (Edad 20)

Para sa ilang mga bata at kabataan, ang unang kaligayahan tungkol sa pag-alis sa paaralan ay napalitan ng pagkabigo nang mapagtanto nila kung gaano nila na-miss na makita ang mga kaibigan sa araw ng paaralan - na nagpapakita ng kahalagahan ng paaralan bilang isang lugar para sa mga pakikipag-ugnayan sa lipunan gayundin sa pag-aaral.

“Hindi ako nag-enjoy sa school kaya sa umpisa medyo masaya ako… Sa pagtatapos ng Covid gusto ko lang makita ulit ang mga kaibigan ko.” (Edad 10) "Ayoko nung lunch time or break time, hindi ako nakakapaglaro kasama yung mga kaibigan ko, napadpad lang ako sa bahay. Kung nasa school ako nakipaglaro ako sa mga kaibigan ko, pero nasa bahay lang ako." (Edad 9) "I'm a bit more, like, thankful and grateful that school [in-person now] – kasi, like, I remember being in Covid just sitting there being so bored. So now I think I'm a lot more, like, thankful and grateful. And, like, before Covid is a thing I don't really enjoy going to school... it was like a chore... But now I have a lot more, like, thankful and grateful. And, like, before Covid is a thing I don't really enjoy going to school... it was like a chore... But now I have a lot more, like, thankful and grateful. And, like, before Covid is a thing I didn't really enjoy going to school... it was like a chore... But now I have friends, like, enjoyed. ang sarili ko. At, parang, masaya.” (Edad 14)

Sa kontekstong ito, ang ilan sa mga nakapanayam na nakapag-aral sa mga personal na paaralan¹⁰ inilarawan ang pasasalamat sa pakikipag-ugnayan sa lipunan kahit na malayo pa sila sa kanilang mga malalapit na kaibigan. 

"There was one boy that was in my actual class who went to key worker school with me and I feel like my friendship with him got a lot, lot, like, closer. Dahil palagi ko siyang kaibigan pero hindi ganoon ka-close. Nagsimula kaming mag-usap ng marami, higit pa sa malamang." (Edad 14) "Ang ibig kong sabihin ay marami sa mga kaibigan ko ang wala roon dahil ang kanilang mga magulang ay hindi pangunahing manggagawa, kaya medyo nakakainis. Pero ang ibig kong sabihin ay nagbigay ito sa akin ng pagkakataon, lalo na noong elementarya... na mahilig makihalubilo sa mga taong hindi ko karaniwang nakakausap, at makipagkaibigan sa labas tulad ng kung sino ang karaniwan kong kausap. Kaya iyon ay medyo maganda." (Edad 14)

Kapansin-pansin, ang ilan sa mga nakapanayam ay sumasalamin na ang ilang mga guro ay nakahanap ng mga paraan upang matulungan ang mga mag-aaral na mas makipag-ugnayan sa isa't isa online, kahit na sila ay pisikal na magkahiwalay. Kasama sa mga halimbawa nito ang mga pinahabang online na aralin o mga grupo ng breakout, na nakatulong upang mabawasan ang mga epekto ng pagbawas ng pakikisalamuha sa paaralan.

“Ang tanging masama, malungkot na bagay tungkol sa home school ay ang hindi pagkikita ng mga kaibigan ko… [Ngunit] hindi gaanong nakaapekto sa akin ang pagkakaibigan… dahil magkikita kami... minsan sa isang oras dahil sa mga tawag na ginawa namin.” (Edad 10)  "Talagang magaling ang kanyang guro sa paaralan dahil, kapag nagsimula na sila sa pag-aaral sa bahay, sasabihin niyang tapos na ang sesyon na ito, babalik ako sa loob ng isang oras at iiwan niya sila online para mag-usap. Kaya pinahintulutan silang mag-chat sa isa't isa nang kaunti, na maganda." (Magulang ng bata sa itaas, edad 10)

Ang pagkansela ng mga organisadong aktibidad na naganap sa labas ng paaralan, kabilang ang mga sports club at organisasyon ng kabataan tulad ng Brownies at Scouts, ay nakaapekto rin sa pakikipag-ugnayan sa lipunan. Inilarawan ng mga bata at kabataan ang mga nawawalang kaibigan na nakasanayan nilang makita sa mga setting na ito, at ang ilan ay nakaligtaan ang koneksyon ng paggawa ng isang aktibidad kasama ang iba at ang pakikipagkaibigan sa isang koponan.

"Ako ay bahagi ng isang koponan sa Linggo at sa panahon ng pandemya kailangan nilang ihinto ang lahat tulad ng pagsasanay sa football. Hindi ka pinapayagang pumunta sa mga laban. Ito ay ganap na huminto. Ang buong liga ay huminto, at naaalala ko lang na iniisip ko kung paano ko malalampasan kung gaano kahalaga ang paglalaro ng football at pumunta at makipaglaro ng football sa ibang tao at laban sa ibang tao." (Edad 17) “Hindi ako makakapaglaro ng football kasama ng sinuman sa aking mga kaibigan at sa aking koponan ng football... Hindi ko makausap ang sinuman sa aking mga kaibigan sa Taekwondo.” (Edad 10)

Mga karanasan sa pagkagambala sa mga pagkakaibigan at relasyon

Ang mga pagmumuni-muni sa pagdanas ng pagkagambalang ito sa mga pagkakaibigan at relasyon ay iba-iba ayon sa edad. Ang mga bata na nasa elementarya sa simula ng pandemya ay sumasalamin na ang pinakamalaking epekto sa kanila ay ang kawalan ng kakayahang makita ang kanilang mga kaibigan at makipaglaro sa kanila sa panahon ng mga lockdown. Gayunpaman, dahil marami sa grupong ito ay hindi masyadong nakipag-usap sa alinman sa kanilang mga kapantay, at hindi lahat ay may sariling telepono, hindi nila naramdaman na tila sila ay medyo nawawala. Dahil dito, kapag bumalik sa paaralan, madalas na sinasabi na ang pagkakaibigan ay bumalik sa kung paano sila pre-pandemic. Habang nami-miss nila ang kanilang mga kaibigan noong panahong iyon, hindi nila alam ang anumang pangmatagalang epekto.

"Sa tingin ko ang mga tao sa aking taon ay naapektuhan lahat nito, tulad ng naranasan ko. Kaya, sa tingin ko lahat tayo ay madaling makipagkaibigan." (Edad 11)  "Walang sinuman ang nagkaroon ng Snapchat. Dahil wala kaming mga telepono... Sa palagay ko hindi ako huminto sa pakikipagkaibigan sa sinuman; ito ay hindi kailanman nagkita-kita." (Edad 14) "Noong panahong wala kaming mga telepono, ngunit sa tuwing gusto naming makita ang isa't isa sa pamamagitan ng mga klase sa Zoom at mga bagay-bagay ay napakasaya." (Edad 12)

Para sa mas matatandang mga bata at kabataan, lalo na ang mga nasa sekondaryang edad sa panahon ng pandemya, ang pagkakaroon ng access sa isang telepono ay isang mahalagang kadahilanan sa pagharap sa pagkaantala ng lockdown. Ang hindi pagkakaroon ng access sa isang telepono kapag ginawa ng ibang mga kapantay ay sinasabing mahirap, na nagpapahirap na manatiling nakikipag-ugnayan sa mga kaibigan at nakikisabay sa kanilang ginagawa, na humahantong sa mga pakiramdam ng pagkawala. Sa ilang mga kaso, ang mga walang telepono ay kulang din ng mga device at/o Wi-Fi para ma-access ang mga online na aralin, kaya dobleng naapektuhan kaugnay ng social contact.

"Wala akong phone. And when you're in Year 7, that's when you're supposed to make all your friends and keep them. So while everyone was texting their friends and everything, nandun lang ako, suplado." (Edad 15) “Nawalan ako ng isang pares [ng mga kaibigan] marahil dahil hindi ko talaga sila nakontak... Dati akong nagte-text dito at doon pero... wala talaga akong telepono kaya hindi ko talaga sila ma-text." (Edad 19) "Na-overwhelm ako, nababalisa, at palaging nag-aalala tungkol sa kung ano ang iniisip ng ibang tao tungkol sa akin dahil naranasan ko ang lahat ng oras na ito na hindi nakikita ang sinuman, at pagkatapos ay nagbago ang lahat [nang bumalik kami sa paaralan]. Wala akong anumang, isang telepono o anumang social media sa oras na iyon, kaya hindi ako nakikisabay sa lahat tulad ng mga uso at lahat ng iyon. Kaya, lahat ng ito ay ganap na naiiba at [ito ay] naiintindihan ko ang lahat ng bagay at [ito] ito. Para akong matandang tao.” (Edad 18) “Sa aking mga pagkakaibigan, nawalan ako ng contact sa aking mga kaibigan, tulad ng, sa mahabang panahon, tulad ng ilang buwan, na parang walang paraan na makontak ko sila o makita kaya naramdaman kong nag-iisa ako… Wala akong telepono noon... Bigla na lang kaming huminto sa pag-aaral, at kailangan naming magsimulang mag-online learning, ngunit hindi ako makapag-online learning dahil wala akong tamang mga tool para ma-access ito.” (Edad 13)

Sa ilang pagkakataon, inilarawan din ng mga bata at kabataan ang pakiramdam na naiiwan sa kabila ng pagkakaroon ng telepono, kung saan hindi sila isinama ng mga kapantay sa mga chat sa social media. Bilang isang resulta, sila ay may kamalayan na nawawala sa mga pag-uusap at nadama nila na hindi kasama sa mga pagkakaibigan.

"Nag-FaceTime ako [mga kaibigan] pero pakiramdam ko, masyado akong naiwan. Gumagawa sila ng mga group chat, kaya magkakaroon sila ng isa sa lahat ng apat na babae, isa sa tatlong babae, isa sa iba't ibang tatlong babae... Magiging kakaiba talaga ang ganoon. At parang ang hindi mo kasama ay ang pinakamahusay at mga bagay na ganoon. Hindi ito masyadong maganda. Plano nilang makipag-hang out nang hindi ako gusto ng mga tao at gusto nila." (Edad 14)

Ang pagkagambala sa pakikipag-ugnayan sa lipunan at pag-asa sa pakikipag-ugnayan sa telepono ay inilarawan din bilang mahirap para sa mga bata at kabataan na walang itinatag na grupo ng pagkakaibigan upang patuloy na makipag-ugnayan sa panahon ng lockdown, kabilang ang mga bago sa kanilang paaralan.

“Wala akong mga kaibigan na napupunta sa lockdown, hindi ako nakakuha, hindi ko na-access ang mga numero ng telepono ng ibang tao... Ibig kong sabihin, kung minsan ay idaragdag ako sa lahat ng mga grupong ito bilang isang biro at ang mga tao ay magkakaroon ng aking numero ng telepono at nagsimulang parang kalokohan na tumatawag sa akin at iba pa, na lubos na ikinagalit ko dahil ako noon, parang ako, kung hindi mo ako guguluhin.", ayaw mo akong maging kaibigan. (Edad 16)

Ang mga pagmumuni-muni sa epekto ng pagkagambalang ito ay iba-iba rin sa edad. Ang mga bata at kabataan na nasa sekondaryang edad sa panahon ng pandemya ay mas may kamalayan sa pangmatagalang epekto kaysa sa mga nasa elementarya. Ang ilan ay sumasalamin na ang kanilang mga grupo ng pagkakaibigan ay lumiit dahil sa pandemya nang hindi nila makita ang mga kaibigan nang personal, na nagreresulta sa mas maliit ngunit mas malakas na pagkakaibigan na umuusbong pagkatapos ng pandemya. Naalala ng mga bata at kabataang ito ang pagkawala ng higit pang mga peripheral na kaibigan habang lumilikha ng mas malapit na mga link sa mga kaibigan na kakausapin nila araw-araw. Bagama't iniisip ng ilan na maaaring nangyari ito nang wala ang pandemya, naramdaman din na ang pandemya ay maaaring nagpabilis ng mga pagbabago sa mga grupo ng pagkakaibigan.

"Ang ilang [pagkakaibigan] ay lumakas; ang ilan ay humina - mayroon lamang dalawang kaibigan na kausap ko ngayon na nakausap ko sa pandemya. Marahil ay may mga anim na grupo sa amin at dalawa na lang sa kanila ang kinakausap ko ngayon. Mula sa araw-araw na pagkikita, pagbabahagi ng lahat sa isa't isa, tungo sa hindi. Ngunit sa palagay ko ito ay maaaring personal na paglago gayundin ang mga tao at ang uri ng paglaki ng bawat isa." (Edad 21) "Sa tingin ko tiyak na pinalakas nito ang ilang pagkakaibigan. Ngunit nakikita mo kung sino ang nagsusumikap sa iyo kapag, tulad ng, ang mga bagay ay mahirap." (Edad 22)

Sa pagbabalik-tanaw sa karanasan, naisip din ng ilang bata at kabataan na mas mahirap mapanatili ang pagkakaibigan at maging suporta sa isa't isa kapag ang mga tao ay pinaghiwalay habang dumadaan sa mahirap na panahon. 

"Ang mga pagkakaibigan ay maaaring magpatuloy ngunit sila ay kakaiba dahil ang bawat isa ay nabubuhay sa kanilang sariling buhay, at lahat ay gumagawa ng kanilang sariling bagay, at walang sinuman ang magkakatulad maliban sa katotohanang lahat kami ay hindi pinapayagang lumabas." (Edad 21)  "Sa palagay ko, dahil ang lahat ay sobrang nakatutok sa kanilang sariling mga problema, napakahirap subukan at, alam mo, kilalanin ang mga problema ng ibang tao at subukan at maging nandiyan para sa kanila. At depende sa kalubhaan ng isang tao, alam mo, sa kanilang personal na bubble, kung ano talaga ang kanilang pinagdadaanan, tiyak na mas mahirap para sa taong iyon na subukan at makipag-ugnayan sa maraming iba pang mga tao." (Edad 22)

Ang pagsunod sa mga paghihigpit sa pandemya sa iba't ibang paraan ay sinabi rin na nakakaapekto sa pagkakaibigan. Naalala ng ilang mga bata at kabataan ang mga paghihigpit sa pandemya na humahantong sa kanilang pakiramdam na naiiwan kapag ang ibang mga kaibigan ay nasa bula na magkasama, o kung saan ang kanilang mga magulang ay mas mahigpit sa pagsunod sa mga paghihigpit kaysa sa iba (ngunit hindi kinakailangang proteksiyon). 

"Nagalit ako sa huli sa lockdown kapag nagkaroon kami ng mga bula, dahil ang dalawang tao ay maaaring tumambay nang sabay-sabay at naramdaman kong medyo naiiwan ako dahil tatambay lang sila at hindi ako makakasama." (Edad 14) “Ang [mga kaibigan ko] noon ay gustong gustong lumabas sa lahat ng oras na parang 'oy social distancing ka' at hindi kami pinagkatiwalaan ng aking ina at hindi niya ako pinalabas." (Edad 19)

Pagpapanatili ng social contact at koneksyon

Inilalarawan namin sa ibaba kung paano nanatiling nakikipag-ugnayan ang mga bata at kabataan sa mga kaibigan at nagpunta sa paghahanap ng mga bagong komunidad online sa panahon ng pandemya. Nagbabahagi din kami ng mga pagmumuni-muni mula sa mga bata at kabataan sa kanilang natutunan tungkol sa pagkakaibigan sa panahong ito.

Manatiling nakikipag-ugnayan sa mga kaibigan

Ang online na pakikipag-ugnayan, kabilang ang sa pamamagitan ng mga video call, pagmemensahe, social media, at paglalaro, ay nakitang kritikal para sa pakikipag-ugnayan sa mga kaibigan. Inilarawan ng mga nakapanayam ang paghahanap ng mga bagong paraan ng pakikipag-ugnayan, o pagtaas ng kanilang paggamit ng online na pakikipag-ugnayan na itinatag bago ang pandemya. 

Ang isa sa mga pangunahing paraan na ang mga bata at kabataan ay nanatiling nakikipag-ugnayan ay sa pamamagitan ng paglalaro. Ito ay totoo lalo na para sa mga lalaki - nasa edad na walo sa panahon ng pandemya - at nagsasangkot ng mga live na tawag at pagmemensahe habang naglalaro ng video game nang magkasama. Ang pamamaraang ito ng komunikasyon ay nagbigay sa mga bata at kabataan ng isang bagay na masaya at nakapagpapasigla na gawin sa panahon ng pandemya, at pinahintulutan silang regular pa ring makipag-ugnayan sa kanilang mga kaibigan. Ang pagkakaroon ng kaparehong console ng mga laro tulad ng kanilang mga kaibigan ay mahalaga dahil ang pagkakaibigan ay madalas na umiikot sa isang partikular na laro at platform sa paglipas ng lockdown. Ang mga bata at kabataan ay lumikha ng matibay na koneksyon sa mga nakakalaro nila at sa ilang pagkakataon ay nawalan ng ugnayan sa mga hindi nilalaro. 

“Hiniling ko ang aking kaarawan na parang headset na may mikropono dahil ito lang talaga ang tanging paraan para makausap ko ang sinuman sa aking mga kaibigan, dahil lahat sila ay may mikropono, kaya magla-log on lang kami sa mga laro at maglalaro ng parang kakaibang oras sa isang araw… Sa tingin ko ito ay talagang nakatulong sa akin, kung ako ay talagang tapat, dahil gusto ko… noon ay talagang limitado ang mga pagpipilian kung paano ko gustong makipag-usap sa aking mga kaibigan.” (Edad 12) “It just made my friendships better, to be honest... Like just being able to play with my friends all the time... Because Covid hit... [Ako] just started playing online [sa PlayStation]... and then just built on those friendships... because we were like a friend group, it was all just like together really." (Edad 12) "Sa mga kasama, halatang nasa laro kami araw-araw, kaya sa tingin ko kami ang pinakaclose sa panahon ng lockdown, iyon ang isang bagay. Sa tingin ko ang aming pagkakaibigan ang nagpatibay sa amin noong [panahon] na iyon... Kinakausap ko sila araw-araw, tulad ng lahat ng nangyayari, isang bagong update sa laro, 'Oh my God nakita mo ba 'yan?'... tapos parang halos mag-isa kaming apat na maglalaro sa umaga." (Edad 19) "Lahat kami noon ay naglalaro ng mga Xbox load. May laro noong taon na iyon na lumabas: Warzone. Napakalaki nito. Pakiramdam ko lahat ay naglalaro niyan. Kaya hindi naman masama... halatang wala ako sa kanila pero hindi ko naramdaman na, 'naku, matagal ko na silang hindi nakakausap' dahil gabi-gabi kaming nakikipag-usap sa isa't isa." (Edad 18) “Maraming ibang tao sa loob ng grupo ng kaibigan, parang wala ka... talagang kakausapin lang sila at mayroon silang iba't ibang mga console para sa paglalaro tulad ng mga online na laro... kaya parang hindi ako nakipaglaro sa kanila ng ganyan... [Nagkaroon ako ng PS4 at] kung mayroon kang Xbox ay iba... At pagkatapos ay noong bumalik ako sa paaralan... lahat ng tao ay nagbago ng sobra at hindi na ako nakipag-ugnayan sa kanila, kaya lang hindi ako nakipag-ugnayan sa kanila, kaya hindi na lang ako nakipag-ugnayan sa kanila, kaya hindi na ako nakipag-ugnayan sa kanila, kaya hindi na lang ako nakipag-ugnayan sa kanila. kasama.” (Edad 18)

Gumamit din ang mga bata at kabataan ng mga video call, pagmemensahe, at social media upang manatiling nakikipag-ugnayan sa mga kaibigan at sa mga nobyo at kasintahan at pinahahalagahan ang pagkakaroon ng regular na pakikipag-ugnayan sa kanila. Ang partikular na mga babae ay gustong makipag-ugnayan sa pamamagitan ng mga online na panggrupong tawag, FaceTime at Zoom.

“I also think [screentime] was a source of like, not happiness, like speaking to my friends, so yes happiness... We'd call quite a lot because I think they all had pretty, well very different, but also kind of similar experiences to me because they're all only children... so wala talaga silang source of entertainment.” (Edad 11) "Kung wala akong computer na iyon at hindi ko kayang makipag-usap sa [aking mga kaibigan] kung gayon hindi ko alam kung ano ang gagawin ko. Dahil pakiramdam ko ay napakahalaga nito na manatiling konektado sa iyong mga kaibigan at mga bagay." (Edad 18) "Sa mga pagkakaibigan, pakiramdam ko ay naging malapit ako sa aking mga kaibigan dahil mas nakakausap ko sila online, kung makatuwiran iyon. Parang mas naging maganda ang relasyon ko sa kanila dahil mas lalo ko silang nakakausap, tulad ng, sa labas ng paaralan." (Edad 18) "Sasabihin ko na ang buong grupo ng kaibigan ay magkasama mula noong Covid, at sa palagay ko ang Covid ay talagang nagpalakas sa amin bilang isang grupo dahil lahat kami ay nanatiling nakikipag-ugnayan sa isa't isa, nagsusuri sa isa't isa." (Edad 18) "Sinabi namin ng aking kasintahan sa isa't isa 'Alam kong hindi kami nagkikita at gusto naming panatilihin itong gumagana... mangyaring subukan natin at siguraduhing nangangako tayo sa isa't isa na mag-usap tayo araw-araw kung tawag man iyon, video call, palitan ito. Siguraduhin lang na gagana ito.' At sa palagay ko, medyo nagte-text ka kapag naiinip ka... sinisigurado naming 'mabuti, ano ang ginawa mo sa araw mo?' Sinigurado namin na mayroon kami niyan... malamang na naging mas malakas kami.” (Edad 22)

Sa ilang mga kaso, ang mga organisadong aktibidad na nilahukan ng mga bata at kabataan, tulad ng mga klase sa sayaw at organisasyon ng kabataan, ay lumipat din online ngunit ang mga pakikipag-ugnayang ito ay hindi gaanong matagumpay. Naalala ng ilan na umaasa na makakita ng mga kaibigan sa ganitong paraan, ngunit nakakadismaya ang karanasan, nakakaramdam ng pagkabigo, hindi na nakikipag-ugnayan sa ibang tao, at nakakahanap ng mga grupo ng Zoom na "glitchy".

"Hindi ako nakapunta upang sumayaw [sa panahon ng lockdown]... Nagsagawa ako ng mga online dance classes... Hindi ko nakita ang aking mga kaibigan at hindi ko talaga nakipag-interact sa mga tao, o tulad ng makita ang aking mga guro sa sayaw. Isa pa, ang Zoom ay medyo glitchy, dahil kapag napakaraming pupunta dito, parang glitched lang." (Edad 11) “[With Brownies on Zoom] some of the times na hindi ko talaga alam kung ano ang ginagawa ko 'cause they were either glitching or hindi ko maintindihan ang sinasabi nila." (Edad 13)

Paghahanap ng mga bagong komunidad online

Nagbigay din ang mga online na platform ng mga pagkakataon para sa panlipunang koneksyon sa kabila ng umiiral na mga grupo ng pagkakaibigan. Ang mga bata at kabataan sa kanilang mga tinedyer sa panahon ng pandemya ay inilarawan na tinatangkilik ang panlipunang koneksyon sa pamamagitan ng mga platform tulad ng House Party, Discord, at Yubo - bagama't nakilala din ng ilan na ito ay naglalagay sa kanila sa panganib ng mga online na pinsala, na ginalugad sa Mga pag-uugali sa online. Ikinatuwa ng ilan ang pagiging bahagi ng isang mas malawak na komunidad online, mula sa pakikipagkilala sa iba sa pamamagitan ng paglalaro hanggang sa pagsali sa isang grupo ng pananampalataya.

"Malinaw na hindi ka dapat makipag-usap sa mga estranghero sa internet ngunit ang pagpunta sa mga laro kung saan naglalaro ka bilang isang squad ay napakasaya, at kahit na ang mga taong hindi mo kilala... Ito ay nakakatulong lamang sa iyo sa ganoong kaunting sosyal, nagpapadama sa iyo na kasama ka na alam mo sa mundo sa paligid mo." (Edad 16) “Pakiramdam ko [ang pandemya ay] kapag nakipag-ugnayan ako sa, nakipag-ugnayan sa aking kultura... Pakiramdam ko ay hindi ako masyadong nakikinig sa aking kultura noon, noong panahon ng Covid, napakaraming tao ang nakilala ko na mula sa parehong etnikong background tulad ko, tulad ng online... Pakiramdam ko ay hindi talaga ako bahagi ng tulad ng isang komunidad bago ang pandemya at medyo kakaiba, ang kakaiba, ang kakaiba, ang kakaiba, ang mga tao ay mag-iisip na ito ay nasasabik, ang mga tao ay nag-iisip na ito ay down at mga ganoong bagay. Pero pakiramdam ko... ang pagiging isang kabataan... kapag nalagay ka sa ganoong sitwasyon, sinasamantala mo, tulad ng, ang internet at, alam mo, ang mga virtual na bagay... May nakilala akong isang tao sa Instagram na... parang isang grupo noong panahong iyon... Tinanong nila ako na, 'oh, gusto mo bang sumali' dahil alam nila na ako ay isang Kristiyano rin, tulad ko, at gusto ko, tulad ng sa iyo Zoom meetings, you know, just kind of talking about studies, things like that, you know, and then through that is how I met people.” (Edad 20)

Mga positibong pagmumuni-muni sa pagkakaibigan

Ang ilan sa mga matatandang pangkat ng edad na kinapanayam, na may edad na 14-18 sa simula ng pandemya, ay sumasalamin na ang pandemya sa huli ay nagkaroon ng positibong epekto sa pagkakaibigan. Dahil sa kakulangan ng mga distractions, nadama ng ilang mga bata at kabataan na napag-isipan nila ang kahalagahan ng pagkakaibigan at kung ano ang kanilang pinahahalagahan sa mga tao. Nagdulot ito sa kanila na makapag-focus sa mga positibong relasyon sa halip na gumugol ng kanilang oras sa mga taong sa tingin nila ay hindi katulad ng kanilang mga halaga o kung sino ang nagpasama sa kanila tungkol sa kanilang sarili. Ang ilan ay naniniwala na sila ay nag-mature nang husto sa pamamagitan ng mga pag-lock at ngayon ay lumalapit sa mga pagkakaibigan nang iba, na gumagawa ng mas mahusay na mga desisyon kaysa sa kanilang ginawa noon.

"Binago nito ang lahat ng aking mga grupo ng pagkakaibigan - hindi ako kaibigan ng sinumang dati kong kaibigan dahil ipinakita nito ang tunay na kulay ng mga tao... Ngayon lang ako naging mas malapit na mga kaibigan. Ipinakita talaga nito kung sino ang malapit na kaibigan at kung sino ang hindi." (Edad 22)  "Sa tingin ko, pinapahalagahan mo ang mga tao na talagang gusto mo at talagang nakakasama mo." (Edad 21) "Sa palagay ko, mas naging conscious ako kung paano makipagkaibigan... Sa totoo lang, parang naging extrovert ako. At, parang, sisimulan ko muna ang pag-uusap kung may ibang tao na nahihiya... Mas sabik akong makipagkaibigan dahil ngayon alam ko na kung ano ang pakiramdam ng pagiging isolated sa isang paraan." (Edad 17)

Ang pag-asa sa online na komunikasyon sa panahon ng pandemya ay humantong din sa ilang mga bata at kabataan sa sekondaryang paaralan na kilalanin na ngayon ay mas mahalaga na makita ang isa't isa nang personal. 

"Sa tingin ko, mas na-appreciate namin ang isa't isa, dahil kapag medyo lumuwag na ang lockdown rules at pinayagan kaming magkita, social distanced, maglalakad-lakad kami at magbisikleta na hindi namin karaniwang naiisip na gawin. Kaya sa tingin ko, nagawa namin ang mga bagay na hindi namin gagawin. At maganda iyon."  (Edad 16)

Mga alalahanin tungkol sa pakikisalamuha kapag lumuwag ang mga paghihigpit

Ang pagkagambala sa pagkakaibigan at pakikipag-ugnayan sa lipunan sa pangkalahatan sa panahon ng mga lockdown ay maaaring lumikha ng mga alalahanin para sa mga bata at kabataan sa lahat ng edad kapag bumalik sa paaralan at ang ilan ay nakaramdam ng "nalulula" dito. Inilarawan ng ilan ang pakiramdam na nakahiwalay sa lipunan sa panahon ng lockdown at nahihirapang makipagkaibigan o ipagpatuloy ang pakikipagkaibigan pagkatapos. Ito ay lalo na ang kaso para sa mga nasa panahon ng paglipat ng edukasyon, tulad ng paglipat mula sa elementarya patungo sa sekondaryang paaralan. 

"[Ang ideya ng pagbabalik sa paaralan ay] medyo napakalaki - hindi ko talaga inaasahan na mangyayari ito nang ganoon kaaga. Akala ko ay maglalaan sila ng oras dito ngunit hindi pala." (Edad 12) "Talagang nahirapan ako sa pakikipagkaibigan. Wala lang akong kaibigan. Kaya, iyon ang isa pang dahilan kung bakit ayaw kong pumasok sa paaralan. At kung gaano ko kamahal ang pag-lock. I mean, sa simula parang nagmemessage ako sa ilang mga tao ngunit pagkatapos, kapag kami, kapag bumalik kami [sa paaralan], makikita mo kung sino talaga ang nag-uusap sa isa't isa sa pamamagitan ng pag-lock at makikita mo kung saan ang pagkakaibigan ay malakas pa rin ang pagkakaibigan. (Edad 16)

Sa ilang mga kaso, ang mga bata at kabataan ay nasiyahan sa oras na nag-iisa sa panahon ng lockdown ngunit alam nila na maaaring hindi ito maintindihan ng iba at naapektuhan ang kanilang pagkakaibigan. 

"Masaya lang para sa akin [sa panahon ng lockdown] na magkaroon lamang ng pag-refresh mula sa pakikisalamuha. Pagkaraan ng ilang sandali, na-miss kong lumabas at makipagkulitan sa aking mga kaibigan, ngunit karamihan sa mga ito, ito ay mabuti, kailangan ko ito. Kailangan ko ng detox mula sa mga tao." (Edad 20) “Nagkaroon ng tensyon dahil ako ang tipo ng tao na… Hindi ako masyadong nakakausap, kaya maraming tao ang nag-personalize… pero hindi… personal, gusto ko lang mag-isa.” (Edad 15) "Basta ang pagkakaroon ng mga tao sa paligid ko muli ay hindi ko nagustuhan ito, nagustuhan ko ang pagiging kalmado at mapayapa sa bahay." (Edad 13)

Naalala ng ilang mga bata at kabataan, na nasa edad pitong taong gulang sa panahon ng pandemya, ang pakiramdam ng pag-aalala tungkol sa paglipat mula sa mga online na pakikipag-ugnayan pabalik sa personal na komunikasyon. Inilarawan ng ilan ang pakiramdam na hindi gaanong kumpiyansa sa mga sitwasyong panlipunan at nawalan sila ng kanilang mga kasanayan sa pakikipagkapwa. 

"Dahil sanay kang gumugol ng maraming oras sa pakikipag-usap sa iyong mga kaibigan online; iniisip mo na lang na mas madali ito kaysa sa aktwal na pakikipag-usap nang personal. Dahil sanay ka na." (Edad 11) "Naaalala ko na dati akong gumagawa ng Beavers sa video chat [sa panahon ng pandemya]... video chat talaga ang unang Beaver na talagang ginawa ko. Kaya naaalala ko nang maayos kong sinimulan ito, nag-aalala ako kung ano ang magiging hitsura nito at kung - paano kung hindi ko ito gusto. Dahil ginawa ko lang ito sa video chat at ito ay, parang totoong buhay... Parang, hindi ko pa talaga nakilala ang ibang mga tao na pumunta doon." (Edad 9) "Medyo kinabahan ako kasi hindi ko pa talaga nakakausap ang [mga bagong kaibigan] nang personal. So parang ang awkward. So parang, ooh, I don't know if I should say this... because you know how texting and, like, speaking. Kumbaga, minsan ibang-iba ang mga nagte-text sa kung paano sila magsalita. So medyo nasanay na." (Edad 17) "Pakiramdam ko ay pinaramdam sa akin ng [pandemya] na napaka-depende sa kakayahang makihalubilo sa online, na pagdating sa muling pagbabalik nang personal ay... ang aking mga kasanayan sa pakikipagkapwa ay halos nawala na sa bintana at ganap na nawala. At napakahirap makihalubilo muli nang personal sa mga tao, at makipagkita ng mga bagong tao nang personal kumpara sa online." (Edad 16)

Sa ilang mga kaso, ang mga alalahaning ito ay nadama na nanatili sa kabila ng pandemya. Napag-usapan din ng mga bata at kabataan ang kanilang inilarawan bilang mga damdamin ng pagkabalisa sa lipunan na nakaapekto sa kanila sa mahabang panahon o pakiramdam na sila ay naging mas introvert.

"I know this is going to sound so backwards but because of the way I was feeling I didn't even want to talk to anyone. So you know the times I did actually have the opportunity to speak to people and see people? Ayoko lang. Kaya feeling ko parang hindi na lang ako interesadong makipagkaibigan sa kanila. Kaya marami akong pagkakaibigan na nawala dahil lang sa pagkawala ng lakas ng loob na lumabas." (Edad 22) "Pakiramdam ko ay may hadlang na ginawa ni Covid at parang pinipigilan akong makipag-usap sa mga tao nang malaya gaya ng dati. Nagdulot ito sa akin ng higit na kamalayan sa sarili tungkol sa maraming bagay." (Edad 17) “Noong bumalik kami pagkatapos ng lockdown, parang nabaligtad ang pagkatao ko, lahat ng taong nakasama ko noon, na alam ng lahat, unti-unti akong nahuhulog, at alam mo na nagsimula akong gumawa ng sarili kong bagay... At tumagal ako ng ilang buwan para mabuo muli ang tamang pagkakaibigan sa mga taong nababagay sa bago, ayokong sabihing bagong personalidad... pero naapektuhan ako ng bago sa aking pagkatao, oo, naapektuhan ako ng bagong pagkatao... extroverted, to being very introverted, which means all of these people that I would normally able to laugh around and joke around with and do most things, I found it quite hard to do... Kasi pakiramdam ko hindi ako yung taong naging kaibigan nila... So, I had to find new people who fit the new me.” (Edad 16) "I've always been, when I was younger, I always used to be quite, like, a social person. I wouldn't mind to meet new people. Okay lang. Pero pagkatapos ng Covid medyo - medyo nagbago... kasi hindi man lang ako sanay na lumabas, let alone meet new people." (Edad 18)

Ang ilan sa mga nakapanayam na nakatakdang pumasok sa unibersidad sa panahon o pagkatapos ng pandemya ay inilarawan kung paano ang pagkawala ng personal na pakikisalamuha ay nakaapekto sa kanilang kumpiyansa tungkol sa pakikisalamuha at pagkakaroon ng mga bagong kaibigan sa unibersidad. Inilarawan ng isang kabataan kung paano niya piniling magtungo sa unibersidad nang mas malapit sa bahay dahil nag-aalala siya na malayo siya at walang mga kaibigan sa unibersidad. Nadama niya na ito ay bahagi dahil sa mga alalahanin tungkol sa pakikisalamuha na dulot ng pandemya, pati na rin ang iba pang mga kadahilanan. 

"Sa palagay ko ang katotohanan na nag-aral ako sa unibersidad pagkatapos ng halos dalawang taon ng hindi pakikisalamuha, medyo nakalimutan ko kung paano makihalubilo, kaya medyo mahirap iyon." (Edad 20)

Pangwakas na pananalita

Ang mga natuklasang ito ay naglalarawan kung gaano ang pangkalahatang nakakagambalang lockdown para sa mga bata at kabataan sa mga tuntunin ng pakikipagkita sa mga kaibigan, hindi lamang sa mga nakikita nila araw-araw sa paaralan kundi pati na rin sa mga kasamahan sa koponan at iba pa na nakasanayan nilang makita sa mga organisadong aktibidad. Itinatampok nila ang kahalagahan ng paaralan bilang isang lugar para sa pakikipag-ugnayan sa lipunan gayundin sa pag-aaral at ipinapakita rin ang kontribusyon ng mga sports club, grupo ng kabataan, at iba pang organisadong aktibidad sa pagbibigay ng mga pagkakataon sa mga bata at kabataan na kumonekta sa iba sa normal na mga panahon. 

Sa harap ng pagkagambalang ito, ang kakayahang mapanatili ang mga relasyon sa mga kaibigan ay isang mahalagang mapagkukunan ng suporta sa gitna ng mga hamon ng pandemya. Itinatampok ng mga account ng mga bata at kabataan kung gaano kahalaga ang online na pakikipag-ugnayan sa panahon ng pandemya, na nagbibigay-daan sa kanila na manatiling nakikipag-ugnayan sa mga kaibigan, mapanatili ang mga pagkakaibigang ito at gumawa ng mga bago, kabilang ang sa pamamagitan ng paglalaro pati na rin sa pamamagitan ng pagmemensahe, mga video call, at sa social media. Ang mga taong walang mga device na katulad ng iba pang mga kaedad nila ay maaaring mahihirapang maiwan, lalo na ang mga nasa sekondaryang paaralan sa panahon ng pandemya na walang telepono at nababatid na nawawala ang mga pakikipag-ugnayan at pakiramdam na hiwalay sa kanilang grupo ng pagkakaibigan. 

Bagama't ang ilang pagkakaibigan ay hindi natuloy pagkatapos ng pahinga sa pakikipag-ugnayan, nadama na ang ilan sa mga ito ay maaaring hindi tumagal sa anumang kaso. Ang mas mahabang pangmatagalang epekto ng pandemya ay hindi gaanong nailalarawan sa mga tuntunin ng mga partikular na pagkakaibigan na apektado at higit na nauugnay sa mga bata at kabataan na nawawalan ng tiwala sa kanilang kakayahang makipag-ugnayan sa iba o magkaroon ng mga bagong kaibigan. Itinatampok ng mga account kung paano nahirapan ang ilang bata at kabataan sa pag-asang makakita ng mga kaibigan at kapantay pagkatapos ng lockdown, kasama na kung saan ang mga nakapagpanatili ng isang relasyon online ay maaaring matakot pa rin sa posibilidad na makipag-ugnayan nang personal. Lumikha ito ng mga partikular na alalahanin tungkol sa pagbabalik sa paaralan, lalo na para sa mga gumagawa ng mga pagbabagong pang-edukasyon. Sa ilang mga kaso, ang mga bata at kabataan ay nakadama ng pag-aalala tungkol sa pakikipag-ugnayan sa lipunan nang mas malawak, na nakakaapekto sa kanilang kumpiyansa na makasama ang iba, at nakita ito bilang isang direktang resulta ng kanilang karanasan sa pandemya.  

3.4 Edukasyon at pag-aaral

Pangkalahatang-ideya

Sinasaliksik ng seksyong ito ang mga karanasan ng mga bata at kabataan sa nagambalang edukasyon sa panahon ng pandemya. Itinatampok din ng seksyon ang mga salik na nakatulong na mabawasan ang pagkagambala upang payagan ang ilang mga bata at kabataan na magpatuloy at umunlad sa pag-aaral. Ang mga karanasan ng mga bata at kabataan sa edukasyon sa iba't ibang devolved na administrasyon sa UK ay malawak na pareho. Gayunpaman, nag-highlight kami, kung saan nauugnay, ang mga halimbawa kung saan lumitaw ang mga pagkakaiba mula sa mga panayam.¹¹ 

Tinatalakay din ng seksyong ito ang mga karanasan ng mga bata at kabataan na may iba't ibang pangangailangan sa espesyal na edukasyon (SEN)¹². Ang mga hamon na kinakaharap ng mga indibidwal na ito ay madalas na lumilitaw na mas mataas na mga bersyon ng mga paghihirap na nararanasan ng kanilang mga kapantay na walang espesyal na pangangailangang pang-edukasyon. Gayunpaman, tinutuklasan din namin ang mga natatanging aspeto ng pagkagambala na kanilang kinaharap (halimbawa sa paligid ng suporta sa SEN) at iba pang mga karagdagang hamon na partikular sa mga pangangailangan sa pag-aaral ng mga indibidwal.

Ang mga bata at kabataang may SEN ay nagkaroon ng maraming iba't ibang pangangailangan at katangian. Ang grupong ito ay binubuo ng mga bata at kabataan na may iba't ibang pangangailangan sa komunikasyon at pakikipag-ugnayan gayundin sa mga pangangailangan sa pag-unawa at pag-aaral. Ang ilan ay nakatanggap ng suporta sa pamamagitan ng Suporta ng SEN at ang iba sa pamamagitan ng mga plano ng suporta ayon sa batas¹³. Ang iba ay hindi nakatanggap ng pormal na suporta. Ang mga bata at kabataan sa grupong ito ay dumalo sa iba't ibang uri ng paaralan. Karamihan ay nag-aral sa mainstream na paaralan, habang ang ilan ay nag-aral sa mga espesyal na paaralan o nasa Alternatibong Probisyon¹⁴. 

Ang grupong ito ay binubuo ng parehong mga bata at kabataan na may diagnosis at mga wala, kabilang ang mga bata at kabataan na nakatanggap ng diagnosis pagkatapos ng pandemya. Kasama sa mga halimbawa ng mga diagnosis na iniulat ng mga bata at kabataan o ng kanilang mga magulang ang autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia at global development delay.¹⁵ Mahalagang tandaan ang papel na ginampanan ng mga magulang sa mga panayam sa mga bata at kabataan sa SEN. Ang mga natuklasang nauugnay sa mga indibidwal na ito ay higit na nakakakuha ng pananaw ng magulang kaysa sa iba pang mga seksyon sa ulat na ito at samakatuwid ay nagsasama ng higit pang mga panipi mula sa mga magulang. Sa ilang mga kaso, ito ay dahil ang mga magulang ay higit na nagsasalita sa panahon ng panayam kung saan ang mga bata at kabataan ay may kahirapan sa komunikasyon. Sa ibang mga kaso, ang mga bata at kabataan ay hindi nakapagkomento sa kanilang probisyon ng SEN ngunit ang kanilang magulang ay nag-ambag ng detalye tungkol dito.

Buod ng Kabanata

Pandemic na mga karanasan sa pag-aaral Mga hamon sa pag-aaral Paganahin ang pag-aaral sa panahon ng pandemya Pagsasaayos sa mga bagong kaugalian Pangwakas na pananalita

Pagkagambala sa paaralan at pag-aaral Mga bagong diskarte sa pag-aaral   Pag-aaral mula sa bahay Mga karanasan sa online na pagtuturo at pag-aaral Mga hamon sa pag-aaral dahil sa limitadong mapagkukunan Mga hamon sa pag-aaral dahil sa mga partikular na pangangailangan at pangyayari Indibidwal na suporta sa pag-aaral Personal na pagtuturo Malayang pag-aaral Pag-angkop sa mga paghihigpit sa paaralan Mga karanasan sa pag-aaral sa paaralan Pagkagambala sa mga pagsusulit Pagkagambala sa mas mataas at karagdagang edukasyon

Pandemic na mga karanasan sa pag-aaral

Sa ibaba ay tinuklas namin ang mga paraan kung paano naantala ang edukasyon ng mga bata at kabataan sa panahon ng pandemya. Tinatalakay namin kung paano naranasan ng mga nainterbyu na hindi pumasok sa paaralan dahil sa mga lockdown sa UK. Pagkatapos ay sinusuri namin ang mga karanasan ng pag-aaral mula sa bahay, at ng mga online na aralin para sa mga dumalo sa kanila. 

Pagkagambala sa paaralan at pag-aaral

Ang pandemya ng Covid-19 ay nagdulot ng hindi pa naganap na pagkagambala sa mga paaralan sa UK, na pumipilit sa mga pagbabago sa mga alternatibong mode ng pag-aaral. Iniugnay ng ilang bata at kabataan ang kanilang mga pagkagambala sa edukasyon sa mga partikular na pag-lock o transition, gaya ng paglipat ng mga paaralan o paghahanda para sa mga pagsusulit, kung saan ang mga kaganapang ito ay kadalasang nagpapatingkad sa kanilang mga alaala. Ang iba ay naalala ang kanilang mga karanasan sa pangkalahatan, nang hindi tinali ang mga ito sa isang partikular na panahon.

Nangangahulugan ang unang pag-lock ng UK at mga pagkagambala sa paaralan na ang karamihan ng mga bata at kabataan ay gumugol ng karamihan sa panahon ng maagang pandemya sa bahay kaysa sa paaralan o kolehiyo sa ikaanim na anyo.^{16 17} Ang mga nakapanayam ay nagbahagi ng mga hamon na nagreresulta mula sa pagkagambalang ito, kabilang ang pagkawala ng personal na pakikipag-ugnayan sa lipunan sa mga kapantay at guro at hindi makalahok sa mga tipikal na karanasan at milestone sa paaralan. Inilarawan ng mga bata at kabataan ang mga katulad na hamon na umuulit sa mga kasunod na pag-lock. Ang kanilang mga karanasan sa ibang pagkakataon ay hinubog din ng iba pang mga kadahilanan kabilang ang kanilang taon ng pag-aaral at workload. 

¹⁶ Sa pamamagitan ng 20 Marso, lahat ng mga paaralan sa UK ay nagambala, ibig sabihin ay nagsara sila para sa lahat ng personal na pagtuturo, maliban sa mga bata ng mga pangunahing manggagawa at mga bata na itinuturing na mahina. Sa mga bata sa bahay, ang pagtuturo ay naganap sa malayo. Ang mga bata at kabataan sa paaralan ay nagpunta mula sa paggugol ng lima hanggang anim na oras sa pag-aaral sa kapaligiran ng paaralan, na may takdang-aralin, hanggang sa paggugol ng oras na iyon sa bahay sa halip. Pag-aaral sa panahon ng pandemya: pagsusuri ng pananaliksik mula sa England - GOV.UK (www.gov.uk)
¹⁷ Ang mga karanasan ng mga nasa mas mataas at karagdagang edukasyon sa pandemya ay hiwalay na ginalugad sa ibaba.

Isinasaad ng mga tugon na ang pahinga sa paaralan at gawaing ito sa paaralan ay tinatanggap ng mga bata at kabataan sa mga unang yugto ng unang lockdown. Inilarawan ng mga nakapanayam ang ilang mga positibong epekto mula sa hindi pagiging nasa kapaligiran ng paaralan sa panahong ito, kabilang ang pakiramdam na mas nakakarelaks at mas mahusay na nagpahinga.

"Ang pagiging nasa bahay ay masaya at parang isang libreng bakasyon kaya gagamitin ko lang ang aking telepono o gusto kong gawin ang mga bagay na gusto kong gawin." (Edad 15) “[Mas gusto ko] na maaari akong [magsagawa ng home learning] kung kailan ko gusto sa isang araw at hindi lamang sa isang takdang oras at kapag ayaw kong mag-aral ay gagawin ko na lang sa gabi bago at pagkatapos ay magkakaroon ako ng libre sa susunod na araw." (Edad 13)

Inilarawan ng mga bata at kabataan sa lahat ng edad ang pagbawas ng pakikipag-ugnayan sa lipunan sa mga kapantay bilang unang malaking epekto ng mga paghihigpit sa paaralan ng pandemya. Dahil dito, humiwalay ang ilan sa edukasyon at naapektuhan ang dynamics ng pagkakaibigan. Inilarawan din ng mga batang nasa elementarya at kanilang mga magulang ang pagkawala ng mga regular na pagkakataon para sa paglalaro. 

"Ayoko nung lunch time or break time, hindi ako nakakapaglaro kasama yung mga kaibigan ko, napadpad lang ako sa bahay. Kung nasa school ako nakipaglaro ako sa mga kaibigan ko, pero nasa bahay lang ako." (Edad 9)

Ang pangalawang pangunahing aspeto ng nagambalang edukasyon na tinalakay ng mga nakapanayam ay ang kakulangan ng pang-araw-araw na suporta at feedback mula sa mga guro. Tulad ng tinalakay sa ibaba, ang mga bata at kabataan ay higit na umaasa sa mga magulang upang tulungan sila sa kanilang pag-aaral bilang resulta. Isinasaad ng mga tugon na mayroong malawak na pagkakaiba-iba sa lawak ng pag-check in ng mga paaralan at guro sa mga mag-aaral sa paunang pag-lock. Halimbawa, ito ay maaaring mula sa walang suporta, hanggang sa mga regular na tawag sa telepono sa mga magulang upang mag-check in, hanggang sa mga guro na naghahatid ng mga materyales sa mga tahanan.

"Tinatawagan kami ng aming mga tutor mula sa aming mga klase at tatanungin kung okay kami, kung maayos ba ang lahat sa aming pamilya. Suriin lamang ang aming kalusugan sa isip at pisikal na kalusugan... Iyon ay talagang maganda dahil ipinakita nito, parang, halatang nagmamalasakit sila." (Edad 15) "Maliban sa ilang mga pagpupulong sa Zoom [wala akong kontak sa aking guro]." (Edad 10)  "It was a good while in before we finally got any contact... I was a bit concerned that the school, I thought, you know, surely they have got a duty of care, hindi nila alam kung saang bahay siya nakatira, there was no sort of check up on him and considering he wasn't attending the classes. Kasi nacontact ko sila in the end, sabi ko, just to let know you, he's our son's we know, he's our son is our son. parang hindi interesado tulad ng iniisip ko na dapat ay mayroon sila” (Magulang ng bata sa itaas, edad 10) "Nakaupo ako doon na walang paaralan, naglalaro ng Animal Crossing nang anim na buwan. Literal na walang trabaho sa loob ng anim na buwan at walang gurong tumawag sa akin. Nagawa ko lang ang gusto ko." (Edad 13)

Ang ilan sa mga nakapanayam ay naniniwala na ang kawalan ng pagsubaybay na ito ay nakaapekto sa kanilang pag-unlad. Halimbawa, inilarawan ng ilan ang pakiramdam lalo na hindi suportado sa panahon ng remote at online na pag-aaral. Sinabi ng mga bata at kabataang ito na nahirapan silang sabihin o ipakita kung matagumpay nilang natutunan ang kailangan nila.

“Tulad ng maaaring sinubukan [ng mga guro] man lang na tawagan ka at tanungin kung kumusta ka... Sa tingin ko ay titingnan lang nila [para makita] kung ginawa mo ito dahil kailangan mong mag-attach ng isang bagay sa email." (Edad 12) “Ang online na paaralan… Naging dahilan para mahuli ako nang husto pagdating sa bagay na iyon, na para bang walang suporta online sa totoo lang... [at] dahil sa katotohanan na wala kaming gaanong tulong noong online na paaralan, halos ako at ang ilang mga kaibigan ay maglalaro lang kami ng Roblox 24/7. Naaalala kong gusto kong tingnan ang oras ng aking screen at ito ay labing pitong oras." (Edad 17)

Ang huling pangunahing aspeto ng pagkagambala na tinalakay ng mga bata at kabataan ay ang pagkawala ng mga pangunahing karanasan sa paaralan, mga seremonya ng pagpasa, at mga kaganapang panlipunan. Ang mga lilipat mula sa elementarya hanggang sekondaryang edukasyon o naghihintay na ipagdiwang ang pagkumpleto ng mga pangunahing pagsusulit ay inilarawan ang panahong ito na lalong mahirap. Ang mga napalampas na aktibidad, tulad ng mga araw ng palakasan, mga paglalakbay sa paaralan, pag-alis sa mga asembliya, at mga pagdiriwang pagkatapos ng pagsusulit ay maaaring makaramdam ng pagkabigo at pagkaitan ng mga makabuluhang alaala sa mga bata at kabataan. 

"Medyo nakakadismaya dahil gusto kong gawin ang year six play ko. Dahil lahat ay laging inaabangan iyon... Sa tingin ko maraming primary schools ang gumawa nito, pero ang primary school ko, parang, maraming, like, event para sa year sixes sa huling term, dahil, alam mo, aalis na sila sa school. At marami, alam mo, goodbye party para sa iba pa, mga nakaraang taon. kahit ano. Ngunit ang akin ay walang anumang bagay na iyon. (Edad 15)  “I feel like I missed out on so many opportunities, so much fun, so many activities I could have done in year six and I think I missed out on my crucial years, which is like year seven, ang start ng high school na parang hindi namin kaya, hindi naman kami nagstart ng high school na normally like. Starting with wearing masks and not even able to go next to each other at the all going to year seven high school, nakakatakot talaga. isang maskara at dalawang metro din ang pagitan, nakakatakot lang at makakasama ka lang sa klase mo. (Edad 15)    "Naramdaman ko lang na hindi na talaga kami nakapagpaalam sa lahat [sa pagtatapos ng paaralan], sa totoo lang. Napakabilis lang. At ang ilan sa mga guro ay umalis na dahil nagsasanggalang sila bago pa man magsara ang mga paaralan... May ilang mga guro na sinabihan lamang na magsanggalang at hindi na bumalik." (Edad 15)

Ang mga aspeto ng nagambalang edukasyon na tinatalakay ng mga bata at kabataan ay iba-iba depende sa kanilang edad sa panahon ng pandemya. Itinampok ng mga panayam ang tatlong mahahalagang yugto ng transisyonal na nagambala: mula sa elementarya hanggang sekondaryang paaralan, sekondaryang paaralan sa isang panahon ng pormal na pagtatasa, at pagtatapos ng sekondaryang paaralan, na may mga partikular na tema kung paano naapektuhan ang mga bata at kabataan sa ganitong mga edad.

Mga bagong diskarte sa pag-aaral

Ipinaliwanag ng mga bata at kabataan na, pagkatapos ng anunsyo ng unang lockdown noong 2020, ang oras na ginugol nila sa mga gawain sa paaralan ay nabawasan nang husto habang ang mga paaralan ay nag-adjust sa hybrid na pagtuturo at mga online na aralin. Sa buong paaralan, mga diskarte sa pag-aaral ng lockdown¹⁸ napag-usapan ng mga kabataan ang malawak na pagkakaiba-iba at sinasabing nagbabago sa paglipas ng panahon dahil sa konteksto ng lockdown at habang ang mga pamamaraang ito ay inangkop.

Ang mga tugon mula sa mga nakapanayam ay nagpapahiwatig ng tatlong pangunahing paraan kung saan ang mga paaralan ay nakabalangkas sa malayong pag-aaral (tingnan ang Larawan 4 sa ibaba) sa buong panahong ito. Karamihan sa mga bata at kabataan ay nakaranas ng ilang kumbinasyon ng mga pamamaraang ito, at ang mga paaralan ay lumilitaw na lumipat sa pagitan ng tatlo sa mga lockdown at para sa iba't ibang mga pangkat ng taon. Ang paggamit ng iba't ibang istrukturang ito ay maaaring naiugnay sa mga mapagkukunan ng mga paaralan, at ang kanilang kakayahang mag-set up ng mga malalayong pag-aaral. 

Sa pangkalahatan, ang mga bata at kabataan ay nag-ulat ng pattern ng pagtanggap ng maliit na structured na probisyon sa unang bahagi ng unang lockdown. Bumuti ito sa paglipas ng panahon, bagama't ang ilang mga bata ay nag-ulat ng kaunting probisyon hanggang taglagas 2020. Ang mga paaralan ay sinasabing sa simula ay nagbahagi ng mga materyales sa pag-aaral upang suportahan ang patuloy na pag-aaral, tulad ng mga ad hoc na takdang-aralin at mga work packet at mga mapagkukunan para sa mga magulang na maghatid ng mga aralin. Sa paglipas ng unang pag-lock, ang mga karanasan ng mga online na platform sa pag-aaral, tulad ng Google Classroom, Microsoft Teams, at Zoom at mga application tulad ng Seesaw, Showbie at Show My Homework para makumpleto ang takdang-aralin at sumali sa mga aralin ay naging mas karaniwan.

Figure 4: Mga salaysay ng mga bata at kabataan kung paano binuo ng mga paaralan ang malayong pag-aaral

Sa mga pinababa o flexible na iskedyul, ang mga paaralan sa pangkalahatan ay nagtatakda ng mga gawain para sa linggo o araw at maaaring piliin ng mga bata kung paano at kailan ito kukumpletuhin. Mas kaunti ang nakaiskedyul na mga aralin o check in kaysa bago ang pandemya. Inilarawan ito ng mga bata at kabataan bilang pinakakaraniwan sa simula ng unang lockdown.

"Noong ika-anim na taon sa aking elementarya at sa ikapitong taon sa aking sekondaryang paaralan ay nagsagawa sila ng online na paaralan at mga online na aralin at mga bagay-bagay... Ngunit mas kaunti ang trabaho at mas kaunti ang mga aralin na nagaganap. Kaya't marami lang ang natutulog at naglalaro ng mga video game... Lalo na sa unang pandemya." (Edad 15)

Sa mga araw na nakaiskedyul sa paaralan, lumilitaw na sinusunod ng mga mag-aaral ang kanilang regular na iskedyul ng paaralan, na ang mga aralin ay magsisimula sa bandang 9am at magtatapos sa bandang 3pm, na may mas maiikling online na live na mga aralin at mas malayang gawain. Lumilitaw na mas kitang-kita ang mga ito mula sa pagtatapos ng unang lockdown at pagkatapos ay sa mga kasunod na pag-lock, partikular para sa mga mag-aaral sa sekondaryang paaralan at kung saan ang mga paaralan ay sinasabing may access sa mga platform ng pag-aaral at mga mapagkukunan upang mag-host ng online na pagtuturo. Ang karanasang ito ay lalong kitang-kita sa mga bata at kabataang nakapanayam na nag-aral sa mga independiyenteng paaralan.

"Magkakaroon ka ng mga Zoom meeting, Google meetings, lahat ng ganoong uri ng bagay. At gagawin ng aking mga guro, tulad ng, mga aralin at bagay online sa buong araw." (Edad 15)

Sa wakas, inilarawan ng mga bata at kabataan ang independyente o self-guided na pag-aaral, kung saan ang mga paaralan ay nagtatakda ng mga takdang-aralin at ang mga mag-aaral ay inaasahang kumpletuhin ang mga ito nang nakapag-iisa. Ang mga tugon mula sa mga bata at kabataan ay nagmungkahi na ang ilan ay nadama na ang pamamaraang ito ay kinakailangan para sa kanilang mga paaralan sa simula dahil sa kakulangan ng paghahanda. Ipinahihiwatig din ng mga tugon na ang mga paaralang sumunod dito ay maaaring ginawa rin dahil sa pagkakaroon ng limitadong access sa mga platform o mapagkukunan upang mag-host ng online na pagtuturo. Inilarawan din ito ng mga kabataang naghahanda para sa mga end-of-sekundaryang pagsusulit – gaya ng A-level o National Qualifications sa Scotland, na binabanggit na ang mga independiyenteng kasanayan sa pag-aaral (halimbawa sa paligid ng rebisyon) ay naisagawa na bago ang pandemya.

"Walang pakikipag-ugnayan mula sa mga guro, talaga. Primary o sekondaryang paaralan. Oo. Itinakda lang nila ang trabaho at pagkatapos ay ipagpatuloy mo ito nang mag-isa". (Edad 15)

Ang naramdaman ng mga bata at kabataan tungkol sa mga bagong diskarte sa pag-aaral ay mukhang lubos na naiimpluwensyahan ng kanilang yugto ng edukasyon (tulad ng elementarya o sekondarya, na kinikilala na ang terminolohiya at mga istruktura ng paaralan ay nag-iiba sa buong UK) at ang mga inaasahan ng kanilang mga paaralan sa kung gaano karaming trabaho at kung anong uri ang dapat nilang tapusin sa panahong ito.

Para sa ilang mga batang nasa elementarya na nag-aaral kasama ang kanilang mga magulang, ang paggugol ng oras na magkasama, pakiramdam na malapit, at pagtanggap ng suporta ay malinaw na positibo. Gayunpaman, inilarawan ng iba sa edad na ito na nahihirapang manatiling motibasyon nang walang istraktura at mga paalala ng paaralan. 

“Noong anim na taon… literal na nagustuhan namin ang libro at sa Google Classroom gusto nilang sabihing kumpletuhin ang mga page na ito at pagkatapos ay mamarkahan mo na lang sila at pagkatapos, para malinaw na wala talagang gaanong pakikipag-ugnayan sa mga guro at kaya, ito ay mas katulad ng pagsasanay sa nagawa ko na.” (Edad 14)

Ang ilan sa mga nakapanayam na nasa elementarya at maagang sekondaryang yugto sa panahon ng pandemya ay nakita ang kanilang mga gawain sa paaralan bilang "isang bagay na dapat gawin" na itinakda ng kanilang paaralan, sa halip na pakiramdam na sila ay talagang natututo ng isang bagay. Ito ay sinabi na lalo na ang kaso sa pagsisimula ng unang lockdown. Inilarawan ng mga batang ito kung paanong ang mga simpleng worksheet o mga online na gawain ay hindi nakakonekta sa mga nakaraang aralin at kadalasan ay hindi namarkahan. Nalaman ng ilang mga bata at kanilang mga magulang na ang dami ng mga worksheet na ipi-print, kukumpletuhin at ibabalik ang mga larawan, ay maaaring pakiramdam na "napakalaki" at "walang kabuluhan". Nadama ng iba na nakapanayam na ang mga paaralan ay nag-aalok sa kanila ng pinakamababa: halimbawa, tinalakay ng isang bata kung paano siya binibigyan ng isang solong worksheet sa isang linggo. 

"Ang mga worksheet ay talagang boring, talagang mahaba, naramdaman nila na mas mahaba kaysa sa normal sa tingin ko" (Aged 10) "Sa palagay ko ay mayroon kang isang buklet kaya kailangan mong pumunta at kailangan mong kunin ang buklet na ito mula sa labas ng pinto at ito ay may pangalan at hindi lang, ito ay hindi malinaw [kung ano ang dapat nilang gawin]. Maraming mga magulang ang nahirapan dito, ito ay isang kilalang bagay na iyon, ito ay kakila-kilabot." (Magulang ng batang 11 taong gulang) “Wala kaming… nagtuturo o anuman, padadalhan lang kami ng mga worksheet, inaasahan na magpapatuloy sa mga iyon talaga, ngunit parang wala talagang gabay.” (Edad 17)

Ang mga bata at kabataan na nasa sekondaryang edukasyon ngunit wala pa sa yugto ng paghahanda para sa mga pormal na pagsusulit ay mukhang partikular na apektado ng pagkakaroon ng mas limitadong mga pagkakataon sa pag-aaral sa yugtong ito. Iniulat nila na hindi sumasaklaw sa mga paksa at mga layunin sa pag-aaral sa antas na sa tingin nila ay kinakailangan, o ganap na nawawala ang mga ito, at naniniwala na ito ay nag-ambag sa kanila na "nahuhulog" sa kanilang inaasahang antas ng akademikong pag-unlad.

“Naramdaman ko na mahirap i-motivate ang sarili ko na gawin ito at naramdaman ko lang na hindi talaga ito kapaki-pakinabang dahil mas... parang hindi ka talaga nila binibigyan ng tamang trabaho o pag-aaral, parang mas maraming pagsusulit at laro at naramdaman ko na hindi talaga ito nakatulong ng sobra.” (Edad 16) "Mas natututo ako kapag mayroon akong pisikal na bagay sa harap ko na nakikita kong ginagawa ng isang tao, kaya, ang pag-upo sa bahay na sinusubukang alamin ang lahat ng bagong impormasyong ito tungkol sa lahat ng mga paksang ito na bago lang sa akin... nang hindi nakikita ang sinumang gawin ito ay napakahirap." (Edad 16)

Ang mga kabataan na nasa mataas na dulo ng sekondaryang paaralan ay nakatakdang kumuha ng mga pormal na pagsusulit sa panahon ng pandemya na naglalarawan ng mas iba't ibang karanasan. Kabilang dito ang pakiramdam ng mas malaking pressure sa mga punto sa unang lockdown na magsumite ng takdang-aralin at dumalo sa mga online na aralin upang hindi malagay sa panganib na bumagsak sa kanilang mga pagsusulit. 

"Napaka-stress sa school dahil walang nakakaalam kung gagawa tayo ng [mga pagsusulit] o hindi... ginawa nila ang bawat pagsubok na para bang gagamitin iyon para sa iyong mga marka. Kaya, kailangan mong gawin nang maayos sa lahat ng bagay, kung gusto mong gawin nang maayos." (Edad 22)

Kapansin-pansin, ang ilang mga kabataan sa mataas na sekondaryang edukasyon, at ang ilan din sa mga may partikular na SEN, ay inilarawan kung paano ang ilang mga aspeto ng independiyenteng pag-aaral ay mas pinipili kaysa sa pag-aaral sa paaralan at online. Kasama sa mga benepisyong inilarawan nila ang pag-iwas sa mga nakakagambalang miyembro ng klase sa mga online na lesson, pagkumpleto ng trabaho nang mas mahusay at ang diskarteng ito ay mas angkop (para sa ilan) para sa muling pagbisita sa nilalaman na naituro na.

"Sa panahon ng lockdown, naaalala ko na gagawin ko lang ito at pagkatapos ay magiging parang, oh wow. Sa halip na isang buong araw, tulad ng, pitong oras sa paaralan, nagawa ko na ang lahat ng aking trabaho, tulad ng, 30 minuto." (Edad 18) "Sa simula ay medyo sinusubukan lang nilang malaman dahil para maging patas sa mga gurong hindi nila sinanay para dito, di ba? Ngunit sa palagay ko sa mga susunod na pag-lock ay binigyan nila kami ng isang pagpapakilala sa trabaho at medyo hinahayaan kaming pumunta at gawin ang aming mga bagay at para maging patas na marahil ay gumana nang mas mahusay. Sinasabi lang sa amin kung ano ang gagawin at pagkatapos ay gawin ito. Dahil ito ay napakahirap na pumunta sa klase, tulad ng sa background. Kaya binigyan lang nila kami ng trabaho at ipinagpatuloy at pagkatapos ay sinabi sa amin na umalis at gawin ito at pagkatapos ay isumite ito sa susunod na araw na kailangan naming isumite ang gawain tungkol doon… Hindi ko talaga iyon pinansin dahil iyon lang ang paraan para magawa ko ang gawain sa Zoom, tulad ng, para sa mga bata [na talagang hindi pupunta] 16. (Edad 20)

Higit pa sa mga timetable at patnubay sa paaralan, ang mga paraan na inilarawan ng mga bata at kabataan sa pagsasaayos ng kanilang mga araw sa panahon ng malayong pag-aaral ay mukhang apektado ng kanilang kapaligiran sa tahanan, at kung gaano sila nakatuon sa pag-aaral bago ang pandemya.

Pag-aaral mula sa bahay

Isang mahalagang hamon na itinampok ng mga bata at kabataan ay ang pagsisikap na tapusin ang trabaho, tumutok, at pamahalaan ang kanilang oras at mood sa tahanan kaysa sa paaralan. Ang mga pangunahing paghihirap na inilarawan sa paligid ng pag-aaral mula sa bahay ay sa pagsunod sa isang pare-parehong gawain sa pag-aaral, pananatiling motivated, at pag-concentrate at pagpapanatili ng focus. 

Ang Mga hamon sa pag-aaral Ang seksyon, sa ibaba, ay nagsasaliksik sa mga karanasan ng mga taong lalo pang tumaas ang mga hamong ito, gayundin ng mga naglalarawan ng mga natatanging hamon sa kontekstong ito. 

Sa mga batang nasa elementarya na nasa edad na, ang ilan ay tila nahihirapan kung inaasahan na magtrabaho nang walang istraktura o mga paalala ng isang kapaligiran sa paaralan, kabilang ang mga oras ng pahinga upang makihalubilo, o mga kampana sa pagtatapos ng mga aralin. Inilarawan ng isang bata sa elementarya sa panahon ng pandemya kung paano ang kumbinasyon ng kawalan ng pressure at wala sa isang kapaligiran ng paaralan na may nakatakdang timetable ay humantong sa kanyang malubhang pagkahuli sa kanyang trabaho.  

"Walang masyadong trabaho sa simula dahil walang nakakaalam kung ano ang nangyayari at walang nakakaalam kung gaano ito katagal. Kaya parang gawin mo na lang kung ano ang kaya mo... Nahuli talaga ako sa schoolwork noong year 5, I think that's the time na talagang natututo ka, kumbaga, mas mahirap. At naalala ko na kailangan kong mag-email sa mga magulang ko. “wala siyang ginawa”. Gumamit kami ng isang bagay na tinatawag na Mathletics sa paaralan at mayroon akong… 56 na mga takdang-aralin na hindi ko pa nagawa – kaya [natanggap] ko, ang isang timetable para sa aking ina at kailangan kong gawin, tulad ng, hindi bababa sa tatlo sa isang katapusan ng linggo at kailangan kong gawin ang lahat ng aking trabaho sa isang araw At naalala ko lang na parang 'oh my god'. Kasi parang, sobrang effort para makahabol.” (Edad 13)

Sa iba't ibang edad, kumpara sa pag-aaral sa paaralan, tinalakay ng mga bata at kabataan ang pakiramdam na hindi gaanong nananagot para sa kanilang mga gawain sa paaralan, na bahagyang dahil sa kakulangan ng regular na feedback, na naging dahilan upang mas mahirap para sa ilan na makaramdam ng motibasyon. 

Tinalakay din ng mga bata at kabataan ang mga kahirapan sa pag-concentrate habang nag-aaral mula sa bahay dahil sa pagkabagot mula sa paggugol ng mahabang panahon sa isang lugar, at patuloy na pagkagambala tulad ng social media at paglalaro (tingnan ang Mga pag-uugali sa online). Bilang resulta, tinalakay ng ilan sa mga nakapanayam ang paghahanap ng pag-aaral sa sarili na lubhang mahirap at hindi nakakaganyak, at kinikilala ang mga puwang na lumilitaw mamaya sa kanilang kaalaman sa paksa mula sa hindi pagkumpleto ng trabaho.

"Tulad ng, gumising ka sa isang araw ng linggo [para sa] paaralan, at hindi mo talaga nagagawang lampasan ang araw sa paaralan dahil natutukso ka na gawin mo na lang kung ano ang magpapasaya sa iyo. Sa halip, naka-stuck ka lang sa harap ng screen at nagsimulang sumakit ang iyong mga mata, lalo na sa tag-araw. Sa araw na kailangan mong manatili sa loob sa [iyong] computer... nakikinig lang talaga sa bahay. ang dami pang distractions kaysa sa school kaya mahirap mag focus. (Edad 17) "Sinasagot ng mga tao ang [remote lesson] na tawag sa kama. Ang mga tao ay nasa pangatlong aralin sa agham at literal na ipapapatay ang camera at magpo-post sa kanilang mga Instagram story o sa kanilang mga kwento sa Snapchat na literal na nanonood sila ng The Only Way is Essex o isang katulad nito. Parang, walang gumagawa ng kahit ano. Sa palagay ko mahirap talagang maging motivated kapag nasa bahay ka. Marami pa akong gustong gawin. Gusto ko ulit maglinis. Gusto ko ulit maglinis. damit. Gusto kong mag-makeup. Oh hindi ko alam. (Edad 19)

Ang paghahanap ng espasyo at katahimikan para makapag-focus at dumalo sa mga aralin na malayo sa ibang miyembro ng sambahayan tulad ng mga nakababatang kapatid ay maaari ding maging mahirap. Ito ay partikular na ang kaso para sa ilang nakatira sa masikip na tirahan.  

"Medyo mas mahirap dahil maraming distractions sa paligid. Dahil sa isang kapaligiran sa bahay, hindi ganoon, parang, tahimik at dahil wala talaga ang mga guro para, parang, patahimikin kaming lahat at may iba pang mga bagay na nangyayari sa bahay noong panahong iyon. Tulad ng ibang mga miyembro ng pamilya na gumagawa ng kanilang sariling mga bagay sa iba pang mga silid at mga bagay-bagay. Kaya medyo mas maingay." (Edad 12)

Dahil hindi gaanong magagamit ang mga guro upang direktang suportahan ang mga bata at kabataan, ang mga natututo mula sa bahay ay mas umaasa sa mga magulang. Noong hindi available ang mga magulang, ang ilang mga bata sa elementarya ay nag-claim na nahihirapan silang maunawaan at tapusin ang mga gawain. Ito ay maaaring maging sanhi ng pagkabigo sa kanila at sumuko sa trabaho bilang isang resulta.

"[Ang mga guro] ay hindi malinaw na maipaliwanag ito nang maayos. Kumbaga, hindi nila kami matutulungan dahil wala sila doon." (Edad 12)

Nahihirapan din umano ang mga magulang na suportahan ang kanilang mga anak. Halimbawa, ipinaliwanag ng isang bata kung paano pagkatapos bumuo ng isang pangkat sa WhatsApp kasama ang ibang mga magulang upang tulungan sila sa isang mahirap na takdang-aralin, nakatanggap ang kanyang mga magulang ng mahigpit na mensahe mula sa punong guro ng paaralan, iginiit na ang mga bata ay dapat gumawa ng mga solusyon sa mga tanong nang nakapag-iisa.

“Napakahirap dahil minsan hindi namin naiintindihan at napakaraming tao sa isang [online] na klase... Naaalala ko na natigil ako sa isa sa mga bagay na ito sa matematika at pagkatapos ay gumawa ang aming mga magulang ng isang hiwalay na [WhatsApp group kasama ang mga magulang] na sinasabing nahirapan ako at pagkatapos ay pinagsasabihan sila... [ng punong guro] dahil hindi kami pinapayagang gawin iyon.” (Edad 10)

May mga halimbawa ng mga bata at kabataan na nagbanggit na nahirapan ang kanilang mga magulang na suportahan sila sa kanilang pag-aaral sa tahanan dahil hindi sila pamilyar sa partikular na sistema ng edukasyon ng kanilang anak. Kabilang dito ang mga magulang na hindi Ingles ang kanilang unang wika. Bilang karagdagan, binanggit ng ilang bata at kabataan na nag-aral sa mga paaralang nagsasalita ng Welsh at Irish na mayroong mga magulang na nagsasalita ng Ingles, na nagpupumilit na tumulong sa kanilang takdang-aralin sa Welsh o Irish. Ang mga bata at kabataang ito ay sumasalamin din sa mga kahirapan sa pagbabalik sa paaralan pagkatapos ng mahabang panahon sa bahay na nagsasalita ng Ingles.

"Ako ang panganay na anak, at ang aking mga magulang ay mga imigrante, kaya halos hindi ako ipinanganak dito ngunit mula noong ako ay dumating sa UK tulad ng sa edad na anim o kung ano pa man, halos lahat ay ginawa ko para sa kanila, kaya kahit na sa panahon ng Covid naramdaman kong walang makakatulong sa akin sa mga gawain sa paaralan na karaniwang ako ay nag-iisa. Kailangan ko lang na malaman ito." (Edad 21)  "Tinulungan ako ng nanay ko sa abot ng kanyang makakaya, ngunit dahil nasa Welsh school ako... Kaya, ang tanging maitutulong sa akin ng nanay ko, ay English... Hindi na, hindi na talaga siya makahingi ng tulong mula sa kanya. Dahil hindi niya naiintindihan ang Welsh... At pagkatapos ay noong bumalik ako sa paaralan, natagalan akong bumalik sa pagsasalita ng Welsh dahil masyado akong nagsasalita ng Ingles sa bahay." (Edad 16)

Gayunpaman, dapat tandaan na ang mga nakapanayam ay tinalakay din ang mga positibong aspeto ng pag-aaral sa tahanan. Ang ilang mga bata sa elementarya ay nasiyahan sa pag-aaral kasama ang mga magulang, habang ang ilan na nasa sekondaryang edad ay naniniwala na sila ay nakinabang sa pagkakaroon ng mas kaunting mga abala mula sa mga kaklase. Tinalakay din ng ilang bata at kabataang may SEN ang mga benepisyong naramdaman nilang natamo nila sa pagtatrabaho sa isang kapaligiran sa tahanan. Ang mga aspetong ito ay ginalugad nang mas detalyado sa ibaba, sa Paganahin ang pag-aaral sa panahon ng pandemya. 

“Mas gusto ko sa bahay kasi sa classroom parang, hindi masikip, pero parang ang daming katulad ng ibang bata doon… [sa bahay] gusto mo, go to your own like space and you could like, you could, you could want have more breaks, kasi [sa school] hindi mo kayang ipasok lahat tapos, parang, oh, let's move to the next lesson… Hindi lahat ng iyon ay nagulo sa utak mo, lahat ng bagay, tulad ng lahat ng ito nang sabay-sabay. (Edad 11)

Mga karanasan sa online na pagtuturo at pag-aaral

Habang ang malayong pag-aaral sa pamamagitan ng mga digital na mapagkukunan at mga online na aralin ay naging karaniwan sa buong pandemya, ang mga saloobin ng mga bata at kabataan sa mga araling ito ay lumilitaw na nagbabago sa paglipas ng panahon. Tinalakay ng mga nakapanayam kung paano, lalo na noong maaga, ang mga online na aralin ay hindi gaanong hinihingi kaysa sa mga personal na klase. Sa paunang yugtong ito, karaniwang natutuwa sila sa aspetong ito dahil sa pakiramdam na mas nakakarelaks, at hindi gaanong napipilitan o nananagot. Ang Mga hamon sa pag-aaral Isinasaalang-alang ng seksyon, nang mas detalyado, ang iba't ibang karanasan ng mga batang iyon na kulang sa mga mapagkukunan o may mga partikular na pangangailangan. 

Ang mga account ng mga online na aralin habang umuunlad ang pandemya ay mas negatibo, na nagpapakita ng pagkabigo, pagkabagot, at mga pananaw mula sa mga nakapanayam na hindi sila natututo nang kasing epektibo kumpara sa pag-aaral.      

Iniulat ng mga bata at kabataan na, kumpara sa mga personal na klase, ang mga online na aralin ay hindi gaanong nakaayos at nagbibigay ng mas kaunting paraan para masubaybayan ng mga guro ang pagdalo at pakikipag-ugnayan. Ito ay sinabi upang gawing mas madali upang maiwasan ang pagbibigay pansin nang hindi nahaharap sa kahihinatnan. Ang mga aralin ay nadama na "clunky", "mabagal", "walang kabuluhan" at "magulo". Sa panahon ng mga online na aralin, kadalasang maaaring iwan ng mga kabataan ang kanilang mga camera, i-mute ang kanilang sarili, at aliwin ang kanilang sarili sa mga video game o iba pang mga nakakagambala. Ang antas ng kontrol ng mga guro sa klase, at kakayahang disiplinahin ang mga mag-aaral, ay parehong nadama na limitado. 

Dahil dito, ang mga online na aralin ay sinasabing napapailalim sa malawakang pag-disengage at multi-screening (gamit ang higit sa isang screen-based na device nang sabay-sabay), na naramdaman ng mga bata at kabataan na mahirap silang seryosohin. Inilarawan ng mga kasing-edad ng limang taong iyon ang mga kaklase na nakakagambala sa mga aralin sa pamamagitan ng pakikipag-usap pabalik sa mga guro, paggawa ng mga ingay at pagiging bastos sa chat function. 

“May ganito ka-chat kung saan gusto mong magkomento at mga bagay-bagay at pagkatapos ay may nagsabi sa guro na tumahimik... may nagloloko at parang oh, ang katulong sa pagtuturo ay [sinasabihan sila] at pagkatapos ay may naglagay sa chat, 'oh tumahimik ka!'” (Aged 11) “Dahil ito ay nasa parehong computer, maaari lang akong maglaro ng Minecraft [sa panahon ng mga online na aralin] at pagkatapos... kung bubuksan ko ang aking camera, mukhang wala akong ginagawa tulad ng paglalaro ng laro." (Edad 12) "Kaya sa tingin ko, anim na linggo kaming online. Walang gumagawa ng trabaho - dahil papatayin lang namin ang aming mga camera, magmu-mute at maglalaro lang." (Edad 14)  "It was just all online and no one would go, no one would have their cameras or mics on and it was just really weird, so weird... it was just not motivating, like what's the point. Kaya wala akong masyadong ginawa doon." (Edad 22)

Inilarawan ng mga bata at kabataan ang hirap na matuto mula sa o tangkilikin ang mga online na aralin, o sundin ang mga tagubilin, at ang mga paghihirap na ito ay humantong sa "nasayang na oras". Ang mga pangunahing aspeto nito ay ang pagkagambala, pag-aatubili ng mga mag-aaral na sagutin ang mga tanong sa isang online na setting (dahil sa kahihiyan, pakiramdam na nahihiya o sinusubukang umangkop) at mga isyung teknikal o pagpapatakbo sa panahon ng mga aralin. Ang mga online na aralin ay sinasabing nagpapahirap sa kanila na makatanggap ng epektibong mga tagubilin sa aralin at suporta mula sa mga guro. Halimbawa, inilarawan ng isang kabataan kung ano ang pakiramdam nila na ginugol ng kanilang mga guro ang halos lahat ng oras ng aralin sa pagpasok ng mga mag-aaral, sinusubukang magbahagi ng nilalaman at pamamahala ng masamang pag-uugali.

"Ang ilan sa mga matatandang guro, hindi sila gaanong pamilyar sa teknolohiya. Kaya ito ay, tulad ng, kukuha sila, tulad ng, sa unang 20 minuto ng aralin upang i-set up ang lahat ng mga bagay. At pagkatapos ay sa oras na iyon ay magkakaroon kami ng mas kaunting oras sa pag-aaral. May mga isyu sa kanila, tulad ng, paglalagay ng mga PowerPoint o pag-attach ng trabaho." (Edad 18) “Nakakatakot ang online na pag-aaral, mula sa mga guro na hindi marunong gumamit ng Zoom, pakiramdam ko ay kulang ang pagsasanay doon… [sa] ibang mga estudyante na nag-iimbita sa kanilang mga kaibigan mula sa ibang mga paaralan at iba pang mga klase na may link, at hindi sila nahirapan mula rito... magkakaroon ng mga mag-aaral na nagmumura o kung ano pa man... ang buong online na bagay na ito ay talagang nakaapekto sa aking pag-aaral, dahil ang isang oras na klase ng isang oras ng pagtuturo ay parang 20 at kalokohan.” (Edad 17) “Nakakainip talaga [ang mga lessons, hindi talaga pinapansin ng lahat... I kept on put my sunglasses on I was young [pinaliwanag ng magulang na ito ay dahil nahihiya siya].” (Edad 10) "[Ang] masamang bagay [ay] hindi ako mabilis na humingi ng tulong sa isang tao. Gusto ng aking ina na hikayatin ako na gawin ito nang mag-isa. Tulad ng kung nasa paaralan ako ay magiging tulad ako ng 'pakiusap, maaari ka bang tumulong?'" (Aged 11) "Nagtatagal ako [online learning] para magproseso ng mga bagay-bagay kaya nang ibigay nila ang trabaho kanina ko pa ito tinitingnan, parang, ano ang kailangan kong gawin at pagkatapos ay kailangan kong magtanong sa guro. Halatang hindi mo alam na gusto kong magsalita kaya kailangan kong subukang marinig ang aking boses sa lahat ng tatlumpung iba pang mga tao na may, tulad ng, ang echoes, tulad ng mga oras na iyon, kung saan... sige, pumunta ka na sa susunod mong aralin." (Edad 16)

Ang ilang mga bata at kabataan ay naniniwala na ang kalidad ng mga aralin sa panahon ng malayong pag-aaral ay higit na nakadepende sa kakayahang umangkop at teknikal na kaalaman ng bawat guro kaysa sa dati. Napansin nila ang higit na pagkakaiba-iba sa kalidad ng aralin bilang resulta. 

"Ang ilang mga guro ay mas mahusay kaysa sa iba na naglalakad sa mga bagay-bagay online, ang mga matatandang guro ay hindi talaga alam kung ano ang kanilang ginagawa." (Edad 16)

Gayunpaman, ang isang taong nakapanayam ay sumasalamin din na ang pagkakita sa kanyang mga guro na nahihirapan ay naging dahilan upang ang kanyang mga guro ay mukhang mas nakakaugnay at hinikayat siyang maglagay ng higit na pagsisikap sa pag-aaral bilang resulta.

“Ever since going back I kind of saw my teachers as real people… At saka, naapektuhan din sila, siguro kasing dami ko, so, natural, hindi ko sasabihin na nakipagkaibigan ako sa kanila kasi hindi, pero mas naging friendly ako sa kanila... And you know, once I enjoyed it more, I was able to learn better and I am sitting pretty good now.” (Edad 16)

Inilarawan din ng mga bata at kabataan ang mga teknikal na isyu sa mga platform ng pag-aaral na nakaapekto sa online na pag-aaral. Kabilang dito ang mga paghihirap sa pag-access ng mga virtual na pagtitipon at mga aralin, at hindi makapagsumite ng takdang-aralin sa mga app. Ang mga bata na tila pinakanaapektuhan ng mga isyung ito ay ang mga nasa pagtatapos ng elementarya o sa maagang sekondaryang paaralan sa panahon ng pandemya. Maaaring ito ay dahil sa mas mababang antas ng kumpiyansa at karanasan sa mga nakababatang bata sa paggamit ng teknolohiya para sa pag-aaral, gayundin sa mas limitadong paghahanda at pagsasanay ng guro sa paggamit ng mga platform na ito sa mga pangkat ng edad na ito.  

"Mayroon akong ilang gawain sa paaralan. Sa totoo lang wala akong masyadong ginawa... Sa palagay ko ay may isang bagay na tulad ng hub at gusto mo itong ipagpatuloy, ngunit hindi ako makakapag-sign in at tatawagan namin ang aking guro upang malaman ito, sumuko na lang ako at [ginawa] ito sa papel na naaalala ko." (Edad 14) "At, tulad ng, ang ilang mga tao, hindi ka maaaring sumali dahil, tulad ng, ang mga code ay mali kaya nagkaroon ng maraming mga isyu dito. Ngunit ito ay mas mahirap dahil wala kang isang tao sa harap mo na talagang nagtuturo sa iyo." (Edad 15)

Bilang resulta ng mga karanasang tinalakay sa itaas, ang pagkuha ng mga aralin sa online ay lumilitaw na bumaba sa pakikipag-ugnayan ng mga bata at kabataan sa pag-aaral at hinihikayat ang ilan na makaligtaan ang mga online na aralin. Nadama ng mga nakapanayam na nangyari ito dahil sa pagkadismaya, pag-alam na hindi nakikilahok ang ibang mga kasamahan, at pakiramdam na maaari nilang "malakasan".

"Magkakaroon sana tayo ng 8am lesson tapos parang, oh, ginagawa natin online. Kaya mananatili lang ako sa kama at gagawin ko. And I'm, like, matutulog. And then you're like, oh no, I've missed the work. And then you're like, okay, I'll just catch up later. And then you going not catch up the lesson. And then you won't catch up the lesson' parang, naku, hindi ko pa nagagawa ang trabaho.” (Edad 19)

Binanggit ng mga bata at kabataan ang mga pangmatagalang negatibong epekto na naramdaman nilang resulta ng online na pag-aaral. Ang mga nasa simula ng sekondaryang paaralan sa panahon ng pandemya ay tinalakay ang pakiramdam na parang kulang sila sa kaalaman sa "mga pangunahing kaalaman", lalo na sa Maths at iba pang mga asignatura sa Science, Technology, Engineering and Maths (STEM), bilang resulta ng kumbinasyon ng hindi magandang kalidad ng online na pag-aaral at kanilang sariling pag-alis. Ang mga kumukuha ng kanilang GCSE/Nat 5¹⁹ ang mga pagsusulit noong 2023 o 2024 ay tinalakay ang pagiging mas nalalaman ang mga epekto ng mga nabawasang pagkakataon sa pag-aaral sa kanilang kahandaan at mga resulta o nadama na ito ay "hindi patas" na kailangang umupo sa mga pagsusulit pagkatapos na maputol ang kanilang pag-aaral.

"Parang nagtuturo sa isang bata ng multiplication na hindi nila alam kung ano ang isang numero. Parang kailangan mong maunawaan ang mga pangunahing kaalaman para matuto, alam mo." (Edad 17)  “So, parang education ako, kahit obviously nasa year 10 na ako ngayon, tatlo, apat na taon na, feeling ko… it still links back to what I could have done more in year seven, because year seven was crucial and year six, even during SATs20, walang [bagong] content [sa panahon ng lockdown].” (Edad 15) "Nakakatakot. Ako ay higit sa isang tao na [mahilig] umupo sa harap ng isang tao at magtanong ng higit pang mga katanungan... higit pa sa isang praktikal na nag-aaral, iyon nga ako. Ako ay nasa ika-siyam na taon at ika-walong taon pa... kaya hindi ito gaanong ginulo. Ngunit kahit ngayon, ginagawa ko ang aking mga GCSE [sabi nila]... 'oh, mukhang natutunan mo ang tungkol dito sa siyam na taon, hindi ko gusto' at ako ay hindi." (Edad 15) "Noong nakaraang taon ay isang car crash dahil ang, ang gobyerno ng Ingles... wala silang [ginawa] na pagsasaayos sa pag-aaral ng anumang mga bata, walang pagsasaalang-alang sa... kung paano naapektuhan nang husto ang aming pag-aaral, tulad ng kung paano nanatili ang aming mindset [tungo sa mga pagsusulit] sa ibaba ng dalawang taon. Wala kaming anumang uri ng karanasan, inaasahan, paghahanda [para sa] A-level." (Edad 19) "Naalala ko noong unang taon na inanunsyo nila na magiging mas madali ang mga mark scheme para sa lahat ng papel para sa mga tao [mas matanda kaysa] sa amin at pagkatapos ay kapag inilabas nila ang mga scheme ng marka para sa amin, kapag kailangan naming mag-exam, parang hindi iyon makatarungan dahil ang dami naming na-missed na bagay na hindi nila nakuha. So, halos nagkaroon ng sense of favoritism sa mga taong nagawa na ang kanilang pagsusulit." (Edad 17)

Inilarawan din ng ilang mga bata at kabataan ang paghinto sa pag-aaral dahil sa mga isyu sa motibasyon at pagkahuli sa panahon ng pandemya. Para sa ibang mga bata at kabataan, ang mga negatibong karanasan sa pagkatuto ay sinasabing nakakaimpluwensya sa mahahalagang desisyon sa buhay. Halimbawa, nagpasya ang isang kabataan na huwag pumasok sa unibersidad dahil sa kanilang negatibong karanasan sa pag-aaral online noong ika-anim na antas ng kolehiyo. 

"I ended up leaving school so I didn't get my... actual A-Levels because by that point that was when I actually got my job, which I'm still in now. I think I, you know, I have a taste for earning money then so I was like, okay, 'I think I'd rather go into the working world.' Na malinaw naman sa edad na 17 naisip ko iyon ay isang magandang ideya ngunit ngayon sa pagbabalik-tanaw, sa palagay ko ay mas gugustuhin kong makuha ang aking A-Levels at maaaring pumasok sa uni o hindi man lang nagawa iyon ngunit marahil ay nanatili lamang sa pag-aaral... Sa palagay ko gagawin ko kung hindi dahil sa Covid.” (Edad 20) “May multa pa si nanay mula sa korte para sa hindi namin pag-aaral, hindi lang ako makapag-concentrate sa school [pagkatapos ko bumalik], gusto ko laging kunin ang phone ko, [nakipagtalo] sa mga guro... Nag-drop out ako ng school after kalahating taon, nag-year 11, hindi ako makapag-concentrate, hindi ako makapag-concentrate, nakaka-concentrate sa school... Feeling ko kung hindi natuto si Covid, hindi na sana sila natuto sa school. kapag nasa bahay ka, iba talaga, wala kang teacher na tutulong sayo.” (Edad 18) "Maraming nasa bahay at online, ganoon din ang nagbago sa isip ko tungkol sa pag-aaral din sa unibersidad. Dahil ito ay isang bagay na – I mean, I was considering both options: go to university; get a job. But by the end of college naisip ko 'Ayoko lang mag university.' Dahil babayaran ko ang lahat ng pera kapag wala akong naisin sa anumang bagay at hindi mo lang alam kung magbabayad ka sa pag-upo sa uri ng Zoom, ang Skype ay tumatawag sa buong araw Kaya hindi ito isang bagay na napagpasyahan kong gawin iyon. (Edad 20)

Mga hamon sa pag-aaral

Sa ibaba, tinutuklasan namin nang mas detalyado ang mga hamon na nagpahirap sa pag-aaral para sa mga nakapanayam, na may pagtuon sa mga mukhang mas nahihirapan kaysa sa kanilang mga kapantay: sa mga may limitadong mapagkukunan, at sa mga may partikular na pangangailangan at kalagayan. Tinatalakay namin ang mga hamon na kumakatawan sa mga matinding bersyon ng mga kinakaharap ng mga bata at kabataan sa mas malawak na paraan tulad ng mga kahirapan sa pag-concentrate, pag-adapt sa mga online na lesson, at pagtatrabaho sa isang kapaligiran sa bahay, pati na rin ang mga natatanging paghihirap, kabilang ang kawalan ng access sa isang personal na device o hindi sapat na suporta para sa mga may SEN.

Mga hamon sa pag-aaral dahil sa limitadong mapagkukunan

Ang mga talakayan sa mga bata at kabataan ay nagpahiwatig na ang pag-unlad ng pag-aaral at pakikipag-ugnayan ay maaaring maantala para sa mga walang regular na access sa mga device para sa gawain sa paaralan o isang maaasahang koneksyon sa internet. Ang mga tugon ay nagpahiwatig na kung ang mga bata at kabataan ay may access sa mga device na ito ay maaaring humantong sa kapansin-pansing magkaibang mga karanasan. Ang mga may access sa mga naaangkop na device ay makakahanap ng malayuan at online na pag-aaral na "madali" o "nakakainis" samantalang ang mga wala ay maaaring makahanap ng "mahirap" at "nakaka-stress". Ang mga nasa iba't ibang yugto ng edukasyon ay nag-highlight din ng mga partikular na hamon na nauugnay sa limitadong pag-access sa device, gaya ng hindi makapagkumpleto at makapagsumite ng digital homework o makasali sa mga lecture sa unibersidad nang kumportable.

Iniulat ng mga bata at kabataan kung paano ang isang laptop o desktop computer ang pinakamahalagang device upang payagan silang magpatuloy sa pag-aaral. Nag-aalok ang mga ito ng mas malalaking screen kaysa sa iba pang mga device, mas mahusay na compatibility sa software ng mga paaralan at isang hiwalay na keyboard at mouse o touchpad para sa nabigasyon. Binanggit din ng ilang bata at kabataan na mas "nakatuon" sila sa isang computer kaysa sa ibang mga device. Ang ilang mga bata at kanilang mga magulang, lalo na ang mga nasa elementarya, ay nakinabang din sa isang printer habang hinihiling sa kanila ng mga paaralan na mag-print at magkumpleto ng mga worksheet. Dahil ang karamihan sa mga gawain ay lumilitaw na natapos sa mga worksheet, workbook o online, limitadong feedback ang natanggap tungkol sa mga mapagkukunan tulad ng mga textbook o iba pang materyal sa pag-aaral. 

Isang hanay ng mga konteksto ang nag-ambag sa mga bata at kabataan na may mas limitadong access sa mga device. Napansin ng mga batang nasa elementarya at ng kanilang mga magulang na mas maliit ang posibilidad na magkaroon ng sarili nilang mga device ang mga bata o nakasanayan na nilang magbahagi sa mga miyembro ng pamilya kapag kinakailangan. Para sa iba pang mga bata at kabataan, ang mga salik tulad ng antas ng kawalan ay malamang na gumanap ng isang papel, kasama ang isang hanay ng iba't ibang indibidwal na mga pangyayari. 

Sa pinakamatinding sitwasyon, inilarawan ng mga bata at kabataan kung paanong wala man lang silang access sa isang nakabahaging device o isang maaasahang koneksyon sa internet. Ang mga bata at kabataang ito ay mula sa mga pamilyang may mababang kita. Halimbawa, ang isang bata na tumatanggap ng libreng pagkain sa paaralan na nasa elementarya at walang laptop ay kailangang magpadala ng naka-print na materyal sa mga PowerPoint slide mula sa kanyang paaralan at hindi nakasali sa mga online na aralin. Bilang resulta, sinabi niya na napalampas niya ang maraming gawain sa paaralan, at napagtanto kung gaano siya kaila sa iba nang bumalik siya sa paaralan at nahihirapan sa mga aralin at pagsusulit.

"Bigla-bigla na lang kaming huminto sa pag-aaral, at kinailangan naming simulan ang online na pag-aaral, ngunit hindi ko magawa ang online na pag-aaral dahil wala akong tamang mga tool para ma-access ito. Kaya pinadalhan ako ng paaralan ng mga naka-print na worksheet, ngunit talagang nakakalito ang trabaho dahil walang sinuman ang naroroon upang gabayan ako o tulungan ako dito." (Edad 13)

Ang mga tugon mula sa mga bata at kabataan ay nagpapahiwatig na ang pagbibigay ng paaralan ng mga device ay hindi pare-pareho at na ito ay nag-ambag sa paggawa ng online na pag-aaral lalo na mapaghamong. Binanggit ng mga nakapanayam na ang mga paaralan ay nagbigay sa kanila ng mga laptop o nagbigay sa kanilang mga magulang ng pera para makabili ng isa. Gayunpaman, kahit na nangyari ito, kung minsan ang mga device ay hindi ginawang available o hindi maaaring hilingin hanggang sa ikalawang pag-lock.

"Wala akong laptop [sa year 7] at pagkatapos noong year 8, sa palagay ko ay 2021 ang aking paaralan na namigay ng mga laptop... Mayroon akong isang computer... ngunit medyo luma na ito at hindi talaga ito gumana kaya ang ilan sa mga trabaho ay hindi ko magawa. At dagdag pa, iyon ang ginagamit ng aking ina sa pagtatrabaho." (Edad 15)

Isang kabataan sa mga libreng pagkain sa paaralan ang umaasa sa mga kagamitan sa paaralan para sa pagkumpleto ng trabaho bago ang pandemya, at nalaman lamang noong ikalawang lockdown na nakapag-aplay siya para sa isang pinondohan na device batay sa kanyang mga kalagayan.

“Palagi kong ginagamit, tulad ng, ang mga computer sa kolehiyo at sa paaralan… Ginagamit ko ang aking telepono [para sa pag-aaral] sa buong summer term… [sa oras na] nakakuha ako ng [laptop] na pinondohan ako ay nasa aking diploma sa pundasyon... kung ikaw ay nasa parehong pamantayan tulad ng mga libreng pagkain sa paaralan maaari kang makakuha ng libreng laptop.” (Edad 21)

Inilarawan ng isa pang kabataan kung paano ang kakulangan ng digital access ay nangangahulugan na hindi siya nakatanggap ng mga update o makakuha ng suporta mula sa paaralan. Sa huli ay bumili siya ng laptop gamit ang sarili niyang pera. Nabigo siya pagkatapos bumalik sa paaralan at napagtanto na ang ilang mga kapantay ay nabigyan ng laptop.

"Kailangan kong mag-adjust sa pag-aaral mula sa bahay. Humingi ako ng mga papel dahil wala akong paraan para gawin ang mga pagpupulong ng Teams, nahirapan ako dahil kahit anong hindi ko maintindihan, hindi ko maabot, hindi ako makahingi ng tulong [online], inaasahan ko na malaman kung ano ang nangyayari na ... Bumili ako ng laptop sa puntong iyon [para sa paaralan] gamit ang pera ... sa?'... kapag hindi ako gumagawa ng mga gawain sa paaralan, parang nagsusuri ako sa balita... [naramdaman ko] kailangan kong manatili sa loop, kailangang manatiling updated.... Ang ilang mga mag-aaral ay binigyan ng mga laptop, ngunit tulad lamang ng ilang mga mag-aaral, at tulad ng mga mag-aaral na karaniwang mas makulit na mga bata, sila ay maaaring pumasok sa paaralan sa panahon ng pag-lock o bibigyan sila ng isang bagay mula sa aking pag-lock pagkatapos ng pag-aaral. hindi ito makatarungan.” (Edad 18)

Ang mga bata at kabataan na may limitadong access sa device – at kanilang mga magulang – ay inilarawan na sinusubukang humanap ng mga paraan upang makatulong na magpatuloy sa pag-aaral. Halimbawa, tinalakay ng ilan sa mga nakapanayam ang paghiram o pagbabahagi ng device sa mga magulang o kapatid, gaya ng laptop o desktop computer, ngunit gayundin ang mga smartphone at tablet. Mas challenging daw ito para sa mga may kapatid na kailangan ding gumamit ng mga device at internet para sa schoolwork. 

"Wala kaming ganoong karaming mga device na magagamit dahil halatang kailangan din ng kapatid ko ang isang device at Wi-Fi at lahat ng nararamdaman ko... dapat ay mayroon sila, mga paaralan kahit na kaya nilang bigyan kami... mga laptop o anumang bagay. Dahil isipin na ang isang magulang ay may tulad na limang anak, paano sila magkakaroon ng limang mga aparato upang pumunta sa paligid? At saka, hiniling nila sa amin na ilagay ang aming camera ... marahil ang camera ay hindi gumagana lalo na ang aking mga magulang at lahat ng bagay ay dahil sa sakit ng ulo nila, lalo na ang mga magulang ko, at ito ay] ayusin mo, kung saan kukuha ng mga extrang device... we had to like borrow it from my auntie and it was just like we don't really, we shouldn't have to like borrow devices just because of something like [the pandemic] na hindi naman talaga normal, like we should have, they should have given us with something really.” (Edad 15)

Ang mga gumagamit ng mga device maliban sa isang computer ay tinalakay ang mga hamon sa pag-aaral na nakakapagpapahina ng loob at humantong sa mga pag-urong. Halimbawa, inilarawan ng mga bata at kabataan sa mga smartphone na hindi nila matingnan ang function ng chat sa mga online na aralin at ang mga gumagamit ng mga tablet ay nahihirapan sa mga isyu sa compatibility. Lumilitaw na nagreresulta ito sa mga pangmatagalang hamon at sinubukan ng mga bata at kabataan na abutin ang mga kaklase. 

"Ginagawa ko ang aking maliit na iPad maliban na ito ay isang maliit na mura kaya hindi ito masyadong maganda at ito ay masyadong glitchy, kaya kumuha ako ng isang laptop, at pagkatapos ay ibinahagi ko iyon sa aking kapatid na babae." (Edad 13) "[Noong una] Ginagamit ko lang ang telepono ng aking ina. Medyo mahirap. Dahil hindi ako maaaring manatili lamang sa kama o anumang bagay; Kailangan kong nasa baba gamit ang kanyang telepono. [Kaya mamaya] nag-aalok ako ng isang libreng laptop, na kinuha ko. At talagang nakatulong iyon." (Edad 15)

Ang mga katulad na hamon ay naranasan ng mga kabataan sa isang karagdagang o mas mataas na konteksto ng edukasyon. Inilarawan ito ng isang kabataang kumukumpleto ng kanilang foundation diploma bilang isang "nakakapagod" na panahon kung saan kailangan niyang gumugol sa pagitan ng anim at walong oras sa kanyang smartphone sa aktibong pag-aaral ng kanyang kurso.

"May mga araw na magiging, tulad ng, apat na araw na back-to-back na lektura, tulad ng, lahat sa umaga at pagkatapos ay buong hapon at parang - oo. Hindi lang masaya... Hindi gagana nang maayos ang mga bagay, susubukan ng guro na ibahagi ang kanilang screen; hindi ito lalabas nang maayos sa aking telepono. At oo. Ito ay isang talagang mahirap, hindi propesyonal na paraan upang magtrabaho, sa tingin ko ay hirap na hirap akong magmaneho." (Edad 22)

Nahihirapan din ang ilang mga bata at kabataan na mag-aral sa bahay kapag walang sapat na espasyo para magtrabaho, lalo na mga nakatira sa masikip na tirahan. Naapektuhan nito ang kanilang kakayahang makasabay sa mga gawain sa paaralan at dumalo sa mga aralin online. Alam ng ilan na nahaharap sila sa mga hamon na hindi nararanasan ng kanilang mga kasamahan, at ito ang nagpalala sa kanila ng kanilang kalagayan.

"Pagdating sa, like, studying for, you know, GCSEs and stuff, the space was definitely limited... I mean, nagawa pa rin, you know, finish the exams and stuff pero hindi naman talaga iyon ang point. It's just the experience of being in there and seeing some people in school who, you know, maybe they had a better, you know, home environment. And, like, I don't know, I'm not know of the way. – pero parang gusto mo rin magkaroon niyan.” (Edad 22) "Isa lang ang table namin, parang magandang table. Kaya napakahirap balansehin kung sino ang may table at kung sino ang pwedeng pumunta sa sahig at magtrabaho." (Edad 15)

²³ Ang mga paglalarawan ng mga espesyal na pangangailangang pang-edukasyon ng mga indibidwal pagkatapos ng mga sipi ay nagpapakita ng mga pangangailangan at katangian tulad ng iniulat ng mga bata at kabataan at kanilang mga magulang. Samakatuwid, ito ay sumasaklaw sa mga nasuri, nasuri at pinaghihinalaang mga espesyal na pangangailangang pang-edukasyon.

Mga hamon sa pag-aaral dahil sa mga partikular na pangangailangan at pangyayari

Ang mga panayam sa mga bata at kabataan ay nagpahiwatig ng isang hanay ng mga partikular na pangangailangan at mga pangyayari na nag-ambag sa kanila sa pagharap sa mga karagdagang hamon sa pag-aaral kumpara sa mga kapantay. Kabilang dito ang ilan sa mga nakapanayam sa SEN at mga batang may kapansanan sa katawan at kabataan. Ang mga salik na nakatulong sa pag-iwas sa mga hamong ito ay tinalakay sa Paganahin ang pag-aaral sa panahon ng seksyon ng pandemya, sa ibaba.  

Mga bata at kabataang may SEN at inilarawan ng kanilang mga magulang kung paano nagambala ang kanilang karanasan sa pag-aaral kumpara sa mga kaedad nila na walang SEN. Inilarawan ng mga nakapanayam kung gaano karami sa pormal na suporta na natatanggap nila bago ang pandemya ang nagambala nang magsara ang mga paaralan para sa personal na pag-aaral, kabilang ang para sa mga pumasok sa mga espesyal na paaralan.²¹. Kasama dito ang pagkakaroon ng mga kawani ng suporta ng SEN²², Mga Special Educational Needs Coordinators (SENCOs) at karagdagang pagtuturo sa maliit na grupo. 

Inilarawan ng mga bata at kabataan na nawawala ang tulong at suporta na dati nilang natatanggap bago ang pandemya mula sa kanilang support worker o SENCO at nahirapang matuto o tumuon nang wala sila. Pakiramdam nila ay naiwan silang mag-isa upang subukan at gumawa ng trabaho nang walang karagdagang suporta o pagganyak na nakasanayan na nila.

“I had a lot of one-to-one teachers, and I think suddenly I was at home on a screen, and it was hard because I suddenly didn’t have that help anymore… I didn’t like it. I’d have loved to have been in the classroom. I didn’t really do much work.” (Aged 17, dyslexia, dyspraxia, ADHD, global development delay)23 “You learned a lot more when you were in the classroom with your special teacher helping you… The teachers did not help whatsoever [online] because they just told you to do the work and then just left and just made you go and do it… the special teacher wasn’t there to motivate me.” (Aged 17, dyslexia, dyspraxia, ADHD)

Typically, parents reported feeling unassisted due to losing the regular contact and communications with staff who would have normally supported those with SEN prior to the pandemic. Some parents described thinking that they needed to provide this learning support themselves, with some reporting that their child’s school provided no online learning provision over one or more lockdowns. One parent described juggling their everyday teaching job with providing educational support for her son who would normally attend a special school. The parent described not receiving any materials or online teaching for months, which led to her contacting her son’s teaching assistant herself to get some activities sent to their house.

“I said this is not good enough, that actually he can’t be left just by himself, he’s regressing and his sister in the meantime is following a semi structured programme, you know there were activities for her, nothing has been even suggested for him” (Parent of young person aged 19, ASD)  “He had a lot of one-to-one teacher support and I think suddenly he was at home on a screen and it was hard because he suddenly didn’t have that support anymore. I used to have regular meetings with SENCO teachers about [child’s] progress and then suddenly that all stopped.” (Parent of child aged 17, dyslexia, dyspraxia, ADHD, global development delay)

In addition to losing learning support, some children and young people with SEN reported that the experience of learning from home was more difficult than in person. Many of these challenges appeared to be heightened versions of those experienced more generally by children and young people. Those with SEN referred to home learning as “hard”, “frustrating” and “boring”. In particular, children and young people spoke about comprehension, information processing and understanding social cues (such as when to mute and unmute their microphone) being harder when learning from home. Those interviewed often struggled to focus on schoolwork, and felt they did not receive enough help to understand concepts because they found it harder to ask teachers questions in the same way as they could in the school environment. However, some more positive home learning experiences among young people with SEN are explored below in Paganahin ang pag-aaral sa panahon ng pandemya.

Educational disruption was also said to have affected the ability of some children and young people with SEN to transition into an appropriate school. One child discussed being unable to join a special school during the pandemic. This child had left a mainstream school prior to the pandemic and was waiting for a place at a special school during the initial lockdown. He described how unsettling it was to not know what he was going to be doing every day and whether he would be able to go to school. His mum agreed that there was no learning support and found home schooling support pages on social media sites to be an unreliable source of help. 

“I had to go and ask my mum every night before bed, what’s going on, what we going to do tomorrow, that type of stuff. But with Covid she didn’t know what’s going to happen tomorrow. And like you know, we applied to the school but we didn’t know if you could get a school place or not, it was just like 50/50 to see what would happen, I didn’t like it, I like to know what’s going to happen the day after, it just wasn’t nice”. (Aged 17, ASD) “There was no support, there was no help. We went on a couple of like Facebook home schooling pages that we were trying to look at and all we kept getting, oh someone will be in touch, someone will call you, no one ever did.” (Parent of child above aged 17)

Some children and young people with SEN described finding it particularly difficult to concentrate on online lessons. For example, they found it difficult to know how to ask a question on Zoom, especially when everyone on the call was talking at the same time. Those interviewed with cognition and learning needs talked about how they take longer to process information and to work out what they need to do to complete a task. Therefore, during online calls, they recalled feeling lost, with lessons going too fast for them to understand what was going on. Some children and young people with ADHD also felt frustrated, and parents thought this was because they did not have a structured routine. Parents reported that they became dysregulated and were difficult to support at home.

“We had to do it on our laptops, so we didn’t have the physical work there. Just trying to concentrate and everything was a lot harder because you had so many distractions. It was the meetings, the live meetings, everyone was talking and what not.” (Aged 15, Visual Dyslexia) “It was very boring and frustrating doing online calls, because I was just sat on a Zoom call, eating cereal, with my teacher asking me questions that I didn’t know the answer to, so I would just stay silent until she picked on someone else.” (Aged 16, ASD) “I think I found it kind of difficult because I could just sit there, and be like ‘oh, I can just kind of do whatever’, with the teachers talking and then I kind of fell behind.” (Aged 19, Cognition and Learning Needs)

The pandemic was also felt to have contributed to an increased awareness of special educational needs among some children and young people, their parents and their schools. The change in routine and learning new ways of doing things appeared to highlight children and young people’s additional educational needs or struggles. There were a range of perceived outcomes from this increased awareness, such as initiating the assessment process following the pandemic or receiving greater support from schools for children and young people’s special educational needs. 

For some children and young people, spending more time at home during lockdown seemed to bring to light educational needs to themselves or their parents. Spending more time at home with the chance to self-reflect led some older children and young people to start thinking about the diagnosis process. 

“I think when it started to show that I had anxiety and they could pick up on things that were a little bit, like, why does she do this and why does she do that? Obviously because now I’m getting diagnosed with ADHD but before that we had, like, no idea. I didn’t even know myself. I just thought I was a bit weird”. (Aged 16, ADHD) “I realised that I was neurodivergent, I realised I had ADHD and autism, maybe it was something that I kind of already knew but hadn’t thought about because it was just not, it wasn’t causing too many problems.” (Aged 20, ADHD, ASD)

Similarly, the pandemic was perceived by some as a catalyst for seeking a special educational needs assessment. Some children and young people reported that they thought the issues and needs they presented once back at school after lockdown, such as low attendance or disruption, contributed to teachers or staff at school deciding to refer them for different assessments.

“I missed a lot of school and I got to the point where, I think it was like in January, when they’re telling me that I couldn’t have days off any more and they couldn’t send me home because of my attendance… it would make me quite nervous and just worried about it… The [school] thought that I did have autism.” (Aged 14, Social and Emotional Needs)

One young person reported that she thought that her case was prioritised during the pandemic, after many delays and long waits throughout her life. She also felt that getting an ASD diagnosis became more “acceptable” during this time.

“I mean my mum was trying for fourteen years to try and get me diagnosed with any sort of autism, because it was obvious from the start, I think I was mute for five years, and I still have selective mutism, but as soon as like lockdown happened they started prioritising it because it came a lot more acceptable to get diagnosed with autism, so that’s when I got mine.” (Aged 15, ASD)

Physically disabled children and young people also described the additional challenge the pandemic placed on their abilities to keep up with their learning. They found that their additional needs, which they felt teachers took the time to consider before the pandemic, were sometimes forgotten or not accommodated as well as usual in the pandemic. For example, one young person with visual needs found that the worksheets he was sent home with were not always printed in a font large enough for him to read. This young person had to get a QTVI (qualified teacher of visual impairment) involved in the issue before he was able to receive worksheets in large enough font.

“And his QTVI said… he needs to have a particular font size like 24… And I think it got to the point where I said someone has to come up with a solution because there’s no point providing him work that he can’t see, and that was the point where the school then took charge.” (Parent of young person aged 19) “I prefer to go to school, it’s easier… I felt a lot better and easy to concentrate and stuff.” (Young person above, aged 19)

Children and young people with a hearing impairment – including being d/Deaf and having an auditory processing disorder – also described how mask wearing affected their ability to lipread and could lead to feeling excluded. Online lessons during lockdown could similarly be difficult to follow, even with subtitles. One d/Deaf young person described how teachers and/or other students wearing masks made it difficult for her to follow a lesson. She felt that the pandemic potentially had a negative impact on her learning and, in some cases, on her final school grades. 

“I might have been able to do a bit better but in lessons and stuff it was really hard to tell like teachers and other people when they were saying something to the teachers, like I couldn’t pick up on it… So I feel like I’ve missed information.” (Aged 20)

Some children and young people lived with health conditions that affected their concentration, and this made online learning challenging for them. Children and young people with chronic migraines, fatigue or other health conditions that left them with chronic pain found it difficult to concentrate due to their health conditions, which sometimes affected their learning.

“So, my classes went online. We did them on Teams. It was really difficult to engage with that, especially with just, like, feeling out of it and dizzy all the time.” (Aged 22)

In one case, the impact the pandemic had on learning was compounded by the young person having already been out of school for surgery. The pandemic then led to a cumulatively large amount of missed school which made it very difficult for him to catch up.

“I missed a full year of school. [Whereas other] people… missed half a year because of Covid. I missed a full year because of [my] operation.” (Aged 18)

Paganahin ang pag-aaral sa panahon ng pandemya

Across the whole sample, interviews with children and young people revealed a range of factors that enabled some to continue learning during the pandemic. 

These factors, which interacted for individuals, included receiving more individual learning support – such as additional support from parents or teaching staff, or from smaller class sizes and in-person learning at school – as well as individual preference for the pace, flexibility and autonomy of home learning. 

When one or more of these factors were in place, children and young people appeared to find learning more enjoyable or motivating than their peers. An important consequence of this was they were generally better able to continue learning during the pandemic and avoid feeling worried about falling behind.

Indibidwal na suporta sa pag-aaral

Personalised and focused learning support from parents, tutors, SEN support staff22, SENCOs and additional small group tutoring all appeared to play a role in enhancing a young person’s learning experience and encouraging them to continue learning. 

Children and young people described the role that their parents and guardians played in supporting their learning. This included parents supervising their home learning over entire days, monitoring how distracted they were and intervening when necessary, explaining concepts, and finding additional online learning resources to complete. One child interviewed described the “bad” habits he started when learning from home where he would go back to bed whilst his lessons were playing on his laptop. This child acknowledged the role his mum played in getting him back on track with his learning by encouraging him to change these habits.

“I would sometimes just, I’d sometimes just turn the laptop on during the lesson and just go back to bed, but obviously that created bad and lazy habits regarding my schoolwork, but I was lucky enough to have my mum who pushed me enough when I came back to school, and I got back on track and everything was fine in the end, which was good, but some people maybe don’t have someone to push them, which is not the best because they’re just, you know, it will be a disadvantage for them in their future.” (Aged 17) “And also, I feel, my work wasn’t affected too much because my mum was trying to make sure, like she was buying me different maths books, so I could learn at home… I’d done all the Seesaw [learning application] work and everything. And then I was working as hard as I can in class to get back up to… like my intellectuality and everything.” (Edad 13)

One child talked about how grateful she was to have support from her parents, particularly her mum, during lockdown. She acknowledged that it helped that her mum was working part-time and from home so had the time to help her find resources and find solutions to problems together. 

“They were both very involved, especially mum because she was only working part-time from home. They were really good with helping us. They were very involved with it. Mum still is anyway. She was really helpful, she would help me find some extra resources for Maths and English online for when I was done with the work school set us and we would discuss the answers together and she would help me if I got stuck, and if she didn’t know the answer, I’d ask Dad when he finished work. I was really grateful we had that kind of help from mum and dad.” (Aged 16)

Another young person recalled the role her grandmother played in keeping her on top of her work during the first lockdown. This was said to be particularly noticeable during the second lockdown because she was then only living with her dad, who worked nights, so she had no one to tell her to do her schoolwork. She reported feeling as though her work ethic suffered without the support of her grandmother. 

“In the second lockdown I was living with my dad. And my dad works nights so he would sleep all day. My sister was in uni so it was literally basically just me, so I didn’t really have any distractions with people. Which I think worked in the counter effect of I had no one being like, ‘[name deleted], you going to do work? Are you going to hop on your laptop?’ I think it would have been better, maybe, if I was still living with my nan because my nan used to ask me every week, ‘have they sent you work? Have they done this?’ And my dad would sleep, obviously, because he’d just got in from work.” (Aged 21)

One child with Down’s syndrome loved being at home and spending time with her mum. Her mum organised the school day for her and provided a lot of the home learning herself, which her mum said was helped by the fact she worked in a Down’s syndrome charity. As a result, she felt her child’s grades improved through having a one-to-one intensive learning experience.

“I felt happy because I was at home with my mum, dad and brother.” (Aged 14) “We were working quite intensively with her on a one-to-one basis and [my employer] did talk about, maybe I would want to home-school full time because her marks had gone up.” (Parent of child above aged 14)

Additional support from teachers and tutors was also reported to have played a key role in enabling learning. One young person described her school’s successful efforts to tailor teaching to her needs when she was struggling, through a questionnaire, direct contact and teachers asking helpful questions to check her understanding.

“[The school] sent out a survey about to ask – like, the school in general sent out a survey asking, oh, how you’re doing? Like, how are classes? And then I did – I remember I did say in that survey that, like, I wasn’t, like, probably doing as well as I could have in, like, actual school… they emailed my parents and they were like, oh, ‘do you think she wants, like, additional help or support? And then I think I did – I had a few of my teachers, like, talk with me and, like, ask me, like, oh is there anything you want us to help or anything? And then that did help a bit because afterwards, like, I think they specifically would try and ask me questions.” (Aged 18)

Where children and young people had attended independent schools, some described benefitting from the attention and personalised support they received from their teachers, particularly having smaller class sizes during online learning. One child moved from a state school to an independent school during the pandemic. He felt his small class size meant he got more support and guidance from the teachers. He had regular, interactive lessons on Microsoft Teams, compared to his old school where they received worksheets and were expected to complete them independently. He also described teachers regularly checking in with them to see how they were getting on.

“In the second school I moved to in November 2020 yes, that’s right, so they would do things online, that’s partially why we moved [to an independent school] just for the better education. So in the year group there was eighteen of us I think… so very small. Yes, there was much more support in the other school then, so teacher would be messaging you to check you’re getting on with the work okay. [In the state school] Like we didn’t have that teaching or anything, we’d just be sent worksheets, get expected to get on with those really, but like there wasn’t any guidance really at all… you didn’t have that support from teachers.” (Aged 17)

Another young person moved to an independent school following the pandemic. She described comparing her pandemic learning experience at a state school with her new peers and thought it sounded as though her peers received a more personal experience, with more attention.

“I’ve moved to a private school for sixth form and, hearing my [new] friends talk about their [pandemic learning] experience it sounded very different. Because it’s quite small in terms of its size and they got a lot more attention [than I did]. So I think that was a kind of more of a personal experience with it.” (Aged 16)

Personal na pagtuturo

Some young people who attended in-person schools during lockdowns reported feeling as though they received more attention and personalised support from their teachers, given the smaller class sizes. This also appeared to provide opportunities to make new friends and enjoy learning. This was said to help them to continue learning and, for some, made it easier for them to resume their academic work when they returned in Autumn 2020.

“Because not many people obviously went in. So I feel like when I went in I get more support and I think that helped me a lot to be more confident, as well I think I definitely got more support going into school than staying at home”. (Aged 14) “It was nice to be in. I did find I could concentrate a lot better. And I had help from a teacher as well which was really nice. So it did make a difference being able to go in.” (Aged 16) “I actually liked it [in-person school] because I felt like you got more attention to yourself. I mean a lot of my friends weren’t there because their parents weren’t key workers, so that was a bit upsetting. But I mean it gave me a chance, especially like in primary school to like socialise with people that I don’t normally talk to, and make friends outside of like who I’d usually talk to. So that was quite nice.” (Aged 14)

Those who had a positive learning experience once back at school in Autumn 2020 appeared more likely to mention that they felt supported by their teachers, and as though they could return to learning at a comfortable pace to catch up with their learning. Some also felt they benefitted from catch up sessions outside of lessons or knew of peers who attended them. One child recalled having a teaching assistant who she felt helped her catch up to the level that everyone else was at.

“I think if anything, it [schoolwork once they returned to school] wasn’t easy, but if anything I found it easier because with, especially the school that I went to, our results were like teacher assessed as well as the effort we put in, but they’d put in little hints for us saying like, maybe you’ll get a past paper.” (Aged 21) “I really, like, trusted my teachers. I had really good teachers and I knew that they would tell me what [I] needed to know. I thought that my teachers were amazing.” (Aged 21) “I think there was this one teaching assistant. She used to take me into a room and she used to, like, help me catch up with the work a little bit that everyone else was doing. Because I was quite slow on my work. Because I was still thinking in my brain that, oh, we’ve done in the pandemic. And it’s just like, she just helped me through it and she, like, she made me catch up a little bit more. But it was still hard. I still couldn’t catch up. But she was helping me a bit more.” (Aged 12)

Malayang pag-aaral

Some children and young people reported benefitting from the home school environment because they liked having control and independence over their learning. They described feeling as though researching key concepts independently enabled them to actively engage with the content, which they felt improved their understanding. Those who reported this included those who described having a quiet and peaceful home environment to enable them to concentrate on home learning.

“[Home learning] actually helped me in education, though, because where sometimes you would rely on a teacher, you’d have to go and find out the answer and research your stuff. Research stuff yourself. So I think that actually helped because then you’re actively engaging in the education yourself. And it definitely helped, actually. But as well I think definitely understood things way more because you’re becoming more self-sufficient.” (Aged 19) “I liked being able to kind of handle it myself a bit. Yes. I think that just works well for me. Because I know what works for me. And so that was in terms of, like, prioritising and stuff that was a lot more helpful in terms of we would be set some drama work. I’d get it done in terms of being able to hand it in but I wouldn’t, like, really invest in that because I knew I wasn’t going to be taking drama for thing. And so when drama work at home, it wasn’t really kind of beneficial to me in terms of that kind of research. So I think being able to prioritise what I knew I wanted to and stuff like that, it works, like, really well. So in terms of, like, I love study leave now for exams. Like, it just that’s what works for me kind of figuring it out myself.” (Aged 16)

Being away from school was said to be an enjoyable experience for those children and young people who had found school to be an overwhelming place prior to the pandemic. This was particularly the case for those with communication and interaction needs who appreciated being away from crowds and social interactions. Some mentioned that they liked the flexibility of learning from home, for example being able to complete worksheets in their own time.

“I don’t do well in crowds and then at that point, I also, I’m diagnosed autism. I guess it was nice not to have stressful school environment.” (Aged 19, ASD)  “[I had a] quite positive [experience of learning from home], I think, because I didn’t have any social interactions. It gave me like a year to relax and not have to worry about school. I realise that I work a lot better when I’m not in social situations.” (Aged 15, ASD)

Some secondary school aged young people took advantage of greater flexibility to develop their interests and expertise in subjects such as art or music. This was said to lead to young people finding schoolwork more enjoyable, feeling they were able to learn about themselves, and shaping future decisions around subject choices at school or university.

Pagsasaayos sa mga bagong kaugalian

Below, we explore children and young people’s experiences of returning to in-person education after schools reopened for most pupils following the first lockdown in 2020. We discuss how those interviewed experienced new rules and restrictions, and how they found attending in-person lessons again. Finally, we discuss children and young people’s reflections on their exams and exam results being disrupted over this period, as well as the pandemic’s effects on higher and further education.   

Schools began to reopen across the UK for certain year groups in June and July of 2020. From August 2020 in Scotland and Northern Ireland and September 2020 in England and Wales, schools and colleges were expected to fully re-open to all students for the duration of the term. The reopening of schools and colleges to restart face-to-face learning brought about further changes to the lives of children and young people throughout the full 2020-21 academic year. Children and young people mainly identified the impact of remote learning and Covid-19 restrictions on socialising with peers and their capability to learn.

The return to school was largely described in positive terms. Children and young people reported feeling happy and excited when they returned to school after feeling bored and frustrated at home for so long, particularly if they kept in contact with friends during lockdown. However, some described feeling worried or overwhelmed about the prospect of being amongst others again, especially if they had enjoyed aspects of being away from peers (see Social contact and connection). Children and young people also explained how there was a period of adjustments to restrictions and in-person learning, which we describe below.

“I was so excited, I kind of remember my first day and like I was just so happy.” (Edad 12)  “Yes, I think I definitely looked forward to it which was a different feeling for me, because it’s not normal like when you’re that age or like throughout secondary that you look forward to going back to school like when September comes you know it’s like time to go back to it. But yes that time round I think I was definitely more, yes more optimistic”. (Aged 21) “I was so excited to go back to school. I was so excited. Not for the work. Just to see everyone. And, like, what’s changed. Because over lockdown I was like, five-foot-six and then I come back to school and I was, like, six foot! I hated [learning from home]… I just wanted to go and, like, speak to my friends who weren’t next to me.” (Aged 18) “Being back with everyone was great fun, I mean during that time we even had, they tasked us to pick a book and read that… but it was actually being back with friends that was amazing.” (Aged 16) “I liked it [returning to school], it was good to be able to see people face to face. I’ve always had a good group of friends, we kept in contact… we sometimes like called and we were on the phone together while watching a movie.” (Aged 14) “I feel like that’s where my anxious feelings started to kick in [returning to school]. I went from seeing just a minimal amount of people to literally seeing everyone. So, and the same people that weren’t really as they seemed. So it was a bit awkward. Very, like, anxious. I was very anxious but yes, just had to go on like nothing happened, really.” (Aged 19)

Pag-angkop sa mga paghihigpit sa paaralan

The Covid-19 restrictions in schools and colleges that children and young people referred to included one-way systems, staggered start and lunch times, face mask wearing, social distancing, student ‘bubbles’, self-isolation, increased hand sanitising and reducing or ceasing the sharing of equipment and practical tasks such as science experiments.

The Covid-19 restrictions and rules at school tended to be accepted and taken seriously by those children and young people who reported being particularly worried about spreading Covid-19. Some children and young people reflected on the importance of following the rules to reduce the risk of spreading the virus to someone vulnerable, such as someone’s grandparent. Having experiences of a family member who died from the virus also appeared to play a role in children and young people’s appreciation of the rules at school. 

“I was very aware [of catching Covid-19] and I had a lot of like self-precautions and I didn’t want anyone to like touch me or high five me or even breathe next to me… I found the rules very good actually but not everyone followed them… I understood the reasons [for the rules]. I agreed with them too because I just wanted it to be over quicker. I was very worried for a long time after Covid and quarantine that it wouldn’t be good if I got closer to people and spoke to people closely”. (Aged 17) “I think I was okay with it [the rules at school] because I was like, it’s going to stop someone from getting it and that’s – might stop someone’s, like, very elderly grandpa or something from dying from it. So I was like, I think it’s okay even though it slows everything down.” (Aged 13) “My Nan… she died of Covid… well, we think, which meant that kind of opened my eyes fully to, you know, yes, she was old and at risk but I knew my friend’s grandparents who died, I think one of my friend’s mum died which meant I fully understood why I needed to do what I did which meant, when my teacher did tell me off, I would take in what they said and actually learn off it.” (Aged 16)

However, other children and young people reported that they found the new rules “restrictive” and “pointless” because pupils were still catching the virus despite these being in place.

“You’d just be standing there in a big group, and you’d all be separated from each other trying to have a conversation, but you’re just in this massive circle. There’s only five of us but we’re all two metres away from each other… it just became quite tedious and awkward, some of the rules.” (Aged 15) “They [the rules] were very restrictive but I guess that was for a purpose – I was frustrated that we had to do so much to distance from each other but also still isolate if someone I’d never met had it.” (Aged 21) “I think I found them [the rules] a bit annoying I think at this point I was a bit like, you know, we’ve all kind of gone through this. We’ll be safe. You know? And I think everyone already seemed to be catching it anyway so I didn’t feel like it was making too much of a difference. It was just a bit annoying.” (Aged 16) “I remember, I think I didn’t like wearing a mask initially, but eventually I got used to it and I wore it a lot longer than like other people, but the social distancing that was, it was a bit awkward and it felt like, it just didn’t feel like school.” (Aged 16) “Honestly, it felt a bit like I was in like some dystopian movie just because it’s like you’re used to like going in just chilling with your friends… And then all of a sudden everybody’s wearing masks and you’re going in washing your hands, sanitising them and then heading up to a class.” (Aged 19)

Rules and restrictions were also said to be particularly confusing for some children and young people with SEN. One young person with ADHD described how the one-way systems made it hard to get to lessons on time, something they already struggled with.

“And then I already had a problem with lateness. I’d come up the stairs and I’d have to walk the whole way round, three flights because I can’t just cut up.” (Aged 16, ADHD)

Schools’ Covid-19 measures were also said to disrupt children and young people’s friendships due to schools splitting pupils up into different ‘bubbles’ within and outside lessons. When children and young people were separated from their friends, some continued to feel isolated despite the return to school, although others enjoyed developing close friendships in their bubbles.

“We had to keep rotating. And there could only be, like, one person per table when it’s supposed to be, like, two. It was a bit lonely because most of them my friends weren’t in, like, any of my classes.” (Aged 14) “So every single one of our lessons was with our form. And so it was like that was really full on. Thankfully I had, like, all of – like, my friendship group was kind of happened to be my form as well. So that was really helpful… and we all got quite close because we were spending so much time together.” (Aged 16)

Mask-wearing was said to be a common requirement in schools, and was referred to as uncomfortable and itchy, making it difficult to concentrate. Some mentioned not being able to hear or understand teachers well due to mask-wearing, which was said to be more prevalent among secondary school students.

“My brain was a bit turned off that way, and once again you’re in school and there’s all these new rules and masks… I think I did struggle in that way along with the content.” (Aged 16) “So being back in the classroom, it was quite horrible, to be honest, because they would make us like sit there the whole time in our masks. I didn’t like that. And the learning, like, obviously, I didn’t really understand it because like, we haven’t had like the proper time to be able to learn that.” (Aged 16) “When people are wearing masks you’ve got no clue what they’re really saying they’re that far away from you. So it just made everything so inconvenient.” (Aged 18) “We had to wear masks all the time, which is probably the hardest bit because it’s hard to understand people, and it’s hard to do lessons in there because they’re obviously quite, like, uncomfortable to wear. So that was quite tricky.” (Aged 16) “I think my least favourite thing about it was face masks, I couldn’t stand them, and the amount of, we call them conducts [punishments], that I got from just not really wanting to wear them. You just felt a bit restricted with breathing and another thing is I just couldn’t read other people’s faces very well so, because I am, I like to think of myself as very observant, so I would normally know how they are feeling and that kind of restricted me a little bit.” (Aged 16)

Mask wearing could also create challenges for those who had a hearing impairment, including being d/Deaf or having an auditory processing disorder, who described how masks made it difficult for them to follow what people were saying and the knock-on effect on making friends, socialising, and keeping up with lessons. One young person with hearing difficulties described wearing the sunflower lanyard, used to represent non-visible disabilities, as a key memory of the pandemic. She found that she needed to wear this to help with asking people to remove their masks in order for her to lip read.

“The sunflower lanyard had the most impact on me because I didn’t need the lanyard beforehand, and then I’d need it to be able to tell people that I needed to pull the mask down so I can like hear and like read what they’re saying… Because I couldn’t lip read.” (Aged 20)

Those interviewed also described how restrictions meant practical lessons such as experiments or group projects were unavailable or restricted for a while, which was felt to impact quality of learning and progression. Children and young people expressed disappointment about this, especially for those in exam years or studying sciences, where interactive learning was felt to be crucial for understanding. One young person reported changing their future education plans: she did not take Triple Science GCSE due to thinking it was mainly theory based and not being able to complete experiments when she returned to school.

“So in terms of science, like, we were just in a normal classroom so we had no experiments, no practical work. No drama, music, anything like that. Because it was all just everything became theory. And so then I didn’t pick triple science with GCSE because I just thought… it was all that kind of theory. But then and now I really love science and so I’m really annoyed that I hadn’t. But I just hated it at that point because it was all just – there was nothing kind of practical to it and stuff like that.” (Aged 16)

Mga karanasan sa pag-aaral sa paaralan

Children and young people generally felt appreciative for the return to in-person learning again: technical difficulties were absent, it felt more natural to ask for help, they could discuss tasks with their classmates and all the resources were readily available within the classroom environment. Some described a sense of shared experience, knowing that everyone had missed out on some learning and was “in the same boat”, and felt reassured by this. 

“It was a lot more fun, like just learning, because it was just much easier to have it just in a class, where you’ve got all the stuff you need, it’s just like the teacher can teach quite easy, like they don’t have to mess about with a Zoom call.” (Aged 19)  “I suppose everyone was in the same boat as me. Nobody did work either. There would be some times where I would be like, ‘oh I’ve done the work, nobody else had’, which was nice for me, because it meant I didn’t have to catch up or anything. But, we went over the same things basically, again, as what we did in lockdown.” (Aged 16)

Returning to school also enabled some children and young people to receive additional learning support that they were not receiving prior to the pandemic. These children and young people and their parents felt that their needs were more acknowledged after lockdown and were addressed with extra provision to enable them, particularly those with SEN, to catch up on learning.

“For the academic support, I just had a really good maths teacher who was really good with me. And then I ended up getting a key worker as well, because they finally acknowledged that I had additional needs to help me like put things in place to sort of learn what I’d missed. So my learning really improved once I was back in school.” (Edad 13)

However, returning to school once it was open to all students again was also described as a stressful experience for some children and young people with SEN. This included both children and young people who had not attended school during lockdown and those who had been allowed to continue attending school in person. Those interviewed described finding this hard because they were not used to the more regimented school routine and were used to having more flexibility and freedom at home.

“When we had to go back in class and stay silent, sit down and do work it was just like no I’m used to being at home, I’m just going to stand up and walk around, I’m just going to talk to people when I’m not meant to… it was like when I was at home I didn’t get a detention, so why am I now getting a detention?” (Aged 13, ASD, ADHD, Dyslexia)

Difficulties with the social aspect of returning to school also appeared to be heightened for some of those with SEN. Those with communication and interaction needs such as ASD recalled feeling nervous to talk to their peers which made it difficult to make friends. Different seating plans and class ‘bubbles’ were also stressful for some children and young people when they were not placed with their friends.

“When I first started [back at school] I was really nervous to talk; no-one spoke for the first day really. But after that, because of my autism and other like social issues, I just didn’t say a word for the entire time, not a single word to anyone, other than the teachers. And because of that I had absolutely no friends. So I was spending all my time either in lessons or sitting down staring at a wall.” (Aged 15, ASD) “I guess it was just stressful, because it was so different because the desks were arranged differently, everyone had to sit specifically, you couldn’t really hang out with your friends even at break… it didn’t feel like a school anymore.” (Aged 19, Cognition and Learning Needs)

Disruptive behaviour once back at school led to exclusion in some extreme cases among children and young people with SEN. One child described being excluded from school several times because of his disruptive behaviour, which he felt was due to falling behind and struggling to settle back into learning again. His mum supported his view and believed this was because he could not cope with the regimented environment after being left to work independently for so long at home.

“I lost like probably about three years of my proper learning… yes and then like in year five when I was constantly being excluded. It was quite stressful [going back to school] for me because I was going into a new school and I couldn’t properly settle in because like the way we were learning, I think.” (Aged 13, ASD, ADHD, Developmental Delay) “[Covid] was a huge contributing factor [to my child being excluded]. Just being left to his own devices for such a long time and that, when he was going back into school it was so regimented and so strict that he couldn’t cope in that environment… it was just perceived that he was just causing problems not adhering to the rules and [he] was excluded.” (Parent of child above aged 13)

Children and young people with SEN reported that they generally found completing schoolwork more difficult once they returned to school than before the pandemic. Some said they realised this was because they had missed out on a lot of learning during lockdown. One young person with dyslexia in a mixed ability class described falling behind her classmates and feeling worried from comparing herself to her peers. 

“I think I felt kind of like down as well because there was people in my class that were higher than me and could do more than me and obviously had more strengths in different things. And I was thinking, ‘why am I not like that?’” (Aged 14, Dyslexia) “Even though [the work] was the same as before, it felt so much more difficult.” (Aged 17, Dyslexia, Dyspraxia, ADHD, Global Development Delay)

Children and young people who attended in-person school during lockdown also experienced some difficulties in adjusting to learning within the school environment once everyone else returned in Autumn 2020. Those who had reported receiving individual attention from teachers missed this once everyone else returned and they were in a normal sized class. Some also reported missing the peace and quiet of the small class sizes. Those who had experienced more playtime and limited schoolwork reported finding it difficult to adjust to having a full school day and catching up on learning.

“It [in-person school] was easier because, like, it wasn’t as crowded and it was a bit more peaceful without the noisier bunch being there. They would make us do work and then we’d be back out playing in, like, another half an hour. So we had, like, five break times every day… They gave us quite easy work. But I think the people who were homeschooled got a bit harder work… [When everyone else returned to school it was] A bit overwhelming. Because I wasn’t really used to it after it was, like, quiet and barely anyone being there. And then it just went from that to everyone being there. And it was just a bit strange. Like, I wasn’t expecting it to happen so quickly. And we got asked to do a lot more schoolwork because we got – just as I say, like, five breaks a day; it went from that to one.” (Aged 12)

More broadly, children and young people mentioned feeling lost and confused in lessons once they returned due to the break in in-person teaching. Secondary school aged students identified knowledge gaps, particularly in maths, and reported returning with many incomplete assignments. Primary school aged children reported forgetting basic skills like telling the time or doing their times tables. Those who had found it difficult to engage with online learning tended to report knowledge gaps once they returned to school and mentioned incomplete assignments that had built up over lockdown. These children and young people reported feeling stressed about these knowledge gaps and described feeling conscious of the differences in knowledge and understanding with their peers.

“It was really hard to learn because of the pandemic I didn’t learn how to tell the time because I missed them lessons and I didn’t know how to like do my timetables properly because I missed all of them.” (Aged 12) At the very start [of returning to school] because I had a lot of work that I hadn’t handed in so I knew every class [I] go to there was going to be a teacher saying, ‘why didn’t you do this, why didn’t you do that?’… Because there were times in that second lockdown that I think I was sitting with thirty assignments missing, teachers were asking me where are they and I had five tech homeworks that I hadn’t submitted because I just, I basically blanked school out for those months.” (Aged 18) “The jump up from second to third year [year eight to year nine], you feel it and it was weird. I struggled in third year [year nine] actually and looking back at it I struggled in school and I think that could have been because of Covid as well, yes. I kind of my brain was a bit turned off that way and once again you’re in school and there’s all these new rules and masks… I think I did struggle in that way along with the content.” (Aged 16) “I had to learn things that they hadn’t been teaching us. And it was, like, quite soon, just coming straight back into school, after there being barely anyone there and barely learning anything. So it was a big change going from that to everyone being back and learning everything straightaway.” (Aged 12)  “I think it was quite tricky because obviously where some people had done more work than others, how much we’ve covered was very varied. So there was a lot of going over – re-going over things just to make sure we were all caught up.” (Aged 16)

Children and young people also mentioned that there was a lack of opportunities to catch up on lost learning when everyone returned to school. Some of those interviewed described that teachers did not go over content that was covered in lockdown and instead continued with teaching material that they were expected to learn at this point in time regardless of the pandemic.

“With lockdown there was a just a massive gap of doing nothing and I treated it like a summer holiday pretty much, that’s how I treated lockdown, like I did nothing for quite a lot of it… If there wasn’t a lockdown I’d be doing much better… [When we returned to school after lockdown] they [the teachers] didn’t do any catch up at first and just like picked up right off from what they were learning online.” (Aged 16)  “So when school did open up, I was really far behind, I do remember having to put in a lot of hours to catch up.” (Aged 21) “It was as if lockdown hadn’t happened because we just had to carry on, which was so hard… I think they [the school] put on some kind of summer catch up course but no one did it.” (Aged 19)

A stressful experience highlighted by those interviewed at the start of secondary school or exam years in this period was having lots of tests or mocks once they returned. Some expressed frustration at being streamed into ability sets or receiving predicted grades based on these marks.

“So we went from, like, mixed ability classes to everyone being put in the class based on how much they actually know. And I wasn’t used to that because I’ve never – like, it’s never happened to us before.” (Aged 16)

Children and young people recalled feeling frustrated that they continued to miss out on key milestones and experiences throughout the 2020-21 academic year. School trips, residentials (overnight or multi-day enrichment activities), leavers’ assemblies and proms continued to be cancelled or stripped back even by the summer term of 2021. For example, one child was disappointed because the annual end of year six trip to the Isle of Man didn’t happen for his year group.

Self-isolation and further lockdowns were said to lead to frequent stops and starts to school. As a result of this, children and young people reported that they continued to spend considerable time at home and were expected to complete schoolwork or attend online lessons during isolation. Children and young people mentioned feeling frustrated and annoyed that they were required to isolate when someone in their bubble had caught Covid-19, despite testing negative themselves. Children and young people also reported that they were impacted by teachers who were absent with Covid-19.

“So year 12 and year 13 were put in a certain block but that meant that it was, like, 100, 200 students in one block so if one person got Covid you all had to isolate. Sometimes it was like, you’d isolate for two weeks and then come back. And then in a few days they would do, like, a Zoom meeting for the whole school. So if in the middle of your lesson you’d be like, oh okay. I’ve got to go home again.” (Aged 21) “So because so many teachers were off because of Covid and so many had left the school in Covid, we just had so little teachers that the teachers were kind of being shared between us a bit. So that really impacted because I didn’t have, like, a maths teacher for, like, a half-year so I taught myself most of my subjects which was, you know, is obviously going to make a difference because I didn’t really – it was kind of guesswork for a bit.” (Aged 16)

Pagkagambala sa mga pagsusulit

Over the course of the pandemic, children and young people in all four devolved administrations of the UK experienced widespread disruption to their examinations.²⁴ Exams for formal national qualifications such as SATs and other primary assessments, and GCSEs and A levels that were due in summer 2020 were cancelled in March 2020. Exams for summer 2021 were cancelled from the second lockdown, between October 2020 and January 2021. Alternative assessment and grading methods prompted controversy and policy reversals. Children and young people’s experiences of disrupted examinations varied greatly by school year, institution, and individual learning approaches. Some differences by country in the UK were discussed by those interviewed and are described below. 

One young person discussed how she still had two very different versions of her A level results. She described how this reminded her of how strange and uncertain the period had felt for her and how “wrong” her results felt when she received them.

“I don’t know anyone else that really has this. There are two different exam results, where at first we were given grades that were re-marked by… the exam board. And then that got cancelled out, and we got sent a new set of exam results… based on our teachers… our work never got to be formally assessed… The people that gave us our original results slip haven’t even seen any of our work… it was all just brought down based on statistics of the previous years of the school and, like, where you lived and stuff. I always think of it now how I’ve got two A levels but only this one’s valid… [the grades on] this one [are] DCBB and then this one’s CCBA, which is quite a big jump… I’ve always got top grades and [for one exam] I got a pass out of, like, pass, merit, distinction. And that’s the lowest grade I’ve ever got and it just felt wrong.” (Aged 22)

Experiences were highly mixed across individuals. Some reported positive experiences or claimed the disruption to exams put them at an advantage. This included those children and young people who described feeling motivated to work harder by earlier exam cancellations. However, others noted the period was stressful, unpredictable, and inconsistent. Reflecting on the longer-term impacts, some also felt they lost the chance to build exam skills and confidence during remote learning. 

Young people tended to report that they reacted positively to the news of the cancellation of formal exams across 2020-21. Those in secondary education discussed the relief of not having to take exams. Young people who were particularly pleased at cancellations included those who disliked or struggled with exams, or already felt confident they had learned content sufficiently. Exam cancellations announced in winter 2020 were especially appreciated by those who had been worried about whether these would take place at all.

“I was doing A Levels, yes. So to be honest I was happy, my A Levels were cancelled, you know, in what world does this happen? A Levels exams get cancelled, it’s amazing.” (Aged 21) “[I felt] as close to over the moon as you can get, personally [about GCSE cancellations].” (Aged 20)

However, young people also described a range of negative experiences connected with exam cancellations, which contributed towards a confusing and stressful educational experience. Young people often perceived communication from the government and schools as poor and inconsistent, and some felt angry about the way government decisions would “chop and change”. Those interviewed also discussed how the lockdown and remote learning context made it harder for them to know what was happening and those less engaged with school communications reported it taking some time for this message to reach them.

“One of the teachers even said to us, oh, [I] don’t think like the GCSEs are getting cancelled, because that’s never going to happen. It’s never happened before, it’s never going to happen… Then like a week later… it came on the news that they cancelled GCSEs and everybody had to stay in lockdown… it was so different to what everybody was expecting, especially [as] teachers had been in the industry for years.” (Aged 21) “[I felt] angry because I understand that it was a very unprecedented time for everybody, you know, the government had never obviously been through something like this before, so it was very difficult for them to know what was the right thing to do, but also on the flip side of that it could have just been, the messages could have just been delivered in such a better format, especially with exams and things like that, I think, you know, rather than leaving it last minute.” (Aged 20)  “[The government] just needed to be clearer. Not chop and change all the time.” (Edad 20) “When you do your GCSEs, it’s the biggest thing in the world. At the beginning I was like, this is the worst thing in the world, it being cancelled… and after a while it doesn’t actually matter that much. I was stressing so much… but it is just GCSEs. I definitely think it just matured me in terms of me looking at priorities and what is important and what isn’t.” (Aged 20)

The cancellation of exams was also felt by young people to have led to some long-term adverse effects, including lost motivation contributing to young people dropping out of education, developing a fear or dislike of exams, and a sense of missed opportunities to prove themselves.

“I didn’t know this when we first started year 12 but my year 12 grades in the assessments that we did, we found out they didn’t count towards my overall A Level grade. So I was really disheartened by that because I worked really hard on them and, like, I managed to get really good marks on them… then they said, oh, because of the disruption, that means they don’t count. So I understand that for some people they would have found it really hard to work in those conditions but I just felt a bit defeated. Like, I’d worked hard and then they didn’t count.” (Aged 21) “I wanted to prove myself right and wanted to do well for myself and I was like I just feel like ‘I can’t even do what I feel like I can do’ because you can’t even do an exam at the end of it. You know? Economics is so exam heavy. Like, there’s no real practical side of it. It’s all like numbers and, you know, charts and everything. It’s like, no ‘I need to do an exam for you to understand if I’m going to be able to [achieve] like, a certain grade.’” (Aged 21) “[I have] completely forgotten how to do exams… [university exams] made me so anxious because I couldn’t remember how to revise properly or, like how to write exams… since Covid I’ve never been able to finish an exam in time… I think that is because I didn’t get any practice during [the pandemic].” (Aged 22)

Other children and young people felt they faced knock-on effects from this disruption on secondary school choice and how they were streamed by ability into different sets (if taking primary assessments), A level subjects (if taking GCSEs/equivalent), or university selection (A levels and equivalents).

“I feel like if I’d [taken] my SATs I would have been put in a higher set. But because I didn’t take them, I was in a lower set… I don’t think I’m in the right set, I think I need to be in a higher set. I haven’t got a proper Maths teacher, he doesn’t know what he’s doing… I was on the internet even looking up how to do things to try and help them, but at the end of the day I’m not a teacher.” (Aged 13) “I feel like maybe I could have gotten into [specific university] or something. I mean, it’s just a gut feeling but grade inflation [was] really a thing. So a lot more people got 3 A*s. So universities [were] way less, like, willing to give out offers. I believe [this university] rejected a lot of people.” (Aged 20)

While the pattern of exam cancellations was broadly similar across devolved administrations, differences in examination approaches could affect individual experiences. In England, AS level exam scores no longer contribute to A level results whereas in Wales they count for 40% of the final grade.²⁵ With AS exams cancelled in Wales during the pandemic, some Welsh young people reported feeling under additional pressure preparing for their A level exams, as these now determined their entire final grade.  

Young people were affected even if not taking formal exams during the pandemic period of 2020-21. Young people who had taken exams from 2022 onwards often felt they lacked revision and exam skills they expected to have gained through practice. 

“I personally feel like we’ve been s*****d a bit, I don’t think like we’ve, I feel like we’re always going to be known as the Covid kids… I was nervous from March up until the end of June [2025] because I feel like when they said ‘oh, you’re sitting both fourth year and fifth year’… it became quite overwhelming.” (Aged 18)

Some young people taking formal exams for the first time after 2022 also felt unsupported compared to older peers who they believed received more allowances, such as being told what would be in the paper, only tested on part of their course and having lower grade boundaries. While some highlighted adjustments that made taking exams easier, such as being provided with equations for science exams, these young people often felt unprepared. This was said to be exacerbated by fewer internal exams (as perceived by young people) that would have helped them practice. 

Young people’s reflections on receiving Centre Assessed Grades (CAGs)²⁶ were mixed. Some young people had major concerns with their fairness and consistency. These concerns reflected distrust in ways grades were perceived to have been determined, for example through mock exams, prelims (in Scotland), or coursework, the influence of previous years’ exam performance, or “favouritism”. Young people felt that the process varied widely between schools, which they felt could undermine the credibility of their grades. Some young people received better marks than expected and benefited. Others felt imposter syndrome or that their grades “did not count”. Those who had not taken mocks or coursework could feel seriously penalised at the lack of evidence used for their predicted grades. 

“We were very conscious of the fact that we had just spent the last two years… working towards [A levels] so it was very much, ‘what are these two years for, if we are not going to do anything… and I remember thinking, I’m definitely not a D student in politics. I’ve never once, in past papers, I have never once got a D in any of them.” (Aged 21)

Some young people felt that their predicted grades did not reflect their ability, and contributed to decisions not to continue with education. Some young people also found that their CAG results limited their choices for A level subjects or university destinations.

“I think [if] I would have stuck [in education] I think I would have been… good. Because I mean, like, my GCSEs, which are obviously the year before that, I tried really hard for them. I revised really hard. I got really good results. I think that shows that something must have changed, what happened, my outcome, and it was obviously Covid… I would sit at night every night for my GCSEs and revise and try – like, but I just lost all motivation, I think… I lost motivation in the sense of like, okay, this is just going off what the teachers are thinking I can do. Like, people work differently. People wait until right before the exam and do loads of revision and do this. Some people revise all year. Some people are really good in lessons; concentrate. Some people flake off but do work at home. Like, it’s so hard to get a gauge of what you think a pupil’s going to get.” (Aged 21) “I ended up not being able to get into the uni that I wanted to go because one of my grades dropped. So I ended up [in this work] instead, which I’m super thankful for and I think it all ended up well. But that felt like a stab in the chest to be, like, to be wanting to go to somewhere so badly and then not get there because – potentially because of Covid. Because all my motivation just dropped to do anything.” (Aged 21) “I know loads of people who didn’t get into uni because of the way that my school did [predicted grades] and… other people’s schools, they, I just think, it wasn’t consistent so, to me it wasn’t fair… it doesn’t matter which way, I think as long as they decided one way, and everyone did it that way.” (Aged 22)

Other young people described how they felt the pandemic context affected their educational or career direction by making getting into their ideal university or a job more difficult or competitive.

“I realised actually it had a very big impact on my life. Mainly because I was trying to do medicine. And because of the pandemic and everything… all the applications for medical schools got sort of pushed to the next year… by the time I went to apply for it, the, a lot of the spaces were already filled, from previous applications… the competition was increased massively, which led me to taking a gap year in the end, because there weren’t enough places, competition was really, really high. So, that backlog of people for not only, for just medical places, med schools, and dentist schools and yes, it just had an impact on what I was going to do in that time.” (Aged 21)

Pagkagambala sa mas mataas at karagdagang edukasyon

As those interviewed were between the ages of 5 and 18 during the pandemic, few were in higher or further education when the first lockdown was announced. However, a larger proportion entered higher education in autumn 2020 just before the second national lockdown. This followed on from what was often experienced as an abrupt end to school due to the cancellation of exams and school leaving events. 

Responses from young people indicated that, once they started higher education, they could easily feel socially isolated due to remote learning and lockdown restrictions. Some young people also described how they either returned to or did not leave home in this period. As a result of these experiences, they struggled to find ways to form social bonds, within or outside lessons. 

Young people described feeling a lack of support networks that might encourage them to complete their work and make them feel motivated and secure; for example, in their own abilities, and their decision on university choice and subject. Those interviewed described ways this negatively affected their learning quality and their wellbeing.

“I think yes the whole way through my degree I think I felt and I think I probably haven’t done as well as I could have done because it’s really hard to remain motivated when you feel like you’re on your own.” (Aged 21)

More generally, young people discussed feeling lonely and angry, and that they had missed having a “proper” university experience due to pandemic restrictions.

“When we first went into lockdown it was my first year of uni and I was having such a good time and so I think that sort of sudden shift of not being able to experience my – this, like, university lifestyle that I’d waited so long to have and it was just taken away. I was really just – yes. I was really frustrated at that and just not being able to experience it… It felt like an Open University degree, if you wanted a virtual degree, I would have gone to the Open University.” (Aged 22) “Now I have to laugh about it to get me through it. But… it made me angry. It was gut wrenching that we’ve put all this time into a degree. You go for the experience of uni. I’ve lost that.” (Aged 22)

Young people described limitations to their learning progress in this time. They discussed how online lectures and seminars could feel boring and repetitive. Some lectures were said to rely on outdated pre-recorded content, and it was common for classmates to have their cameras off during discussions.

“I remember most of my lectures in first year were, like, pre-recorded from, like, 2018. So they were completely out of date and, like, not engaging in the slightest and most of the forms of assessment were, like, multiple choice quizzes because they hadn’t figured out how to, like, move them online yet. So they just – they were really easy.” (Aged 22)

With a much more self-directed learning approach than at school, some young people also struggled from a lack of educational and pastoral support from academic staff. The reported effects of this on individuals included failing to submit work and missing lectures, experiencing feelings of stress and worry, and even deciding to leave higher education.

“It was also just like the lecturers, it was almost like they’d completely given up as well. It was like they didn’t care. Like it was like, oh we’ve got a class on Wednesday if you want. Oh it’ll be online. Here’s the code if you want. Like, it was never, a need to be there or do anything and if you didn’t hand anything in there was not an email, there was not a follow up, there was not a chase up.” (Aged 21)

One young person described how having lectures online led to him falling far behind in learning because he did not feel pressured to attend them in person. Still at university, he mentioned how he felt attendance at lectures was much lower due to the pandemic.

“It was just so hard to stay focused for that long in front of a laptop. And you weren’t getting any fresh air. And the fact that you didn’t have to go somewhere to be at the lecture… it was just so easy to just think, oh, I’ll just watch that later on… And then before I knew it I think I was something like 30 lectures behind and then I started to get a bit stressed out about that as well… [now] a lot of people still just decide to stay at home.” (Aged 22)

Another young person described seeking out individual learning support due to struggling with feeling a lack of support at university while learning online. He decided to return to his college to complete his degree to get additional support from tutors he already knew.

“A lot of [my university course] was just Teams calls, you still couldn’t go in because of Covid and it was quite, that was quite stressful, because like it was a big step… and to not be able to ask questions in person was really difficult… I managed to pass [first year], but then I went back to [my old college] because it was just better, it was easier for me… I think it’s because I was familiar with them as well.” (Aged 22)

One young person who was living in masikip na tirahan described dropping out of college due to feeling unsupported by lecturers and bored in her home. She left her course after receiving a job offer and reflected that she would have been earning more if she had stayed in education.

“There [were] not really any chase ups [from lecturers]… and being in the house all the time, you, I kind of, lost motivation to do it so I found that I didn’t actually end up sticking with college I kind of, wish I did stick with it… because, it was, like, last year, the start of last year or something, everybody that was in my class was – well that had stuck with it, was, like, graduating and they’re all doing whatever now and obviously that could have been really good, especially because I was so young [so would have benefited from] getting that [qualification]…Obviously right now I’m at [company] that’s, like, just above minimum wage by, like, twenty pence. So I’d probably definitely be doing better financially but I don’t really think that’s, like, the most important thing anyways, you know what I mean.” (Aged 21)

Some young people were disappointed at the value they received for the cost of their university education in terms of knowledge and skills. This was especially the case for those taking courses with more ‘hands-on’ or in-person components such as animal management and events management. Among these young people, some reflected that they had limited opportunities to develop the skills they needed for future careers as a result.  

“I did events management… I couldn’t put any events on and the whole point of, like, virtually every assignment, was to plan an event and put it on every year. And [at] the end of my first year… [they said] yeah, you’ve got to plan an event… we had to do… a virtual event… which is awful.” (Aged 22) “Online it kind of felt very, it was too impersonal. And I think the main concern everyone was having was that we hadn’t paid for online university which is about half the cost [and] we’ve all got debts for now.” (Aged 22)

Similarly, young people expressed frustration based on their experiences with further education such as apprenticeships. Some young people reported that apprenticeships were delayed, stripped back or stopped altogether during the pandemic. For example, one young person began a dental nursing apprenticeship before the pandemic and said they were unable to do practical procedures as part of her course for a while, and as such, it took six months longer than it should have to complete. Despite this, this young person expressed that she was glad she was able to work at full pay and felt that everyone was in the same situation.

“You had to do practicals at college and you couldn’t do them because you couldn’t go into college and you couldn’t see patients which was a bit of a shame… It was only an 18-months course but it took two years for everyone doing it the same time as me. It was six months longer… But the earning side of it, my boss was so good: he kept our wages to the full.” (Aged 21)

Another young person described feeling “frustrated” and “deflated” because her hairdressing apprenticeship was predominantly taught online. She felt as though she could not be properly supervised for such a hands-on subject with the course being taught remotely. As such, she switched courses and felt as though she would have continued with the course had it not been for the remote learning element.  

“I think if Covid wasn’t a thing I would have continued to do hairdressing. I didn’t feel like I got as much out of the learning than what I should have because we weren’t able to be there 24/7 or use like actual clients rather than using doll heads. So I do feel if Covid wasn’t a thing I would have continued with the career.” (Aged 22)

Pangwakas na pananalita

These findings highlight the wide range of ways in which children and young people felt the pandemic disrupted their education and learning, as well as wider impacts of this disruption on their lives. Alongside this disruption, it is notable that some children and young people highlighted aspects of learning in this period that they enjoyed or had carried forward. 

This research indicates, from children and young people’s perspective, the sheer variety of learning approaches used by schools across this period, as well as their inconsistency. Adapting to these new approaches, particularly learning from home, unstructured school days and online lessons, and reduced teacher support and guidance, was said to affect motivation, academic progress and wellbeing. 

The findings identify the ways in which factors such as limited resources (including device access or space to work at home) and specific circumstances (including having SEN or a disability) made pandemic learning particularly challenging. These factors exacerbated difficulties faced by children and young people more generally, for example making online learning even less engaging for those using smartphones or tablets to join lessons or access content. The influence of these factors was particularly noted by some who were experiencing new and challenging learning stages such as preparing to take exams or starting university. The findings also indicate how receiving more individual learning support, being taught in person, and enjoying independent learning helped children and young people to cope and even thrive in disrupted circumstances. 

For some children and young people with SEN, the findings also highlight specific difficulties faced during the pandemic around the loss of learning support and reliance on parents as a result; heightened experiences of the challenges faced by their peers; and unique difficulties they faced when learning from home, including around comprehension, information processing and understanding social cues.

Consistent with themes discussed in Development and identity, experiences of disrupted education (including of exams) could also lead to frustration or anger at “missing out” on milestones such as the end of primary school or post-exam celebrations. This research also highlights instances where young people felt less inclined or able to go to university due not only to lower grades but also feeling less engaged in learning.

3.5 Mga pag-uugali sa online

Pangkalahatang-ideya

This section explores children and young people’s access to and use of the internet, social media, and online resources, and positive and negative aspects of this. 

Buod ng Kabanata
Positive aspects of online behaviours Difficulties managing time online Experiences of online harm Pangwakas na pananalita	Communication and connection Entertainment and escapism Misinformation and disinformation Contact with strangers Other negative experiences of social media

Positive aspects of online behaviours

Below we describe how time spent online was a valuable source of communication and connection, and entertainment and escapism for children and young people. It should be noted that some of those interviewed had limited access to devices or Wi-Fi during the pandemic. While some described this affecting their home learning (see Edukasyon at pag-aaral), they still found ways to go online to play games or contact friends, sometimes on shared devices or their parents’ phones. 

Communication and connection

Communicating or playing online with people they knew was an important source of connection for children and young people during the pandemic and described as a way to support wellbeing (see Social contact and connection).

“I enjoyed being on my phone because obviously with the whole Covid thing I wasn’t allowed to see my friends and it was just nice to like message them and contact them.” (Aged 12) “We used to play Roblox a lot, that was so fun, do you know what one of my core memories is like being on FaceTime to my friends and we used to play this Roblox game called Flee the Facility and we used to play that and… it was so much fun. Still to this day we would talk about how fun it was in lockdown playing Roblox and stuff like that.” (Aged 17) “Playing games [online] with my friends really helped because it just took my mind away from everything that was going on in the world.” (Aged 17) “I think [being online] was a bit of a safety net of like community… don’t just wanna keep reading or being on my own because I’m on my own 24/7 so I can sort of be [with others] on my phone instead.” (Aged 20)

Some children and young people in their teens during the pandemic also experimented with meeting new people online, through gaming, social media, and platforms such as House Party, Discord, and Yubo, although some recognised the risk of online harms through these platforms. Some appreciated being able to become part of a wider community online, from connecting to other gamers to joining a faith group (see Social contact and connection). 

“We’d play House Party… and meet people from all over like, I know loads of people now. Like from down in London, Hartlepool, all over. I still speak to them. That’s how like I met people. And my boyfriend who I’m with now, he would be on, and he’d be like, oh what you doing, like this and that. He’d be joining loads of different people’s parties and that’s how I like started speaking to him more.” (Aged 18) “There was this App called Yubo… basically Tinder for like people under 17… you livestream together, so me and my friends we used to go on it… it was so funny… it was live groups and you would just join them, speak to random people online… it’s still a thing, but I think it was very popular [during the pandemic].” (Aged 21) “I feel like my online life was a lot [during the pandemic]. I used social media and, you know, the internet a lot. But I feel like it all worked for my good… because I met so many amazing people.” (Aged 20)

Online challenges and TikTok crazes were also a salient pandemic memory for some. Those who got involved enjoyed the feeling of connection from taking part in a collective experience (see Social contact and connection).

“I can’t emphasise how much like TikTok and Roblox was just like such a big factor to me, like I would just be on it all the time, I was just copying the trends, just doing dances… Whenever I see things online, like throwbacks to 2020, like TikTok was in Covid, I always just like find it funny, I’m like ‘oh my God that was a crazy time where we did that trend, and we did that dance’.” (Aged 14) “I would say [spending time on TikTok] was a good thing, like certain things you can all look back on and remember on like this, when we think of certain things during lockdown we think of this TikTok… [it] brought people together.” (Aged 15)

A sense of connection on TikTok and other social media was also mentioned in the context of experiencing post-viral symptoms. Some described the value of these platforms in providing valuable information and helping them feel that they were not alone in experiencing their condition.

“[I have] something called parosmia…27 I used to love Irn-Bru. I don’t like the taste of it anymore… I’ve read about it online… I was thinking surely I can’t be the only one. I’ve read, like, blog articles of people that it’s happened to or I’ve watched TikToks; some YouTube videos of people it’s happened to.” (Aged 21)

Entertainment and escapism

Online content was also seen as a valuable source of entertainment, escapism, and comfort for children and young people during lockdowns. In some cases it also provided inspiration for new activities and interests that helped children and young people to make the most of their time at home. 

“I reconnected with all the random video games that I used to play when I was younger, stuff like that… I feel like it gave an escape… and it gave a different sense of reality, which I think is what I needed at the time.” (Aged 22) “TikTok was like kind of a safe space… to relax and just get away from Covid.” (Aged 14) “I started watching a lot of TV and movies [online]. I got into, like, cartoons… I used to, like, I remember watched eight seasons of the show in, like, a month. Like, I just loved watching TV.” (Aged 13) “I think I was looking at Roblox videos. And I just started listening to music… just pop music and stuff. I started singing. And then I realised I can sing… So I just started learning hundreds of songs.” (Aged 14) “TikTok was a very big thing for me during the pandemic. I was all day every day scrolling through TikTok or making TikTok videos… it was a positive thing because I got to do things that I liked. Like I like to do make-up so I was doing loads of videos on TikTok for make-up. And I was getting a lot of good views and feedbacks and comments and stuff, which made me feel good considering that I couldn’t go out and do anything.” (Aged 22) “Everyone was posting these, like, oh ‘how to do these at home’ [online videos] like ‘get yourself abs in six days’… I literally hadn’t even tried working out until the pandemic, I’m not going to lie, like that was my first time ever sort of getting into working out… When I was given all this time and I was in my room, I was like, well, I might as well just do some ab crunches on the bedroom floor.” (Aged 20)

For some primary school-aged children, who had not spent much time online previously, being allowed to spend more time online was recalled as an exciting part of lockdown and helped them to deal with boredom.

“I remember I got my first console in the pandemic. Yes, so video games will always have a special place in my heart… I made my love for gaming… my mum did used to have, like, a work iPad which I would use but that was the only screen I had access to other than the TV… I remember in the pandemic my parents could see I didn’t have too much to do so they decided they would get me the console.” (Aged 9) “If I was going to bring something [that reminded me of the pandemic], I’d probably bring my Nintendo Switch… I was playing, that whole time, I just played Animal Crossing… I had 600 hours on it by the end of lockdown… [I remember feeling happy] because I was sitting there with no school playing Animal Crossing for like six months.” (Aged 13)

Difficulties managing time online

With so much time at home during lockdown, managing the amount of time spent on a screen was recognised by some children and young people as having been a challenge. Children as young as seven at the onset of the pandemic described their online behaviour during lockdowns as “unhealthy”.

“That’s why I have square eyes28 [because of my screen time during the pandemic]… It was not limited, but now it’s limited to an hour… We could spend as long as we wanted, but now since we have square eyes [my parents] decided to keep it an hour a day.” (Aged 9) “I’ve discovered that I really enjoy [playing video games] during lockdown because when I’d finished like my lessons I used to just go on the iPad for a bit… it probably got me way too addicted to a screen because I just had to stare at one for that long every day and it was like, it probably wasn’t, like they say you shouldn’t stare at a screen otherwise your eyes will go square, like obviously that’s not true but it’s also not good to go on an iPad for all day or something. So yes, that kind of like, that was a bit of a negative because it was probably not great for me to be doing what I was doing all day, yes.” (Aged 11) “[As well as schoolwork] I’d use [my laptop] for like playing video games and chatting to my friends on… We’d basically do that all day and we’d watch some TV in the evenings. A lot of screen time… probably not very healthy… I think it made me tired.” (Aged 11)

Some of those interviewed reflected that the sheer number of hours spent online was not good for them. Children and young people of all ages recalled spending six or more hours a day online, sometimes into the night (19 hours a day was the highest amount mentioned). For some children and young people, this could also be affected by having school-scheduled days (see Edukasyon at pag-aaral) with frequent online lessons.

“[The pandemic] definitely made me online a lot more. Like, I was online for school, like, communication. Everything I was doing with, like, the outside world was online… Any shopping I was doing that wasn’t a supermarket was all online. [It] definitely increased how much I was using, like, my phone and my laptop… [I was spending] probably about seven or eight [hours a day online]… I was all-consumed with it.” (Aged 16) “I think one day there was, like, my screen time went to 18 hours or something stupid because there wasn’t really anything else to do… The only way you could talk to your friends was online. The only way you could, like, entertainment was online. Schoolwork, online… just everything ended up being online.” (Aged 20) “[I was] mostly playing video games, just like Roblox, just like 24/7. Because of the fact that we didn’t have much help during the online school, pretty much myself and a couple of friends we would just play Roblox 24/7. I remember like looking at my screen time and it was 17 hours… Like 17 hours daily, every single day… I think I ended up getting like over that probably, just like into 19 hours per day…I thought it was fine, my Dad thought otherwise. He was like ‘focus on your online school’ and I’m just like ‘no, no thank you’.” (Aged 16)

Some children and young people also reflected that the time they spent online was not good for them because it was so mindless and “empty”. This was mentioned by young people in their teens who referred to “binge watching” shows or “endlessly scrolling” as examples of mindless activities, as opposed to interacting with others.

“[I was] just binge watching things on Netflix, I think I watched like the whole, I don’t know I’ve seen like six seasons of Prison Break in like a couple of days, that’s how bad it was, yes, just constantly scrolling through TikTok, constantly, hours and hours and hours.” (Aged 21) “[The amount of time I spent online] was ridiculous. It was so bad. It was so bad. I’d be on TikTok all day. And it’s the most futile thing ever, because I gained nothing from it… horrible.” (Aged 17) “I feel like I wouldn’t be on my phone as much if the whole Covid pandemic didn’t happen. Because I got so used to constantly being on my phone because I had nothing else to really do other than walks in the woods. But when I was at home I’d mainly be on my phone quite a lot. And I think that made me get in the habit of keep constantly looking on my phone… like watching TikToks, scrolling for ages.” (Aged 17) “People were posting a lot of **** on [social media]… it kind of knocks your brain a little bit when you’re on there for hours and hours and hours, constantly on there… posting of them dancing or like just I don’t know people slapping each other or just adding loads of stupid stuff whatever it may be… don’t get me wrong it’s entertaining, but when you’re watching it for hours and hours that’s when it’s like does your brain in really.” (Aged 22) “[Spending time online] was just empty… kind of filled with nothing… like it felt like I was doing something, but I was also being really unproductive… I think at the time it was a novelty to me and then it was just a bit boring and sad.” (Aged 11)

An awareness that others were also spending long stretches of time in this way normalised this behaviour for some, but it still felt unhealthy.

“[The amount of time I spent online] was probably, it was at least 12 hours a day… something crazy, yes. But I know friends were on like 17, 18 hours… There were so many apps that were coming out, like TikTok first came out then… that was probably the biggest reason why it’s so popular now, because everybody jumped on it straightaway… because they had so much free time. TikTok really blew up… and then you’ve got Instagram, you’ve got Snapchat, you’ve got Netflix, you’ve got all these different programmes that are designed to keep you on, and so that, that probably took over in that sense, we didn’t really have much better to do… a lot of time wasting… Like we could have, we could have learnt so much, so many skills or anything that time, but instead we were just sort of wasting away in our beds or just sort of, just by not doing much.” (Aged 21)

Some of those interviewed who were secondary school-aged during the pandemic described pressure from others to be on their phone constantly in order to keep up with their messages, particularly girls. In some cases they described situations where friendships felt “co-dependent” or “toxic” and found this overwhelming and difficult to escape.

“So I did definitely feel that pressure to keep kind of constantly available to everyone. That definitely added into my anxiety because I just felt constantly, you know, people would just call me or people would text me all the time and, like, I felt constantly accessible. There wasn’t that time to kind of hide away because it was then 24 hours a day.” (Aged 17)

The time spent online was also felt by some children and young people to have affected their health. Negative physical impacts at the time included feeling tired, lethargic, and unable to keep to normal sleeping patterns (see Kalusugan at kagalingan), as well as feeling the effect of prolonged screentime on their eyes.

“Too much screen time isn’t good. It’s good to be outside doing physical activity. It is not good to be inside just like cooped up in your room doing stuff on your phone or iPad or just online. So I don’t think it was good at all… I think because I was online so much I probably didn’t sleep as well as I would because like it affects how you sleep.” (Aged 14) “I would just get lost in the world of the video game – it really wasn’t good for me, to be honest, looking back on it. It definitely affected my sleep and concentration.” (Aged 15) “[I’m] hardly ever [online now]… because obviously spending so much time online really highlighted the negative things that come along with it, if you know what I mean? So, like, for example, a bad sleeping pattern and, like, sore eyes from looking at a screen all day and stuff like that.” (Aged 17) “I think one time that I got a headache [from being online it] was almost like eight hours, because I checked the clock.” (Aged 15)

In some cases, children and young people felt that their online habits during the pandemic had affected their attention span and ability to concentrate longer term, affecting schoolwork.

“[I was] mainly [gaming] and like yes, social media, just YouTube and you know, watching videos… [there] wasn’t much at all to do. And it’s purely because there was nothing else to do, you know you couldn’t go out, you couldn’t meet your friends, like what else was there to do as a 17-year-old, I didn’t have any responsibilities… At the time, yes, [I spent] far too much [time online], like just endless hours and hours. Long term, I don’t think [it has affected me], but possibly, because TikTok is very addictive… I feel like because TikTok, that came out during the pandemic… and I feel like that’s actually fried my attention span. I can’t watch anything that’s like longer than 30 seconds now and that’s purely because you’re just scrolling, watching ten-second videos and it just fries your attention span, because it’s what you get used to. So, whether that was during the pandemic when that happened, because I have noticed, I can’t watch a five-minute video anymore, there’s no way, my attention span just goes. And that is because of the scrolling and watching 20-second videos. So, that possibly started with the, with Covid, with the pandemic because you’re bored… I can study, but I do have to take small breaks, to go on TikTok, which is so bad, but I can get it done eventually. But yes, watching videos, five minutes and like I can’t, or I have to watch it on fast, fast pace, fast forward. And that’s probably from the lockdown, just hours of just you know, scrolling and scrolling, frying our brain.” (Aged 21) “It was constant, like the screen time, I think one time I got like, I racked up like 16 hours or something like that… in one go. Like I was just sitting on the console… eating food, coming back, keeping it on, and then just going… just continuing, it was just like, I think my friends went to bed and then woke up and I was still playing, it was that bad, it was just my life, it just so becomes your life you know… I definitely think my education, my sort of, like how much I studied just got completely hit… my NAT 529 was sort of fine because I was like, didn’t fully hit then but, I think my Highers I was on my phone all the time and I stopped going to the gym because I was just like, oh no I want to go play PlayStation tonight… [I was] not studying and it always was about PlayStation… so that definitely was impacted with that I suppose, it was just like, my time was just consumed by it. And then I sort of realised, after my prelims I was like, oh I got terrible grades in those, if I want to go to uni or I want to do anything I need to sort of pack it up and do something about it.” (Aged 18)

Boys in particular described finding it difficult to deal with the distraction of gaming after having the freedom to play so much during lockdown.

“I discovered like loads of games because obviously I think the pandemic was really bad for the little children because you were so trapped; the only thing you had was electronic so people got so glued to it and that’s why kids were on their phone all day so much because they had a long period of time to get addicted… [I feel] quite sad because like, I think I’m addicted. So I’ve tried to go to like the libraries to learn instead of using electronics because you get very glued to them.” (Aged 12) “My PlayStation controller [reminds me of the pandemic because] a lot of the time in Covid, it’s just like, I was just playing for a lot of it… [it was hard to get on with schoolwork] during [the pandemic], it was just the temptation of like playing… After [the pandemic], just like not paying attention because obviously you played a lot, you’re still thinking about playing… it’s like the distractions of games… was just a bit worse, because of Covid, just like because most of the day you just played.” (Aged 12)

It was notable that some children and young people, particularly those in their teens during the pandemic, also described experiencing feelings of dependency – “being consumed”, “being addicted” – and realising that they had become increasingly reliant on being online, having done this so much to fill their time. 

“For a little bit, I got a bit of an addiction to the gaming. And like I was gaming late into the night. [I] stopped doing that, decided to stop, I told my mum and everything… I realised it’s wrong and [affecting my sleep]… because I relied, I relied on gaming too much… It was my mum and mine ideas [to stop]… because she was like again, ‘[you’re] too tired and everything, when you go back to school, you’re going to be even more tired than you already are’. And it’s like just wrong. So then, me and her decided to stop, she just, she thought it would be best to hide it away, so I didn’t have a temptation for a while… For around three months, I didn’t play on my Nintendo Switch… And that just made me realise how it was affecting me… because [stopping] made me… appreciate things more… I felt more in the world and everything.” (Aged 13) “I sort of got a bit addicted to my phone, which probably wasn’t great because I could have done so many more amazing things with that time in lockdown. But I think it was… wanting to see other people virtually. So I sort of put everything else to one side.” (Edad 20) “I think [the pandemic] just changed phone addictions for everyone. People are more addicted to their phones because of how much time they spend with their eyes locked to the screen during lockdown and they’ve almost like acclimatised to how it feels and they’re like just scrolling on TikTok for hours and hours.” (Aged 17)

One child interviewed, aged around ten at the time, described how becoming addicted to a “gun game” during lockdown affected his wellbeing.

“[I] didn’t sleep at all really in lockdown, no. I slept when I was really tired from not sleeping, I would get, then after that I literally had one big sleep, not sleeping, have one big sleep. [Because I was on] the game so much, yes, it was just horrible, it was bad… I just was too addicted to it. [Being online affected my mental health] massively because I started getting into like gun games more, so I feel like it made me more violent… I feel being stuck inside and… going on the games my rise of temper was just way quicker.” (Aged 14)

Another child, aged around eight at the time, described how his time spent gaming during lockdown had a financial impact when he bought online currency on his mum’s credit card.

“I’ve stopped myself from going on [my Xbox] as much now, because in lockdown I started to spend a lot more money on it. And that started to affect my mum after my dad moved out. My Xbox was directly linked to my mum’s credit card. It’s like online currencies but it costs real-life money to actually get them. So, it started to cost mum a lot more. She said I spent enough to buy a decent holiday. It was already going on before the pandemic but it was not being able to go and see my friends that made it worse.” (Aged 12)

Reflecting on these feelings of dependency, some children and young people described consciously making an effort to spend less time online once lockdowns were over. They reflected that their negative pandemic experiences resulted in a greater appreciation of face-to-face activities and interactions.

“I think now I’m able to, like, see people in person I just want to be present and stuff like that. Because we didn’t have that opportunity [during lockdown] and it felt like you were kind of constantly relying on screens… I like being present and I think that’s definitely been affected by Covid. Because I think, you know, I just want to be present… when I have the opportunity to, which we didn’t, and so take that for granted less.” (Aged 17) “I would definitely spend more time online [during the pandemic]… that has definitely changed, I am not online as much as I was. I like to get myself out and about.” (Aged 19) “I’m barely online anymore, I just, I don’t have interest for it… I feel like I can do so much better stuff in my life.” (Aged 19)

Experiences of online harm

Below we describe how time spent online could lead to exposure to misinformation and disinformation, contact with strangers, and negative experiences of social media. 

Misinformation and disinformation

One aspect of online harm experienced by children and young people during the pandemic was exposure to misinformation or disinformation³⁰. Some children and young people as young as 12 during the pandemic recalled being exposed to online misinformation or disinformation and rumours, and feeling upset about this. They came across these on social media and in one case shared on a WhatsApp group with extended family. Children and young people mentioned coming across fearmongering about Covid-19, described as “fear culture”. Some also referred to seeing conspiracy theories and “rubbish that people post”. 

“[I came across misinformation/disinformation] every day… Facebook was an absolute cesspit of it. I’m done with Facebook now. I was done with it for a while. But realising just how many sorts of people have mad opinions on things. And I think Covid allowed people to just spout their opinion a lot more and a lot more free… And there were, like, companies hiring bots to reply negatively to certain things. It made me realise I couldn’t trust exactly what I was seeing so I really had to filter through.” (Aged 22) “[A negative aspect of being online during the pandemic was] loads of conspiracy theories… loads of idiots online… just lots of them on Facebook… loads of relatives sharing random stuff… dangerous advice like take salt water or… how to kill Covid, stuff that could kill people… I was rather annoyed. People needed medical attention, not salt water.” (Aged 19) “I feel like that was the negative side [of spending time online] because as much as I was getting different perspectives, which [was good] for me as an individual, I’d always rather get multiple perspectives… some of the things that I was hearing… it’s like, well, that was rubbish because that was just not true. And with the conspiracy theories, with what people were making up and… never came into fruition ever. So, I feel like the negative was that was it put like an unhealthy fear… some of the things and the influx of information that I was just getting, I feel like that was what was bad.” (Aged 20)

Children and young people set to take formal exams recalled seeing online speculation and rumours about what would happen with exam cancellation and grades, and finding this added to the stress of the situation.

“I feel like a lot of the speculation around exams and how schools were going to work, that didn’t really help with the stress, anxiety of things so, like, we’d read one thing and we’d be, like, ‘oh awesome’ and then something else completely different would happen.” (Aged 20)

Contact with strangers

This research also captured some experiences of feeling at risk when meeting new people online. Some children and young people felt that they had put themselves in a vulnerable position through this, a risk that they would not have taken in normal times. They reflected that when meeting people online they could not be completely sure who they were.

“Because everyone was doing it in 2020 I basically went on this app called Yubo. This app has got deleted a week later and hasn’t and will never be back on my phone… You’d talk to random people. I don’t know what possessed me when I was 16 to do it.” (Edad 20)

One young person, aged 18 at the time, described meeting men through Tinder because she was frustrated not being able to meet new people in person. In hindsight, she felt that she should have thought more about her safety.

“I look back on it now and think yes, I was 18 and I was single and I was speaking to guys online and things and it was fine, like not like anything awful happened. But like I wouldn’t say I put myself in the best of situations and like something awful could have happened. Because I don’t know these people because they are online, I had no other choice… so that was probably more risky, yes instead of meeting guys in person… I wasn’t overly safe… I was young, I was 18, I did not think about consequences and things like that… I just wanted to interact with people.” (Aged 22)

One child, aged around 10 at the time, described coming into contact with a girl she didn’t know through a game on Roblox. While she was happy playing with her on Roblox, she felt uncomfortable when they had contact on TikTok and this girl wanted to be her “online best friend” when she didn’t really know who she was.

“On Roblox there is] kind of like a simulator, you can just build your own world and I would always like roleplay with people… it’s very common if you like roleplay with someone then like you’re enjoying it, then like they’ll friend you and then you will go back to that roleplay and stuff… There was like one girl and she’d always join my server and ask to roleplay with me because she friended me after one time, it was really fun, and like we would always build houses together, I would like help her build all her stuff… because it’s just online you don’t really know the person, but I was also on TikTok a lot, so then she wanted to like actually become proper friends in real life, and I was like ‘I don’t know how we can do that when there’s Covid’, and she’s like ‘oh just like add me on TikTok’, so I was like ‘okay’… But she was not a great friend, she was kind of toxic, but obviously you can’t really see because you’re just online… she wanted to be like my online best friend, like internet friend, and I was like, ‘that’s a lot’.” (Aged 14)

Being exposed to inappropriate images and messages from strangers was also brought up in some interviews with LGBTQ+ young people (all aged 18 and over at the time of their interview) where they discussed their experiences of exploring their sexuality during the pandemic.

“I’m bisexual but I already knew I had a preference for women. But then after seeing all of those men, like, because it was usually men who were putting the nudes on there, it just did not make you want to be with a man.” (Aged 18)   “I found that whenever I’d be open about being bisexual I would get a lot of men saying very sexually inappropriate messages.” (Aged 21)

Other negative experiences of social media

Finally, this research also captured some negative experiences of being on social media during the pandemic. Some girls in their teens during the pandemic felt that spending more time on social media had a negative effect on them, encouraging them to compare themselves to others. Instances of where this contributed to a negative body image and affected mental health are explored in Kalusugan at kagalingan. 

“I was definitely spending a lot of time online. And I remember, like, TikTok had just become, like, a big thing and I remember just, like, yes, spending a lot of time on, like, TikTok and Instagram… my phone, my screen time definitely increased… it kept me entertained but it was, like, TikTok, like, was definitely comparing your life to a lot of people. I know, like, that’s always the case with social media but, like, especially in the pandemic it was, like, people doing, like, ‘oh I’m doing this’… I think it was quite, like, toxic. But obviously I didn’t realise that at the time; I was like, 17, 18… It was kind of like endless scrolling on TikTok, seeing what other people were doing… definitely [had an impact on me] I think… It probably actually wasn’t very good for me to be on social media that much… but the problem was there was just nothing else to do.” (Aged 22) “[Being online more during the pandemic] probably made me more body conscious because of, like, unrealistic posts of, like, models and stuff… and, like, being really introspective because I was just on my own a lot.” (Aged 21) “I didn’t see a lot of real people; just, like, social media people during the pandemic. So the way I viewed myself was in a very, like, much more negative light than I already did. And because I didn’t have any distractions for that it, like, kind of just allowed me to just stay in this, like, horrible circle of, like, self-hatred and being, like, so critical of myself. Which was quite, quite horrible.” (Aged 18)

Social media could also create feelings of missing out for some young people, particularly on Snapchat where they could see the location of friends together without them. This was especially difficult when some were allowed to break rules in meeting up and others were not.

“It was easy to just get stuck in Instagram and TikTok… scrolling through it… It’s definitely something I’m more mindful of now, I think… I guess [it affected my mental health]. Seeing what some people were getting up to during lockdown… I was living at home; some people weren’t living home… they didn’t have their parents keeping an eye on what they were doing… They were going against the sort of guidelines. But you’re still jealous of that because you can see them out with their friends or going to different places. Some people I knew still managed to go on holiday and go away during the pandemic where they’re going to certain places… I guess [I felt] sort of jealousy in a way… it’s quite disheartening when you can’t go out and you’re seeing other people still managing to do things.” (Aged 22) “I kind of avoided Snapchat in particular. I didn’t want to see that. Because everyone on my Snapchat was still doing everything that they wasn’t supposed to be doing. I just didn’t want to see it… It was just kind of annoying me, to be honest.” (Aged 19)

Pangwakas na pananalita

These findings illustrate how valuable it was for children and young people to have online access during the pandemic, particularly during lockdown – not only to facilitate home learning but to support their wellbeing in a wide variety of ways.

Being able to stay in touch with friends online during the pandemic was extremely important to children and young people, and perhaps critical for those struggling with feelings of isolation or dealing with challenges at home. Platforms like TikTok also helped children and young people who were feeling alone to feel connected to others and part of a collective experience. 

Online access also provided valuable sources of entertainment, comfort, and escapism, as well as the inspiration to learn something new and do something rewarding. All of these aspects of online behaviour gave children and young people ways to support their wellbeing. 

However, this research also highlights difficulties that some children and young people experienced in managing their time online, given the circumstances of lockdown. This could affect their physical and mental health at the time, and in some cases affected their concentration and capacity to study when children and young people returned to school.

Finally, this research includes some instances of children and young people experiencing online harm during the pandemic, from their exposure to misinformation and disinformation, contact with strangers, and negative experiences of social media. While none of these online risks are confined to the pandemic, responses suggest that some children and young people may have felt particularly vulnerable to making contact with strangers and feeling upset by social media given the isolation of lockdown.

3.6 Kalusugan at kagalingan

Pangkalahatang-ideya

This section explores how young people’s health and wellbeing was affected during the pandemic, highlighting the factors that posed a risk to physical and mental health as well as the ways in which young people were able to support their health and wellbeing during the pandemic.

Please note that experiences of accessing support from health services are explored separately in Experiences of systems and services during the pandemic.

Buod ng Kabanata
Challenges to physical health Challenges to wellbeing and mental health Supporting health and wellbeing during the pandemic Pangwakas na pananalita	Disruption to physical activity  Changes to sleeping Changes to eating Experiences of catching Covid-19 Experiences of vaccination Experiences of post-viral conditions Isolation and boredom Fear and worry Ang bigat ng responsibilidad  Strained relationships Eating problems and diagnosed eating disorders Ways to be active Ways to cope with difficult feelings Social support

Challenges to physical health

Below we explore children and young people’s experiences of challenges to their physical health during the pandemic, including disruption to physical activity, changes to eating and sleeping, and experiences of contracting Covid-19. We also include experiences of post-viral conditions and the longer-term impacts of these for some children and young people. Experiences of accessing healthcare during this time can be found in Health services.

Disruption to physical activity

The impact of the pandemic on physical activity was characterised differently according to age. Those who were primary school-aged during the pandemic commonly thought of their levels of activity in terms of play, rather than exercise. They shared some negative feelings regarding activity levels, such as feeling bored and frustrated, or having lots of pent-up energy, rather than a loss of fitness. Older children and young people, particularly those in their teens during the pandemic, tended to think about their levels of activity during lockdowns in terms of fitness, body image, and combatting lethargy rather than play. Some were also conscious of being less active while spending more time online. 

Across ages, the cancellation of organised activities had an impact on those used to being physically active through classes and clubs. As well as giving them fewer opportunities to stay physically fit, this contributed to the wider loss of routine and structure and could affect their mental health. Boys in particular missed playing football, particularly those who were playing regularly in a team. Some of those interviewed who are now adults reflected that this break in physical activity affected their motivation.

“I would say in the pandemic you just sat at home and [were not] able to get much out, usually you were in like in a routine, you would go out and you’d go to the gym, you’d go to football you know. You would just be out and about, but obviously during lockdown it wasn’t the same anymore… [Did I lose fitness?] Yes, definitely, yes.” (Aged 19) “I was doing sort of as many clubs as I could really [before the pandemic]… And then it sort of just went and stopped, so I’ve got no football, I’ve got no this sport or that sport. It was like ‘what can I do?’. I’ve got sort of some energy and willingness to do something and I can’t do anything, apart from go for a run occasionally, or a walk, but I don’t really want to… I kind of started maybe being a bit lazier, I guess… I felt that I didn’t want to do anything, so I was just like ‘I can’t be bothered’, and sort of lazy, I guess.” (Aged 18) “Not actually being able to go out, play football, get myself even more physically fit. Like that impacted me a lot. And that’s probably what spiralled me going more and more like depressed, I guess. And like that’s why I’m just so unmotivated at times now.” (Aged 21)

Although some children and young people were offered the chance to keep up a physical activity online, those who tried to follow dance or gymnastics classes online described finding it hard to make the space at home for these, as well as finding it hard to follow them online. 

The closure of gyms also affected some children and young people and some described feeling extremely frustrated by this disruption, especially if they had a goal to become more fit. 

“I did get pretty stressed sometimes. Especially regarding sport. Because I just started getting into the gym and I started going to the gym with my dad. And eating healthier and trying to be better at football and improving myself physically and I was getting stressed out because I couldn’t move around… I couldn’t work out… I got less fit… Just before the pandemic [I had] started this, like, new fitness kick and I was trying to go to the gym more and with my dad and go outside, going on runs. And I’d always played football but I was playing football and doing school football as well. And then that was just – that all stopped in the pandemic.” (Aged 15) “I was in the gym quite a bit before Covid. So then when it came I kind of lost the motivation for it… We had a boxing bag in the shed but none of the machines. We had the free weights as well – the dumbbells – so I was just kind of using them but it’s not the same so I kind of lost the passion for it, really.” (Aged 18)

For some, being less active was felt to result in a reduction in fitness levels. Some described noticing the effects that being less active had on their overall physical wellbeing, such as muscle aches. Some of those in their teens during the pandemic reflected that feeling less fit made it hard to get back into physical activity when things opened up again. In some cases, the change in their activity levels led to unwanted weight gain, which could in turn contribute to a more negative body image.

“My physical health was just deteriorating, my whole body was falling apart. My muscles weren’t doing anything, I wasn’t walking… It got to the point where my entire body started aching.” (Aged 14)  “I became unfit and behind everyone in my age group and then that somewhat affected me, stopped playing football.” (Aged 19) “I found that I became a lot less physical… I’ve started deciding that I should probably do something about [my fitness]… I used to be quite active and quite sporty before Covid. I played football with my sister. We were both on the same team and then I did badminton and I liked to skateboard but with Covid absolutely all of that just came to a complete standstill.” (Aged 21)  “It was really hard [with gyms being closed]. I didn’t make any progress, wasn’t stronger in anything, didn’t look better. And that was really annoying and frustrating.” (Aged 20) “I felt very self-conscious about myself… at the time, I was… ten to 11 and I was just hitting puberty… and with puberty even puppy fat comes, and that as well as not being able to lose it made me look really chubby. That made me really uncomfortable.” (Edad 14)

Some girls also mentioned that they became more conscious of body image due to images and content they saw on social media (see below in the exploration of mental health challenges). 

Changes to sleeping

Changes to sleeping appeared to vary by age, with children and young people who were secondary school-aged during the pandemic describing more changes to their behaviour. Those still at primary school described fewer changes, perhaps due to their parents’ role in keeping to a routine at home. 

Some of those interviewed who were secondary school-aged during the pandemic described experiencing considerable change to their sleep patterns and in some cases to their quality of sleep, which could affect their energy levels and ability to have a healthy routine. Staying up later and waking up later than usual became a pattern for some, particularly during the first lockdown.

“I didn’t really sleep that much [at night]… [I’d] sleep at 3 or 4am in the morning and I’d wake up at, like, 5 or 6PM, go eat, stay up for the whole night… Some days I used to sleep later, wake up a bit earlier, or sleep a bit later, wake up a bit later. I had a regular sleep pattern but it was mainly me awake and active at night instead of being awake and active in the morning.” (Aged 19)  “Sleep was bad… I was on my TikTok or whatever I was on, there would just be nothing to do so you would sleep through the day, I would just stay up at night, watch TV, whatever, try some clothes, chuck out some old clothes, in the morning walk the dog and then go to bed… My sleep routine completely flipped.” (Aged 19)  “Me and my brother we’d go asleep at 10AM, wake up at 7PM, just it was all over the place. Because you didn’t have any responsibilities to wake up. Mealtimes all over the place. Because [the] sleeping routine was off, that had a knock-on effect.” (Aged 21) “Talking to friends and everything like that and with no reason to get up early for school because you could just roll over and start school, you could stay up later and talk to your friends more and, sort of, things like that so, yes, I think quality of sleep definitely went downhill.” (Aged 20)

Spending more time online at night (see Mga pag-uugali sa online) seemed to contribute to the change in sleep schedules among secondary school-aged children and young people. 

“I spent most of the time nocturnal, to be honest with you. I was up on the Xbox all night and then I would go to sleep at, like, 10 in the morning. Do you know? Like, just completely upside down. And I’ve never been like that in my life.” (Aged 17) “The quality [of my sleep] was a complete mess because of no schedule and you had no reason to get up or go to sleep, so – and at that age you want to stay up late, don’t you? And just play on the games. So I can’t remember exactly how much I was sleeping but I bet it was awful.” (Aged 20)

Some children and young people also recalled changes to the quality of their sleep, sometimes having nightmares or waking up more often in the night, which was linked to worry and feelings of anxiety.

“Quality of sleep; I think the anxiety really didn’t help with the quality of sleep and then also just the tech side of things.” (Aged 20) “I remember a lot of changes to my sleep actually. I don’t know if it was linked to Covid or what I’ve seen on the news or just stress or, I don’t know, but I used to wake up a lot more at night; I used to have a lot more nightmares, that I noticed I didn’t have as much before Covid and I don’t have as much after Covid either, right now.” (Aged 17)

The effects of this disruption to sleep included feeling tired throughout the day and having less energy and motivation to exercise or do schoolwork.

“During Covid, my sleep patterns got worse. Which then obviously made me really tired throughout the day and I wasn’t at my best.” (Aged 16)

Those who were primary school-aged during the pandemic did not describe such drastic disruption to their sleeping patterns. Some felt their sleeping patterns were unchanged by the pandemic, particularly if their parents made sure they were up to do schoolwork or attend online lessons. Some felt there was little change to sleep patterns during the week, but that they stayed up later and woke up later at the weekends. Some primary school-aged children felt they had more sleep overall during lockdowns as they did not need to be up early to get ready for and travel to school.

“I think I got more sleep because like I wasn’t in a rush to do anything… So I think like if I woke up during the school day [in normal times] obviously I wake up at like seven and I go to bed at like half nine to ten… And I think at the weekend even because it’s like the one time you’re not at school, I want to make the most of it; I wouldn’t lie in like for half the day because I feel like I’m missing out… But like in Covid… I had nothing to do; I’d just sleep for as long as I wanted.” (Aged 11)

Changes to eating

Changes to eating also appeared to vary by age, with children and young people who were secondary school-aged during the pandemic again describing more changes to their behaviour. They perhaps had more freedom to choose when and what they ate compared to families with younger children where parents kept to a routine.

“In the summer we would get up, about twelve, one o’clock, have some dinner, which was really breakfast, like pasta and that. Then we would have our tea, then we’d just snack during the night.” (Aged 18) “Everything was pretty scattered because all times and all days kind of blurred into one for us. We never had set times [for meals]; one night we could have ate at four o’clock in the afternoon and then we could have not [eaten] till half eight the next, because you had all the time in the world.” (Aged 21)

Children and young people described a range of experiences regarding their eating habits during the pandemic. Some highlighted some positive changes, for example eating more home-cooked meals due to parents having more time to cook and spending more time at home. They found they would eat together as a family more often, and would find different ways to make mealtimes interesting, such as choosing a theme or country of origin for the evening meal.

Others felt their eating habits changed considerably. Children and young people described snacking more often, seeking out less healthy foods, and ordering more takeaway foods from delivery services. This was particularly mentioned by those who were secondary school-aged during the pandemic, who may have had more freedom over their eating than younger children whose meals and snacks were prepared and monitored more by parents. Some of those interviewed felt they often ate out of boredom while at home during lockdowns, in some cases leading to unwanted weight gain.

“I ate a lot of unhealthy food because there wasn’t really much else to do when you’re at uni apart from get a takeaway together.” (Aged 22)  “I guess sometimes you eat out of boredom, and I was really bored, so sometimes when I wasn’t hungry I’d eat just because I was bored.” (Aged 15)  “I got big because I wasn’t realising what I was eating and I was just snacking out or comfort eating probably; that’s probably a bit of the mental health thing as well, because I had nothing to do I would just eat.” (Aged 14)  “I was just eating too much sugar and it was bad for me. So I was just eating too much because I couldn’t burn it off. So I thought I wanted more and I was craving it because there was nothing else to do.” (Aged 11)  “Eating crisps, biscuits, whatever’s in the cupboard and then I don‘t know. For example, I don’t know, I am playing FIFA, it’s half-time, I’ve got one minute straight to the kitchen, and grabbing the biscuits or crisps or whatever and just going to eat it and it fills a hole for a few hours, you forget about it and then I’ll go eat – instead of getting a whole meal in me, which is actual food I am just eating processed c**p. So that took a toll as well. I didn’t get supersized or nothing but I think in my gut health probably didn’t agree with it.” (Aged 20)

It should be noted that this research did not capture many instances of children and young people referring to food insecurity during the pandemic as making things hard for them, although children and young people did describe being helped by friends and neighbours when family members were ill or shielding and unable to get to the shops, and in some cases receiving support with food supplies from a food bank. However, one young person described how they lost weight during the pandemic and felt that worrying about the availability of food at home contributed to their eating problems. 

“I was dropping weight very quickly just because of not eating at all… My body was just in, like, extreme survival mode.” (Aged 22)

Experiences of catching Covid-19

Those interviewed who caught Covid-19 were keen to discuss this and often saw this as an important element of their pandemic experience. The experiences of those who caught Covid-19 varied widely across the sample. 

Some children and young people described experiencing mild and manageable symptoms of Covid-19 with little to no lasting physical effects at the time of their interview. Symptoms mentioned included low energy, coughing, loss of taste and smell, and a sore throat. In these cases, the emotional effects of getting Covid-19 were felt to be more impactful than the physical ones.

Isolating due to contracting Covid-19 was recalled as being difficult and lonely and when this occurred outside of lockdown, some were stressed about the knock-on effects of isolation, for example, missing exams and social events. Some also described feeling worried that they would infect their family members with Covid-19, who might then have worse symptoms. This was particularly acute for those in clinically vulnerable families. (see Mga pamilyang mahina sa klinika).

“I isolated in my room by myself; I was really upset; I was crying my eyes out. Because my mum and my two brothers and my stepdad all caught it together I was like, it’s not fair, you all isolated together, it’s not fair being by yourself at this age, I was ill.” (Aged 18) “I was begging to go to the first [exam] but then [my mum was] saying, no you’re way too sick.” (Aged 13)

Those interviewed who reported more pronounced symptoms of Covid-19 had more negative experiences and described how they found it hard to breathe, felt physically drained, and lost weight. Some described taking longer than others to recover and experiencing lingering effects of Covid-19 in the subsequent months, such as lack of taste and smell. These children and young people were more likely to be fearful of catching Covid-19 again and infecting others. 

“[When I had Covid] I slept throughout the day most of the time, I became a lot more hungry, and a lot more extra symptoms developed as well. I developed an eye infection with it as well, which was quite hard as well, having to… get eye drops and all. I lost 12 kilos because the second time around it was quite difficult because I couldn’t eat… if I ate or drank water sometimes I would just throw up; I couldn’t eat, or drink water. I tried as much as I could but I couldn’t fully, and then not doing exercise, it just didn’t benefit me at all. My first game back it was an absolute shambles; I had to come off after ten minutes because I couldn’t run anymore; it was just really bad, physically wise I’d lost all my fitness and stamina… so I just really didn’t want to catch it again.” (Aged 18) “I was quite unwell. I lost my sense of smell and taste. And my taste didn’t come back for a long time. I remember crying, eating like a Gregg’s pasty, because I couldn’t taste the pasty. And someone had bought it for me and given it to me and I had Covid at the time and I remember crying because I couldn’t taste this pasty. I felt like I couldn’t catch my breath at times. So, then I still have, I still like run out of breath quite easily… I had caught Covid three times and so I was worried when I started uni about catching it again.” (Aged 22)

Experiences of vaccination

Across the sample, there was a mix of those who did and did not receive the vaccine. Children and young people had mixed experiences of getting vaccinated and views differed on the Covid-19 vaccinations in general. 

Those who were secondary school-aged during the pandemic tended to feel more distrustful and sceptical towards the Covid-19 vaccine than younger children, and resentful that vaccinations were required to travel. Some felt that parental and societal pressure resulted in them getting the vaccine despite this going against their desire for autonomy as young adults and their personal preference, which was sometimes due to a fear of needles. Some also had concerns regarding the safety of the vaccine. 

“I was so angry, I had to get the vaccine; I was so, oh my God. I was 17/18, my mum made me get it as well, because she was like, oh if you don’t get it you can’t come on holiday with us.” (Aged 21)  “And then the injections came along and you couldn’t go away unless you had two… So that was quite, it was quite scary at the time, but it was like I’d do anything to go away, so.” (Aged 22)

It should be noted that this research also included interviews with those who reported experiencing adverse effects post-vaccination. These children and young people spoke of impacts of this including on their physical health, academic progress and personal development.

Those who were primary school-aged during the pandemic did not express strong views regarding the vaccine and were more likely to discuss the experience of receiving the vaccine, including remembering short-term stiffness and soreness in their arm following the vaccine. Some had no memory of getting the vaccine or were not sure if they did receive it. 

Experiences of post-viral conditions

This research included interviews with children and young people who had experienced or were living with a post-viral condition³¹ connected with Covid-19: Long Covid³² and Paediatric Inflammatory Multisystem Syndrome (PIMS).^{33 34} It is important to note that these are distinct conditions, each with its own range of symptoms and impacts. While the analysis identifies shared themes to highlight common challenges, where possible it seeks to recognise and preserve the unique aspects of each condition. This group of children and young people included those living with post-viral conditions that developed both before and during the pandemic. Due to their experiences, some of those interviewed felt that the pandemic was still ongoing.

More participants shared experiences of Long Covid than of PIMS, with Long Covid accounts varying considerably in severity and impact. The group of those affected by Long Covid included some whose conditions were only suspected, whereas all those interviewed with PIMS had received a diagnosis.³⁵ In line with this, the PIMS experiences shared some consistent diagnostic milestones and themes, although they were still highly individual in how this emerging and acute condition was experienced and understood. Due to the qualitative nature of the sample, it was not possible to draw definitive distinctions between the health experiences of those with Long Covid and PIMS. 

Some believed they experienced post-viral conditions after one Covid-19 infection, whereas others reported that this happened after catching Covid-19 two or more times. In some cases, children and young people directly connected their infections to events such as the reopening of schools to all students. 

Reflecting breathing issues being a key symptom, some children and young people closely associated their Long Covid infections with diagnoses of asthma. Those interviewed with a history of asthma felt this made them more susceptible to lingering effects after catching Covid-19. Some children and young people also described how catching Covid-19 had led to them developing asthma. Other contextual factors exacerbated physical symptoms, such as children and young people or their family members smoking.

“I have asthma but it’s not something like my mum’s. It’s very mild. I remember when I got Covid, though, my breathing was, like, going crazy. I was like, what’s going on. And then I had to end up getting an inhaler for the first time.” (Aged 21, Long Covid)

Among those with milder or shorter lasting post viral symptoms (all relating to Long Covid), experiences typically included shortness of breath and loss of energy. This could follow on from extended periods of breathlessness after contracting Covid-19. 

“When we all got hit with [Covid-19], I remember at the time thinking it’s just a flu… but it was… [more] extreme… Today I’d say that you’d need to go hospital… [but] I thought, okay, maybe it’s just [something] hereditary and now it’s decided to kick in… I had more shortness of breath generally, just feeling more unwell regularly than I used to.” (Aged 20, Long Covid)

For these children and young people, who had largely recovered by the time of interview, post-viral conditions had still resulted in noticeable changes to day-to-day life. These were generally related to managing existing or new asthma by having a reliever or preventer inhaler available to them when they needed it, although how frequently they needed to use these had typically decreased over time since the infection. Some also experienced sporadic physical and cognitive issues such as chest pain, exhaustion, and brain fog. Finally, those interviewed who experienced subtle or lingering changes to smell or taste noted that this could have a large effect on their daily experience and sense of identity.

“But the thing is, with the loss of taste and smell it had long-term impacts… something called parosmia. [It is] when your smell is impacted for a long period of time… even after I got better, my favourite perfumes didn’t smell the way they did. And, like, my mum’s chicken and rice didn’t taste the way it did.” (Aged 21, Long Covid)

For other children and young people, experiencing either Long Covid or PIMS was said to be terrifying and confusing, and included the sudden onset of difficulties breathing, rising heart rates, lack of appetite, and brain fog. In the most severe cases, symptoms were similar to those of other complex chronic illnesses such as persistent fatigue, cognitive difficulties, and pain after minor physical exertion. Those children and young people affected described being worried and helpless due to a lack of control and often had increased fears of catching Covid-19 after their infection.

“I had Covid [around] October 2021… so bad. I was like hallucinating… maybe about five months later, I just woke up and everything had changed… I felt so exhausted… I couldn’t even get out of bed. Like I was so like spaced out… I couldn’t really think straight… I also somehow lost like nearly half a stone overnight… My main symptoms were just complete exhaustion, no energy whatsoever. I’ve had eye floaters ever since then… Then I first noticed [my heart condition36 that developed as a result] because I got an Apple Watch and I got the high heart rate notification and it was like my heart rate was like 110… I went out for a walk the next evening and I couldn’t breathe… and my heart rate was between like 180 and I think the most it got to was 230.” (Aged 21, Long Covid)

³⁶ This individual was diagnosed with Supraventricular tachycardia (SVT), a condition where your heart suddenly beats much faster than normal. It is generally considered a non-life-threatening (benign) heart rhythm condition but its impact can vary depending on the type, frequency, and severity. Supraventricular tachycardia (SVT) – NHS

Children and young people who reported severe lingering post-viral conditions described distressing and persistent health impacts due to their illness. Examples of impacts on physical health included frequent hospital appointments due to chest pain, and needing to use a wheelchair due to mobility issues. Those interviewed included some who were classified as disabled due to their illness.

“I’ve been mostly housebound these last three and half years. And if I do need to go out and walk, you know, in more than five minutes to hospital appointments or just for fun, I need a wheelchair. So yeah, it’s pretty unrecognisable from how I was in 2019.” (Aged 17, Long Covid) “The pandemic has impacted my life in probably the worst way possible because now I’ve got like so many illnesses that are… incurable… I have physio every week. I have hydro physio every month. I have pain clinic visits every month. Like there’s a lot going on kind of thing just to keep it going, I guess. I have a, what’s it called, it’s like a disability card for public transport so I can get on like any train or bus for free because it’s the disability thing.” (Aged 20, Long Covid) “I did find it really difficult to feel like myself again because… I’d never been ill like that before.” (Aged 17, PIMS)

Children and young people with post-viral conditions described assessment and treatment journeys that were uncertain, emotionally challenging and complex. This included some of those with Long Covid and all of those interviewed who were eventually diagnosed with PIMS, likely due to limited awareness of the condition and the potential for extreme symptoms to encourage a range of alternative diagnoses. Children and young people and their parents with Long Covid and PIMS reported misdiagnoses, feeling that their experiences were not adequately listened to by health professionals, and receiving “dismissive” treatment or “bad advice”. This included children and young people who felt their fears or symptoms were discounted because of their age or gender, attributed to psychological effects (such as suggesting they were “copying” an unwell sibling), or who were told to stay in school or to keep active, which could negatively affect their health. 

“I went to the doctor, maybe the third or fourth day [after feeling unwell] and obviously since it was such like a new illness and people didn’t really know what it was, I got diagnosed with scarlet fever… which obviously… it wasn’t… they misdiagnosed me. Whatever they were giving me, like, whatever treatment I was being given, it just wasn’t helping me at all. And I was just getting worse.” (Aged 17, PIMS)  “They tested [my child] for glandular fever… They all came back with no notes and they would be like saying, ‘is there any chance you could be pregnant’, you know, at the time [my child] is like 12.” (Parent of child aged 16, Long Covid)

Additionally, some children and young people experienced a range of other complex symptoms and illnesses as part of post-viral conditions. Although these were typically described as following on from a Covid-19 infection, sometimes aspects of these symptoms predated contracting Covid-19 and were connected to other health conditions. Children and young people reported that these made diagnosis and the pinpointing of cause and effect extremely difficult. These illnesses included dysautonomia (a condition of the central nervous condition), “nutcracker syndrome” affecting the flow of blood into the stomach, and chronic fatigue. 

Some children and young people and their parents expressed doubts about the capability of NHS and mental health professionals to treat complex post-viral conditions – both for Long Covid and PIMS. This included both children and young people who only experienced post-viral conditions during the pandemic and also those with other complex health issues that predated the pandemic. This second group described earlier challenges in receiving the support they felt they needed from health professionals. However, they perceived additional strain on the healthcare system in a pandemic context, which made it even harder for them to get treatment. 

“I’ve been trying to get tested for [my illness] for a decade but I wasn’t taken seriously for a number of reasons, mainly being a woman… I think healthcare has been really dismissive for a while… My surgery has almost 15,000 people and there’s only, like, 20 doctors… [during the pandemic] doctors became more dismissive because everyone was really panicked about Covid… so a lot of doctors were just used to seeing really anxious people maybe anticipating health concerns which weren’t there.” (Aged 18, Long Covid) “I felt like I was kind of like, pushed around. Nobody wanted my case… My feeling is that the mental health people have no idea of what ME [Chronic Fatigue Syndrome] is, or what Long Covid is. So you just find yourself having to explain again and again… [And] when it got to crisis point, you know, my mum had to really sit me down and like beg me to try and talk to people because at that point I was so wary of any sort of like counsellor or therapist.” (Aged 17, Long Covid)

Children and young people highlighted that receiving a diagnosis and therefore being able to receive specific treatment was a major turning point in their recovery journey. Additionally, children and young people and their parents named specific hospitals, doctors, nurses, and support workers as having a critical role in their diagnosis and treatment. One parent whose child was diagnosed with PIMS reported that she felt lucky to live near a leading specialist hospital with extensive paediatric expertise. These children and young people and parents generally also reported negative previous experiences in seeking support and diagnoses, but valued feeling listened to at this stage and that their concern was taken seriously.

“They were talking about PIMS from the moment we arrived in [the hospital] obviously they’d had experience [during] the pandemic… just seeing how many people were sitting around a table talking about [my son] was reassuring.” (Parent of child aged 9, PIMS)

The significance of receiving a diagnosis seemed to vary more widely among children affected by Long Covid and their parents compared to those with PIMS. While both diagnoses could be transformative, experiences of Long Covid diagnoses varied depending on the severity of symptoms and the effectiveness of treatment, with recovery or stabilisation often being gradual. For those interviewed with PIMS, although recovery was not straightforward, the diagnosis appeared to provide a clearer and more immediate path to targeted treatment. This may reflect the specific diagnostic criteria for PIMS, which can lead to urgent and targeted treatment, whereas Long Covid symptoms can be more complex and varied, with no single treatment pathway.

“They were extremely hesitant to diagnose me. I think for a while they were thinking about taking me to a hospital in London… because they didn’t know how to deal with it… One of the doctors thought that it was PIMS and then I started being treated for it and then I got better. I spent about eight days in hospital.” (Aged 17, PIMS) “I was originally on antibiotics for about three weeks before they realised it was Long Covid… I’ve got inhalers and stuff now, but that’s really it… they said to have a few more weeks off school and then do half days and no PE… it’s only just recently where I’ve started to get back into like feeling a lot better with like my chest and stuff.” (Aged 21, Long Covid)

Some children and young people with severe post-viral conditions also described how they felt they were affected by a perceived lack of understanding or stigma from family members, friends, schools, and in some cases medical professionals. They explained how this made them feel dismissed or disbelieved. Some attributed this to widespread beliefs – which they perceived to be reinforced by government messaging – that “kids don’t get Covid” or experience lasting effects, as well as stigma around chronic illnesses and the influence of the “anti-vaxxer” movement. In one example, a young person shared how scepticism about their Long Covid led to a breakdown in her parents’ relationship with extended family.

“The government messaging was still, I think you know for a time, it was that kids don’t even get Covid. And then it was like, kids don’t get severe Covid. And then it was kids don’t get long-lasting effects from Covid… We used to be… really close with our extended family… and when I got it, it was a real shock how they behaved, you know, in some cases we weren’t even believed. And then some just weren’t very empathetic…The way they’ve acted has been quite heartbreaking. I think, especially for my mum and dad.” (Aged 17, Long Covid) “If you try and explain it to somebody that hasn’t got a child with Long Covid they say, ‘Oh yeah, my teenager’s lazy’. My kids aren’t lazy. It really bothers me.” (Parent of young person aged 16, Long Covid)

Those interviewed with post-viral conditions also discussed long-term impacts of their illness on their mental health and self-image. This included prolonged feelings of anxiety, stress, depression, and loneliness due to their symptoms and social isolation. One young person described the distressing psychological impact of losing hair and experiencing weight fluctuations due to their illness. Some of those interviewed also expressed feeling upset at their belief they were doubted, misunderstood and stigmatised by others. 

“I hated looking at myself in the mirror. I was 14 and you know, having clumps of hair come out in the shower is just really awful. And it was the way everything turned overnight from being able to function to just – not. I spent that winter of 2021 mainly bedbound. I wasn’t able to climb the stairs. I wasn’t able to walk, eat, talk. I had light and sound sensitivity.” (Aged 17, Long Covid)  “If your mental health is quite bad it affects your physical health because then you don’t want to go out as much and do what you want to do. [And your physical health affects your mental health, for example]… I can’t go outside. I can’t play football with my friends… So it kind of hits a bit of everything [and] puts a block in front of you and it just leaves you feeling one way for… the whole day or throughout the whole week. And you’re just feeling down all the time and that can be really difficult.” (Aged 20, Long Covid) “I remember reading online that being young but also, like, chronically ill just, like, sucks. It feels as though, like, you feel like you’re behind everyone. Like, you feel like you’re not meeting all those, like, milestones in the same way.” (Aged 22, Long Covid)

Those who experienced post-viral conditions also discussed a range of ways this had affected their education, learning, and future opportunities. Some of those interviewed said they had found it harder or impossible to take part in pandemic schooling. This included not being able to take part in remote learning or to return to school after lockdowns ended. Children and young people reported how this could seriously disrupt their educational progress, plans and expectations. 

Those interviewed who experienced more severe, lingering symptoms as part of post-viral conditions (such as extreme fatigue, chest pain or breathing difficulties, and regular brain fog) described needing to pause or drop out from education. Some missed out on education for over a year, and others did not yet feel able to consider returning.

“Yes. I missed out on about two and a half months of lessons, and I didn’t [work] from home either because I couldn’t really do anything like that… So I basically missed the start of [year 7] up until about the middle of December… At the time, yes, it was a big difference because… they were doing stuff that I had no idea about. It was quite confusing and I didn’t quite know what was going on.” (Aged 14, Long Covid) “[My parents and I] decided [that I should] take a year out of education because I was just too ill to [attend]. It was taking so much energy and it was not sustainable, so I’m currently not in any form of education.” (Aged 17, Long Covid)

Children and young people also discussed how interconnected aspects of dealing with a post-viral condition made it even harder for them to recover and “get back on track” following this disruption. For example, some described how the feeling that they were falling behind peers at school due to health issues could affect their mental health and their confidence in handling challenges.

“It affected me… because obviously I’ve got Long Covid now from it and just it’s a really, really – it’s a difference to my life. It kind of sometimes can stop me from doing what I want to do and learning and stuff like that and it can be difficult for me to… feel [like] that kind of like ‘optimistic self’ that I was before and [that] leaves me feeling a bit more down. And it can be difficult because obviously you want to do these new things and you’re feeling positive but sometimes you always have that optimistic feeling about, you know, what if Covid comes again and what if these things happen again? And you never really feel 100% secure in how you think life is going to go because something like Covid could come and everything stops again.” (Aged 20, Long Covid)

Of the children and young people with post-viral conditions who returned to education after lockdowns, those who felt most impacted by their condition reported falling even further behind peers and struggling with the lack of extra support and accommodation of their needs in lessons. This included experiences of ‘brain fog’ with knock-on effects on school performance and their confidence in their abilities. Some also felt unsupported or stigmatised by their institutions at this stage. 

“[At first] I came in for two or three subjects every day just because [the school] still couldn’t really handle it properly… this past year my attendance got to the worst it was ever at, I think I was like 50 something percent… there were days where I was just in so much pain that I literally couldn’t even move.” (Aged 17, PIMS) “In terms of education, I started university in September [2023] and I was there, I want to say maybe three weeks and then I got infected again. And then I unfortunately had to drop out.” (Aged 20, PIMS) “I lasted two days at school before my mum had to come and get me… you know, going back to school was just impossible… I tried to go back to school but couldn’t… my school were accommodating, but that was a lot of, like, kind of forgetting to stream lessons and not giving me the appropriate materials. And me having to chase up homework, which all took a lot of energy on top of actually doing the schoolwork… I took a year out.” (Aged 17, Long Covid) “I could be thinking about something… have a really great idea that I want to write… or have an idea in my head and go downstairs in my house… I’m just standing there like I’ve forgot what I want to say… So little things like that. It’s not life changing but it for me it kind of is life changing.” (Aged 20, Long Covid)

Post-viral conditions were also reported by some as affecting their fitness to work. For example, one young person had a job during the pandemic but developed a range of Long Covid-related conditions in the 2021 lockdown, including a heart condition and chronic fatigue. She described having to stop working as a result, which meant she was not able to earn money.

“I was working before I got sick. I was working since I was 14. So, you know, I built up a few savings and I’ve kind of just been like using my savings for like just fun stuff… [I could only save up for a house] if I started working again, to be honest. It’s just the amount of universal credit I get is like not even enough. Like I can’t pay my rent.” (Edad 20)

Among children and young people with post-viral conditions, there was a spectrum in the degree to which they felt their plans and ambitions were affected by their illness. This depended not only on its severity and duration but also access to wider input from friends, family, healthcare professionals, and support groups. In cases where emotional and practical support was in place, those interviewed were more optimistic about their future. Where children and young people reported milder effects, they appeared to have largely progressed as expected in their education, work, and life. Some children and young people also reflected that challenges led to positives such as meeting new people or being more aware of their health.

“[My illness made me understand that] health is just so important, much more important than you realise.” (Aged 21, Long Covid)

However, children and young people who continued to live with post-viral conditions described a range of ways in which they felt this restricted their daily lives and future. This included uncertainty in becoming independent from their parents, going to university, or achieving their “dream” job.

“[Being ill] has made me a lot more dependent on my mum and I think it’s sort of set me back a wee bit. I don’t feel like I’m ready for university, so at the minute my plans are to take a year off and get a job and save up a bit, a bit of money and then eventually go to university whenever I feel ready for it.” (Aged 17, PIMS) “I think it affects me because I think even with working and stuff, just thinking about what job I feel I could do, mentally. Because before Covid I was thinking [about] accountancy. And I know that’s a lot to do in numbers and stuff and I think ‘really could I do that now?’… and what I want to do in life as well, like, I feel like my plans… [are] not as big as they were before… it just kind of stopped me from having these kind of big dreams that I had when I was kind of younger… the big dream I had was to be a Formula One driver.” (Aged 20, Long Covid) “At first [my illness] was making me, like, just stay at home, not get a job, just try and stay in the house and just hope for the best. But now, like, I’m trying – I’m getting pushed, like, for, like, family and friends to try and get, like, a job so they’re encouraging me to get active again.” (Aged 21, Long Covid) “I can’t really plan for the future because I don’t know how I’m going to feel… It’s just completely different being financially dependent than like doing stuff independently.” (Aged 20, Long Covid)

Challenges to wellbeing and mental health

Across interviews, children and young people felt that their wellbeing was affected during the pandemic and particularly during lockdown. Their experiences included feeling bored, lonely, and frustrated that they could not see their friends or family, or frustrated at the lockdown rules in general. It should be noted that this research captured a wide spectrum of experiences in relation to wellbeing and mental health, from those who felt they coped well during the pandemic despite the challenges, to those who felt they struggled, who in some cases sought professional help. Note that the experiences of those receiving formal support for mental health difficulties, including depression, anxiety, self-harm and suicidal ideation, are covered in Health services. 

Below we explore the challenges described by children and young people, including experiencing isolation and boredom, fear and worry, weight of responsibility and strained relationships with family and friends. We also share the experiences of those affected by eating problems and diagnosed with eating disorders during the pandemic.

Isolation and boredom

Across ages, children and young people described feeling lonely and isolated during the pandemic, particularly in relation to being unable to see friends and family outside their household and missing other social interactions from sports and hobbies. While those with siblings could still feel this way, some only children felt that they were particularly isolated. 

“It’s not like I have a sibling to talk to… I would say during the pandemic I was on the phone a lot to my boyfriend but really and truly that can only do so much. So I felt pretty isolated.” (Aged 21)

One young person who was living rurally at the time, but had since moved to somewhere with neighbouring houses, reflected that not living next to any other houses made her feel even more isolated.

“One of the first things I said [after moving in 2021] was this would have helped me so much living here during the first lockdown… even being able to see other houses opposite was such a relief of like ‘oh we’re all in this together’… whereas being in the countryside I was like ‘what’s going on’, you are just so out of it. And when you can’t hear any car, it was just very, very isolating.” (Aged 20)

While some were able to stay in touch with friends during lockdown (see Social contact and connection), those without a strong friendship group did not have this support, leading to feelings of sadness or insecurity as well as isolation.

“That was a big thing, in Covid, [feeling] insecure about whether those friendships would stay and last during the pandemic.” (Aged 20) “There would be some times where I was crying because I had nobody to talk to… I felt so lonely and isolated. I’d be crying to my mum sometimes saying ‘why does nobody want to be friends with me. Why does nobody want to like talk to me or FaceTime me’.” (Aged 16)

For some already struggling with their mental health, the loss of seeing friends in person was very hard to deal with.

“I was just thinking like I’m not going to be able to see my friends, that’s my biggest support network, it always has been and when things aren’t great at home the best thing to do is just go out and see your friends, it just really lifts up your mood… [Before the pandemic] I would have good days, I would go out and see my friends, do nice things, but I feel like the pandemic just stopped the good days and it was just, I just was not happy at all.” (Aged 20)

Some young people interviewed described recognising that the experience of feeling isolated and often being “in their head” and dwelling on their thoughts was affecting their mental health, exacerbating struggles, or bringing issues to the fore. Some felt that not having the release of physical exercise increased their feelings of introspection.   

“When you’re alone not interacting with other people and not having the distraction of, like, work or school… you just think about, like, lots of things in your life… If you have had struggles in your life I think [it] brings them back up. And I think I… [was] already struggling, so I think it wasn’t helpful that I was like, reduced into that space.” (Aged 21) “[In lockdown there was] a lot of, like, kind of discovering different parts of myself that had maybe been hidden because we were so isolated, like, not really talking to anyone else, I kind of started to notice more what was going on in my head… I think being in total isolation really forced me to look at parts of myself that I hadn’t before.” (Aged 22)  “I didn’t see a lot of real people, just, like, social media people during the pandemic. So the way I viewed myself was in a very, like, much more negative light than I already did. And because I didn’t have any distractions for that it, like, kind of just allowed me to just stay in this, like, horrible circle of, like, self-hatred and being, like, so critical of myself. Which was quite, quite horrible.” (Aged 18)

Feeling alone during the pandemic was also linked to boredom. Children and young people of all ages described being affected by feelings of boredom during the pandemic. For primary school-aged children, particularly some only children, not having someone to play with was a key component of feeling bored. Older children who were able to play with friends online were able to overcome this, although sometimes had difficulty managing the time spent gaming (see Mga pag-uugali sa online). Some also described getting bored quickly when doing activities on their own. The monotony and repetitiveness of daily life could also compound feelings of boredom.

“I was feeling, like, really bored and lonely because couldn’t go to school, couldn’t see my friends, and, like, had to stay at home and stuff.” (Aged 12)  “Because my mum was working I didn’t really have anyone to, like, talk to or anything. So I would just kind of like watch her work and everything like that.” (Aged 15) “Sometimes I’d get bored because I’d draw but then I got bored of drawing so I’d watch something but I’d get bored of watching something. I could never just do that the whole time. I didn’t really like that.” (Aged 11) “Things just felt the same every day I guess like, just a blur really.” (Aged 17)

Feeling “hyper” or having pent-up energy were described by children who were primary school-aged during the pandemic in relation to their experiences of boredom and a lack of activity and exercise.

“It made me way more hyper than I usually am.” (Aged 9)

In contrast, some children and young people in their teens during the pandemic recalled boredom and inactivity leading to feelings of lethargy and a lack of drive and motivation.

“[I was] depressed, definitely. I think it was sort of a weird little blank period, I know now that people talk about how you know, they learned to play an instrument, or they used that time effectively. But the way my mind works is like if I know I’m waiting for something to happen, it will go, it will slip into this, this sort of like waiting room, and in my head because I didn’t have an end period for the lockdown, I couldn’t pick up anything… you know, ‘I’m sure I could try and learn the guitar now, but what if lockdown ends tomorrow, it’s pointless’. So, I didn’t do anything except wait, really… And it’s strange because like I didn’t read, I love reading, but I didn’t read much, and I didn’t watch much of anything except YouTube. Yes, I honestly just didn’t do much of anything at all. And it was a long while to not be doing anything. I think I just, I just lay in bed for a lot of it. Bored. I was definitely bored.” (Aged 20) “I just didn’t do anything; I just sort of rotted in my room.” (Aged 18)

When reflecting on the impact of lockdown on their wellbeing, some described periods of lockdown in terms of “empty time” and “wasted days”, when they did not do things that they found rewarding. Some of those interviewed who were in their teens during the pandemic reflected that a lack of routine had contributed to this, and that if they experienced something like this again they would know to create one. 

“I think [my friends] would just feel like [it was] empty space in their life; I mean that’s kind of what it felt like to me. It was just empty… kind of filled with nothing… like it felt like I was doing something, but I was also being really unproductive.” (Aged 11) “[During lockdown] you don’t have the routine or the kind of like drive to actually get up and… shower and eat breakfast and get dressed, and, like, become productive and… invest time into yourself.” (Aged 21) “[Something I learned was] just having a routine. Making sure you’re doing something every day which at night you can go to sleep and think I’m glad I did that. Not just, oh, why have I been on my phone all night? Why have I done this? Just something to make yourself feel good about yourself.” (Aged 21) “I would probably say probably to always be in a routine, because I feel like I really struggled without a routine… I feel like now I always make sure I’m in a routine because I know I’m going to struggle [without one]. And whenever I think like, oh I’m not going to have a routine, I always think back to lockdown when I didn’t have one… So that definitely, without realising, affected me, because whenever I don’t have [a routine] I think of lockdown and I think, ‘no, got to have one’.” (Aged 17)

Fear and worry

Children and young people recalled feeling confused and upset by the onset of the pandemic. Some remembered first hearing about Covid-19 through rumours at school or on social media, or being told about it by their parents. Some described periods of confusion about the pandemic, particularly those who were too young to follow what was happening, including feeling unsure about how it was spreading and what they were or were not allowed to do, and felt worried or anxious as a result. 

Children and young people of all ages discussed feeling anxious and worried for the safety of family members and themselves if or when they contracted Covid-19, and uncertainty surrounding the long-term effects of Covid-19 was felt to contribute to this worry.

“I was just worried that, like, because on the news I’ve heard that, like, a couple people were, like, dying from the Covid. So I always was worried that, like, something was going to happen to one of my family members because they went out shopping quite a lot because they had to get loads of food and stuff like that. So I was always worried in my little brain that something was going to happen… Then mummy got Covid and then we thought we were going to get Covid and it was very tricky.” (Aged 11) “I remember my cousin had bought this tiny little fake plastic candle and it would light up just enough so that I could see a little bit. And I put it on the headboard of my bed and I turned it on I was, like, praying, almost, asking for my mum to be better because she meant the world to me… She got Covid really bad and she was being taken to the hospital. I was really stressed about it. I remember feeling like a piece of my heart was taken. Like, my mum means the world to me.” (Aged 12)

This fear was particularly acute for those who had clinically vulnerable or elderly family members, who had experienced the death of a loved one due to Covid-19 or knew someone else who had (see Mga pamilyang mahina sa klinika at Pangungulila). Understandably, the experience of family illness and bereavement also affected children and young people’s wellbeing and mental health.

“I’m feeling so incredibly helpless because this pandemic is spiralling out of control and like I’m anxious because I don’t want my mum to get it; I’m scared as well.” (Aged 19) “[I felt] anxious and scared… just that crippling fear. Especially when they lifted rules and you could go out in a group of six. That fear that me prioritising my mental health and going to be social would end up killing my mum. Like, that would be my fault… she would say I want you to go out and I want you to see your friends and I want you to do normal things. But I’m like, well, if I bring Covid back and you get ill that’s on me. That’s my fault. Yes. I think just really a lot of a lot of fear and anxiety around that and worry and guilt. Because it’s so out of your control.” (Aged 21) “My mum once had to go into a hospital [during the pandemic]. She needed to get checked out. Her brain scan and everything like that. She took as many precautions as she could… and she still caught Covid because hospital ventilation and requirements for hospitals weren’t there… I remember that because it was a terrifying time. It was an especially terrifying time because it impacted her really, really severely and it was very uncertain to know what would happen.” (Aged 19) “If [the pandemic] happened now I think I’d understand it a bit more but I didn’t really know what Covid was because obviously I just got told you got ill and then I just got told people were dying… And then it was my grandparents that died so it was a bit, like, God… I just had to worry about a lot of stuff. I was worried about my mum [who was recovering from a serious illness] and then obviously my grandparents died… and it was just all a little bit [too much].” (Aged 16)

Those interviewed who were clinically vulnerable themselves, or had a health condition, described their feelings of anxiety and fear of catching the virus and the implications this could have for them. One child, who was diagnosed with Crohn’s disease halfway through the pandemic, described how he viewed that period in two halves – with the first half being far more positive than the second, when the additional burden of having to be extra careful around Covid-19 led to feelings of anxiety about the chance of getting seriously ill from the virus.

“I was more strict with like the social distancing [than my friends] because they were just kind of like, ‘why do you care so much?’ And I was like ‘you don’t really understand like, it’s like you, if you get Covid, yes, it would be bad, but it would be more just like a cold. But I don’t know what could happen to me’.” (Aged 14)  “[You also said you didn’t leave your house for 55 days. So, like, what was driving that?] Just really intense fear that I was going to get ill.” (Aged 22) “There [were] two different phases I remember mainly. The first one I would probably say [I felt] excited, happy and thankful. But [during] the second one, at the end of 2020, I was diagnosed with Crohn’s disease, so it put me at high risk. So I did feel a bit like anxious that I would get [Covid] and probably get really ill.” (Aged 15)

Confusion around shielding advice could also create worry, where some children and young people were unsure if they were at risk. One young person was initially told to shield at the start of the pandemic due to cerebral palsy being classed as a heart condition, but then received different guidance, and found this lack of clarity stressful.

“I think they got mixed up with [what] muscles were affected. So I was told to shield and to just completely stay away… a few weeks later I was told I was fine. Because I was worried that I was, you know, very vulnerable. But I wasn’t.” (Aged 20)

School could also be a source of worry and some children and young people described being affected by this for various reasons. Some felt worried about the expectations of online learning, difficulties keeping up, and the uncertainty of exams. On the return to school, some felt they struggled with their concentration and behaviour or felt worried about being behind (see Edukasyon at pag-aaral). Going back to school after lockdown could also cause worry because of the prospect of being around and having to interact with other people there.

“Not leaving the house… and then having to try and get used to being in public again, and going to school… definitely contributed to, like, my anxiety being a lot worse.” (Edad 17) “[Returning to school after lockdown] was quite scary at first because like we had been off for so long and I think I had isolated myself and people socially so I kind of needed to rebuild friendships and things, but I found that difficult… I just didn’t really know where I was… It really negatively affected that and I think it’s affected me for a long time since… Just the lack of confidence really.” (Aged 17)

In some cases children and young people described how the pandemic affected their confidence to be with other people more broadly (see also Social contact and connection). This included feeling less confident in social situations, or feeling anxious or claustrophobic when in large crowds in the months after restrictions had lifted.

“I feel like after Covid now, I hate like being in big like crowded places; I really don’t like meeting new people, doing things that I don’t, like going places I’ve never been before, especially if it’s by myself… Like if I was to go somewhere I’ve never been, by myself or meeting someone I’ve never met by myself… I don’t like that… because obviously, I was at home for so long, I didn’t really need to meet anyone. [It makes me feel] just very anxious.” (Aged 19) “It took me, I think, like a good year, year and a half, two years to get back into being able to normally socialise and go up to people and talk freely without having crippling social anxiety, which definitely, I think, was exacerbated by the pandemic.” (Aged 21)

One young person shared how trying to overcome worries about socialising that developed for her during the pandemic had actually prompted her to take part in the interview for this research.

“[The reason I am doing this interview] is mad because it links into Covid. Basically during Covid I lost all social skills. So I’ve been basically putting myself in awkward positions. That’s why I’m sweating right now… to just kind of overcome that.” (Aged 22)

In some cases fear and worry were experienced as feelings of anxiety leading children and young people to seek help – these experiences are explored in Health services. 

It should be noted that some children and young people interviewed were in specific situations during the pandemic which were a source of fear and worry in themselves, such as being in contact with the criminal justice system, being in a secure setting, or seeking asylum. In these cases, feelings of heightened uncertainty and a lack of control due to these challenging circumstances could be compounded by the additional uncertainty created by the pandemic. These experiences will be covered in more detail in their respective chapters in Section 4.  

Ang bigat ng responsibilidad

Other sections in this report highlight how responsibility at home affected some children and young people during the pandemic (see Home and family at Mga pamilyang mahina sa klinika). As well as carrying the load of practical tasks, some also felt the emotional weight of supporting their family, particularly where people outside of the household could not come and help, which could affect wellbeing. 

“I was definitely anxious about my mum with her surgery, and my sisters because like, it was hard to help them with their schooling, sometimes I felt anxious and my, this is like my responsibility, am I failing them. It was quite scary.” (Aged 14)

Some children and young people were also affected by an awareness of difficulties the adults in their lives were going through, including worsening mental health, worries about finances, and experiences of bereavement. This exposure to adult responsibility and stress meant that some children and young people “grew up fast” during the pandemic.

“I feel like I kind of had to see [my parents], like, more as people rather than just, like, ‘oh my mum’s always nagging at me to do this’… Because I was, like, seeing her, like, all the time… in, like, quite vulnerable ways because of, like, how stressed everyone was. It kind of like felt like… [I was] meeting my parents as, like, an adult.” (Aged 18) “[My mum] did struggle with money [during lockdown]. I’m not sure if it would be, like, any more than she usually did but, like, because I was there, like, I did see, like, a lot more of, like, her worrying about it and stuff like that.” (Aged 18)

Strained relationships

Tension at home also had an impact on wellbeing for children and young people during lockdown (see Home and family). Being confined together, especially in a cramped living space, sometimes created an environment where any existing tensions were exacerbated and new ones could arise. In some cases, these were compounded by other circumstances that made this period stressful, such as shielding or going through financial difficulties. 

Some of those interviewed described tension at home as directly affecting their mental health.

“Relationships were a bit strained with my parents because I was just proper just, I felt like at some points I was angry, some points I was just sad, that I was just going through it all… So it played a part in my mental health and stuff for sure.” (Aged 17)   “It was like I couldn’t stand being in the house any longer and like when you’re surrounded by your family, like the same people every day and so you argue with them a lot more. And so like my relationship with my parents just like pretty much deteriorated in lockdown and then so my mental health got quite bad after that… I think if I’d been able to go out and like had the freedom to go do things then [my mental health] wouldn’t have got as bad as it did, but because you were just, I was constantly arguing with my parents because you just, you get tired of each other I think, but like that just really affected me… [the arguments were] like definitely one of the causes [of my anxiety being worse].” (Aged 17)

Some girls in their teens during the pandemic described experiencing feelings of stress when the pandemic placed strain on their friendships. Some felt excluded from online conversations that they knew others were having without them, while for some the pressure to respond to friends’ messages became too much. Experiences of friendship are discussed in more detail in Social contact and connection.

Eating problems and diagnosed eating disorders

Some girls shared their experiences of eating problems that arose during the pandemic. In some cases, this led them to seek professional support during the pandemic; these experiences are explored in Health services. 

One young person shared her experience of eating unhealthily during the first lockdown and gaining unwanted weight. She described herself as developing an eating disorder in the second lockdown when she became hyper focused on losing weight and eating less. 

“That’s what I distracted myself with then. Like, I think because everyone was so bored… I just became hyper focused on eating healthy, looking a certain way. And that was a distraction then and I think another part of it was – well, when we came out of the lockdown, oh everyone’s going to think I’ve lost so much weight and, like, oh I would focus on that. So I think then I started focusing on, yes, just looking a certain way.” (Aged 21)

One young person shared her experience with eating less over the pandemic and being diagnosed with an eating disorder that also resulted in anaemia.

“I started eating less and I got really sick. I had to like see a doctor and then I got diagnosed with anaemia, I had to take like these tablets as well. And that was the worst part then that also affected my mood, physical health, and I was really unhealthy.” (Edad 18)

One young person described how stopping exercising during the first lockdown when she could no longer take part in sport led to a distorted view of her weight and affected her eating habits.

“I just thought I was, like, this huge disgusting mess because I wasn’t being active so I just thought I, like, must have piled it all on and had it in my head I was disgusting… I didn’t realise how little I’d actually been eating… I don’t even think [my mum] noticed until it got to the point where it was, like, you’re… tiny.” (Aged 21)

In some cases online content was also felt to have affected feelings about body image (see Mga pag-uugali sa online). One young person described how seeing images of perfection online directly affected her relationship with eating during the pandemic.

“I think if it wasn’t for the pandemic I don’t think I would have… had the eating disorder. Because I downloaded TikTok because of the pandemic. Like, I was so bored and, like, I was tired of Instagram. So that’s why I downloaded TikTok. And then I see all that content about, like, people [with] like perfect bodies and that kind of stuff and it’s like, oh… I think over the past few years, like, since the pandemic since, like, 2022 I’ve been fine with myself. So, yes. I think without the pandemic I wouldn’t have had it.” (Aged 18)

Another young person who was diagnosed with an eating disorder during the pandemic described how while her parents were very supportive, she felt under her mum’s watch at home, which affected their relationship and left her feeling isolated.

“It definitely put a strain on me and my mum’s relationship. Because I didn’t necessarily have the doctor’s support after CAMHS [Child and Adolescent Mental Health Services] or during CAMHS, and because it was at home and everything and I would be eating at home and stuff, my mum always took the role of the doctor and we had huge falling outs about everything.” (Aged 20)

Supporting health and wellbeing during the pandemic

Below we detail how children and young people found ways to support their health and wellbeing during the pandemic. We explore the role that being active and having social support played in this. Please note that experiences of accessing formal health and wellbeing support are covered in Health services. 

Ways to be active

Children and young people often found new ways to stay active during the pandemic, particularly during lockdown. Activities included walking, cycling, running, and doing online workouts such as Joe Wicks’ YouTube videos. Some of those interviewed enjoyed doing challenges set by their school or sports team – for example, at one Gaelic football club in Northern Ireland the coaches sent out challenges like doing planks, running up and down the stairs, and doing keepy-uppies with a ball, and the children taking part shared videos on their group chat.

Those who stayed physically active or increased their levels of activity during the pandemic described feeling positive about their fitness levels and reported a positive impact on their mental health as a result. 

“My physical health was good, and that would probably tie in with my mental health. Even though my mental health was bad… I think the physical health side of it helped my mental health not completely dive.” (Aged 16) “I definitely was a lot fitter than I had been and I think it was definitely a positive thing, like, being able like, you know, having a lot of time to focus on my health fitness. And as well as doing the runs, you know, we were going on daily walks as well.” (Aged 22)

Some children who were primary school-aged during the pandemic and had access to a garden (which was not the case for everyone) also described playing there as a way to keep active, including trampolining, playing with siblings, and playing with pets, and feeling that their activity levels stayed the same.

Children and young people who were used to exercising outside the home found it more challenging to keep up activity levels. However, some saw having more time in the day to prioritise exercise as an opportunity. Lockdown was also seen as the catalyst for some to start exercising out of school for those who had not previously, especially girls. Following Joe Wicks workouts online was referenced as a starting point for doing exercise at home, as well as starting to walk, run, or cycle locally. 

“Me and my dad we would put a video on and we would do a really long [Joe Wicks] exercise every morning.” (Aged 10) “I didn’t run before and then I started running. Because I was – it was just something to do… [I was] definitely more active during lockdown.” (Aged 19)

In some cases, becoming more active during lockdown led to positive changes to eating habits too.

“At the beginning it was crisps and stuff all the time but then I started getting apples and healthier things. I lost loads of weight and I started doing more in the garden a lot more and doing more things that I enjoyed doing outside.” (Aged 12)

Ways to cope with difficult feelings

These ways to stay active were also mentioned as ways to cope with difficult feelings during the pandemic. Doing exercise, going for walks, and spending time outside, especially when it was sunny during the first lockdown, were all seen by children and young people as ways to feel better. 

“I would finish schoolwork and then I’d go down and be on my paddle board literally from about 2 o’clock in the afternoon till about 6 in the evening.” (Aged 16) “I think for me that [being able to go out walking] really helped me, because my mental health did, like, really deteriorate when I was just stuck in my house. I think just the lack of seeing people and doing things and being active, just, I don’t think it’s good for any human.” (Aged 15)

In addition to talking to or spending time with friends and family (described below in Social support), children and young people also mentioned spending time with pets as a valuable source of comfort. 

“I would make like games up and stuff… I used to like do my own little magic shows with my cat. She didn’t really get involved that much, though.” (Aged 11) “I was living on my own [at university] with my guinea pigs. That helped [my depression], probably didn’t cure it, but it helps to have that support system… They were there to cuddle and to talk to.” (Aged 22)

Spending time on new or existing hobbies was also described as a way to cope with negative feelings. These included baking, sewing, doing art and crafts, playing an instrument, and singing. Some learned new skills and set themselves specific challenges, from finishing a Rubik’s Cube to doing keepie uppies with a toilet roll, often inspired by online trends and tutorials. Being able to do something that they found rewarding helped children and young people to avoid the feeling of time being “empty” and “wasted”.

“We’d just, like, bake or just do stuff to keep us distracted. Like, me and my sisters… crafts and art or just painting, all stuff like that.” (Aged 18) “I learned how to play chess. I learned a lot of weird things. I learned a bit of Ukrainian… Bit of Albanian, I learned as well. What else did I learn, how to do keepie uppies, like kick ups with toilet roll, I learned how to do that because that was a bit of a trend.” (Aged 17) “At the time I didn’t really have that much interests except that I really wanted to be a YouTuber. It was really random, me and my dad made this massive YouTube channel during Covid time… We once tried to make a massive slime bucket, but it all just came out really liquidy. And I think my dad poured it over my head.” (Aged 14)

Children and young people of all ages also described finding it relaxing and comforting to listen to music and to read or watch something distracting. Reading, watching TV, and going online (see Mga pag-uugali sa online) were all mentioned as ways to escape the stresses of the pandemic and feel a bit better.

“Whenever I would read my books I would use them to escape. My books don’t have Covid in them. My books are not experiencing Covid. The characters don’t have Covid. They’re not ill.” (Aged 12) “You just kind of feel as though you are buried in the book, like you’re not actually thinking about anything else.” (Aged 15) “[My book] gave me something to like distract my mind from like everything that was going on… The writing style was like really… lyrical and poetic… it’s something I just like to read a lot, to like keep me calm and just like soothe me and stuff like that.” (Aged 18)

Some children and young people also mentioned faith as a support to their wellbeing, although they had to adapt with places of worship being closed. Some found ways to meet with their faith community online and appreciated this contact during the pandemic. One young person discussed how taking part more actively in their religion helped support their wellbeing in the first lockdown. 

“I was raised in a Christian family of faith in Christianity and I think it’s a real key thing and it somewhat links into mental health… Because I think for a lot of people during the pandemic it was difficult and they would have turned to something such as faith or their religion to help them, to get them through it or to improve their mental health… Certainly for our family our faith helped us and helped our mental health. And it was difficult because the churches were shut and we would [normally] go to church every Sunday.” (Aged 15) “So, literally during [the first] lockdown [it] was Ramadan, so a month of just abstaining from things that now are coming out to be bad for your mental health… religion was a big part [of that], starting to pray five times a day.” (Aged 20)

Managing their consumption of the news was mentioned by those in their teens during the pandemic as a way to moderate negative feelings, for example by avoiding listening to statistics of Covid-19 deaths.

Beyond these specific ways of coping, the ability to reflect on and manage emotions, and recognise when it was time to take action to support their wellbeing, appeared key to dealing with negative feelings and experiences for children and young people during lockdowns. This sometimes involved putting a routine in place and planning activities. 

“There wasn’t really any routine for a while, at the beginning I was also dwelling on the fact that I couldn’t do my exams… But after a month or so, when I got over dwelling in my sorrows… I went out for a daily walk and, I was cooking a lot as well, so got my life back together a little.” (Aged 20)

Some children and young people reflected that their way of trying to cope was largely to do with a mindset of taking each day as it comes and to carry on because there was no other option. Some children and young people described “just getting on with things” in relation to trying to cope with the stresses of school and relationships. One young person described how she tried to cope with traumatic feelings by trying to shut out her feelings. Another young person, who was a young carer, shared how she felt she had no choice but to carry on and try to cope in order to take care of her parent’s needs, who also struggled with their mental health.

“Typically with traumatic events or people… I kind of go into autopilot. So I don’t really think about how I feel in that moment… Because I’m mostly trying to just, you know, go through the thing as opposed to feeling the thing… So if people asked how I felt I don’t really remember. Probably just getting – got on with it.” (Aged 20) “When it’s your mum and someone you love more than anything you just do it. It’s not a question of, oh, I can’t cope with this; I have to cope with this because [my mum] needs me to do it.” (Aged 21)

Social support

Children and young people of all ages described how family and friends made the pandemic easier for them to cope with. Having a supportive family meant that children and young people avoided some of the challenges of lockdown experienced by those facing tensions at home and could benefit from activities and fun together (see Home and family). Staying in touch with extended family and family activities at home were mentioned as a source of support, in particular by children who were too young to be online with their friends during the pandemic.

“We only had family, so we just spoke to family and we would video call like my grandad and my other family… it would make you feel a bit better.” (Aged 10) “We were all together, constantly together, all in the same place… I think we all got a lot closer from that… We did a lot of baking, which is something we’d never done before lockdown… I think I was quite happy and just living the life really.” (Aged 15)

For those who could stay in touch with friends during the pandemic, or find new friends and communities online, this contact was a valuable source of support (see Social contact and connection at Mga pag-uugali sa online). Children and young people also discussed the importance of having good friendships during the pandemic in being able to share their feelings when they were struggling.

“We only had family, so we just spoke to family and we would video call like my grandad and my other family… it would make you feel a bit better.” (Aged 10) “We were all together, constantly together, all in the same place… I think we all got a lot closer from that… We did a lot of baking, which is something we’d never done before lockdown… I think I was quite happy and just living the life really.” (Aged 15)

Pangwakas na pananalita

Children and young people’s accounts across interviews illustrate a wide variety of experiences in relation to physical health. While some missed exercise and active play, others took the opportunity to try new ways to be active. Similarly, while some struggled to eat healthily, others benefitted from more home-cooked meals. However, disruption to sleep was a key theme, particularly given difficulties managing time spent online.

These findings also highlight a number of factors that were described by children and young people as having an impact on their wellbeing and mental health. It should be noted that these align closely with the overarching factors identified that shaped the pandemic experience, reinforcing the importance of learning from these for the future. 

Finding boredom and isolation difficult to cope with was also a key theme across those interviewed. Findings also highlight the benefit of routine and how some children and young people struggled without this. 

This research also identifies a number of ways in which children and young people managed to keep active and protect and support their mental health and wellbeing during the pandemic. This reinforces the importance of online contact and content for children and young people during lockdown, while being mindful of the potential risks of this. 

Children and young people with Covid-related post-viral conditions shared a wide spectrum of health experiences they believed to be the result of these. Health experiences varied in terms of the symptoms described, the severity of symptoms and how long they lasted, and the degree to which they affected the day-to-day lives of children and young people. These findings illustrate how some of those with a post-viral condition faced not only long-term effects of the condition itself but also lasting negative impacts on their education and opportunities. It is important to note that for some the effects are still felt. 

3.7 Clinically vulnerable families

Pangkalahatang-ideya

This section explores the experiences of children and young people in families who were shielding (following government advice to stay at home in order to minimise the risk of exposure). Please note that this research included interviews with both children and young people with clinically vulnerable³⁷ family members, including those who were clinically extremely vulnerable, and those who were clinically vulnerable themselves, including those who were clinically extremely vulnerable. Please note that we refer throughout to ‘clinically vulnerable’ as those interviewed did not make the distinction. 

We explore the practical and emotional challenges experienced by those in clinically vulnerable families during lockdown and once restrictions eased. We also highlight that, for some children and young people, there have been continuing impacts affecting health, wellbeing, and education.

Buod ng Kabanata
Challenges for those in clinically vulnerable families Continuing impacts Pangwakas na pananalita	Challenges during lockdown Challenges once restrictions eased

Challenges for those in clinically vulnerable families

Challenges during lockdown

Children and young people in families who were shielding described experiencing specific challenges at home during the pandemic. These related both to practical tasks associated with shielding and to the emotional impact of feeling afraid about what would happen to themselves or their loved ones if someone at home contracted Covid-19. This meant that children and young people in this cohort were affected by two of the key factors that made the pandemic harder for some: weight of responsibility and heightened fear. Added to these, those who could not leave the house at all recognised that this made things particularly hard for them, mentally and physically. 

“Obviously we couldn’t go out and we had to get the things delivered and I was bored most of the time and lonely.” (Aged 10)  “It was kind of depressing to stay inside a lot. And I didn’t realise it at the time but I actually need to go outside.” (Aged 15)  “It was really hard to get like physical like activity in because me and [my mum] were like completely aware our muscles are like deteriorating, but… what can you do in a small house when we were too scared to leave the house, you know?” (Aged 19)

The need to take specific precautions during lockdown, and for some throughout the pandemic, was described by children and young people in clinically vulnerable families. These included sanitising shopping, sanitising shared living spaces, washing hands frequently, wearing gloves to prepare food, and keeping distance from each other. As well as finding these precautions time-consuming, some felt pressure from having to be as careful as possible.

“[My dad] would always, like, wipe down, like, the food… we would always, like, make sure everything was, like, clean and, like, we would wash our hands, like, very often… try and, like, reduce the risk of, like, the spread of germs… as much as possible.” (Aged 16)  “If anything from the outside came into the house I would be so scared and over clean anything because I did not want it to enter my house because I’m so terrified that I would lose my mum… clean everything with antibacterial and hand sanitiser and then bring it into the house and then even then my mum wouldn’t touch it like and I would have to like wash my hands thoroughly or anything that touched it.” (Aged 19)  “It felt like I was carrying toxic waste the way you had to be so diligent about things [when disinfecting the shopping].” (Aged 21)  “When we were making food and stuff, like we would sometimes wear gloves, in case. And like all of us were all very careful, we tried not to hug, even though we were only in the house, like we didn’t know if it could get in through the window.” (Aged 12)

Children and young people also recalled how sharing a room with a clinically vulnerable sibling affected them. One child described sanitising their shared room and having to sleep apart from his brother when he caught a cold. Some also described taking particular care to isolate when someone in the household caught Covid-19. This was particularly stressful for those in overcrowded accommodation, particularly if they were sharing a bedroom with someone who was chronically unwell and had no ability to “get away” from the situation or leave the house. This reflects how being in overcrowded accommodation could amplify other pressures at home.

“I had to be really careful. I had to be the most careful out of everyone in the house… I remember my mum ordered a box of gloves. So we had to wipe down everything… especially around his area of the room. [My brother’s] side of the room had to be germ-free because he was at risk… I think it was about April time I came home and I caught a cold. And I couldn’t sleep in the same room as him, I’d sleep in the living room.” (Edad 16)  “[My brother] was up a lot. He was up a lot during the night and he had complications from the chemo so he couldn’t walk sometimes and mum would have to be up during the night… It was quite hard and it was quite sad because obviously he was so young… We would just be upstairs while he would be downstairs and he will just be screaming because he hates injections, so it was quite hard; it’s not that we could go on walks and not hear that, so we would have to hear it.” (Aged 16)

Food shopping while shielding could also be a challenge. Children and young people described their families finding it hard to get delivery slots for online shopping as well as experiencing difficulties with products being available. Going to the supermarket was hard, due to the risks of being out as well as the stress of queueing to get in or shelves being empty, but some households felt there was no choice. Some children and young people described food supplies at home being limited and having fewer snacks. Those who received food boxes³⁸ at home appreciated this support.

“There were points where there weren’t a lot to eat, not because of financially, but there was no one to go, to go to the supermarket.” (Aged 22)  “We couldn’t go out [to shop]; we had to go online. So many things were, like, fully booked because, you know, everyone’s ordering; everyone’s scared to go out. So when we did get stock we had to do, like, double and order more than we would normally budget for. So I think financially it was definitely a strain as well.” (Parent of child aged 10)  “Stressful like going out in the morning to get the food and like the long line… we kind of – not rationed – I don’t know the word for it, like not as many snacks and stuff.” (Aged 12)  “There was enough food in the house but I think without the [food] boxes I think it probably would have been more of a struggle to get food from the shops.” (Aged 16)

It is important to note that for some children and young people these adjustments were being made during what was already a stressful time at home due to the circumstances that led to shielding – such as family members who had recently become ill or had surgery, or if an unwell relative had recently moved in. 

“There was still that stress of, you know, everything else was going on inside, and then the stress of everything going on outside as well.” (Aged 19)

Children and young people in clinically vulnerable families were also affected by fear and worry about what would happen if they or their loved ones caught Covid-19. For some, these feelings were made worse by confusion around which precautions to take and whether they would be enough. Some had family members going into hospital and were very worried that this might put them at greater risk of catching Covid-19.

“I felt anxious a lot [when I was shielding due to my heart condition], hearing stories of like other people who had like relatives maybe pass away or just people who are really sick with Covid. And I felt a bit anxious of like oh, what if this is just the start and it gets so much worse.” (Aged 14)  “Being at home all together, I used to help take [my dad’s] blood pressure and I didn’t really like it, like, seeing how high it was and stuff and then you, like, go online and you hear people dying of Covid and you just get worried.” (Aged 18)  “You were worried in the sense of, like… we take extra precautions but is that enough? … you were kind of just kind of confused of how do I catch Covid? If I caught Covid, how do I know? It was just like the anxiousness and sort of the confusion and that.” (Aged 22) “Because [my mum has] got so many health problems she sort of had to go to the hospital all the time, which was bad at that time because obviously hospitals, as much as they heal you and they try and help you, they’re also not the best place because they’ve got a lot of germs everywhere. I tell that to my mum whenever we’d come back from an appointment. I’m like, disinfect, please.” (Aged 21)  “Long story short I was just very, very worried about my mum… I remember thinking, actually, I could lose my mum.” (Aged 19)

One young person described the specific challenges of being clinically vulnerable herself and having to avoid contact with her mum, who was going out to work in hospitals.

“So my mum was a key worker which made things even more difficult because I was having to shield from her as well because she worked in hospitals and obviously I wasn’t supposed to be around that, so it made like getting food a lot harder as well because like she couldn’t make it. Like it had to be one of my siblings making it and because they were quite young at the time like it was just a lot of problems. So what ended up happening was I just like, then we got a fridge to put in my room so that I would just be like getting stuff out of there.” (Aged 19)

Some children and young people found it difficult when adults in their household were advised to shield themselves but chose to keep going out to work in spite of the risks. This added to their fear of a loved one suffering badly from Covid-19. One young person also described feeling worried about her mum working when her sibling had been told to shield. Conversely, some children and young people gave up opportunities to work themselves to minimise the risks for their family. Although they did not feel that missing out on these had a long-term impact, it was disappointing at the time.

“[My mum] didn’t want to take time off work because she was, like, kind of the main earner in the household. But then she had to be really careful because if she did get ill it could kind of turn out quite badly for her.” (Aged 18)  “I remember I was telling my mum. I was like, you know, should you be going to work… But, you know, in that period I think for her she just needed to do the work. So there was just – there wasn’t much that I could say.” (Aged 21)

Challenges once restrictions eased

Those interviewed also described challenges they faced beyond lockdown when restrictions eased for others but they had to continue taking greater precautions. For some, this entailed taking extra precautions when coming home, such as washing hands and changing clothes after school and socially distancing in the house.

“I had to like socially distance like two metres because I obviously I’d been with people at school, and I hated that because I’m really close with my grandparents… I could still talk to them, but I had to like be on the other side of the house talking to them which was not good because they’re not that good at hearing.” (Aged 12)

It is notable that during lockdown some felt that “everyone was in the same boat” and did not have a reference point for what other families were doing. However, once restrictions eased for others, those interviewed described becoming more aware of what they still could not do and feeling more negatively about shielding requirements and the fact that they were more restricted than other people.

“When we came out of [lockdown] but then we were still expected to shield… while everybody else was out and doing stuff, they seemed to have forgotten about people who were shielding, especially if they weren’t like old people.” (Aged 15)  “I remember being really, really frustrated at the rules, again I think this was kind of nearer the later stages of restrictions in Covid… nearer the end when everyone else was taking it less seriously, granted they didn’t have a shielding parent, but everyone else was taking it less seriously, the rules were getting quite contradictory and I was just growing more and more resentful of the rules, because obviously it had been going on for so long. I think I more just felt frustrated that I had to follow them.” (Aged 21)

The need to keep taking precautions once restrictions had been reduced for others also led to feelings of exclusion for some children and young people. Not being able to see friends was felt to be particularly hard, and some described having to be much stricter about social distancing than others when they did meet up – one young person recalled her dad tying a stick onto a rake so that it was exactly two metres long and asking her to use this to keep apart from her friend. Some children and young people felt frustrated that they had to keep to the rules when others had more freedom.

“I had to be a lot more careful than everyone else, not many people had someone at home that they were… extra worried about, so I had to be a lot more careful than most people… A few of my friends could join bubbles but I was too scared to do that. And then a lot of my friends would still like go to the shops and stuff but I didn’t do that.” (Aged 14)  “We had some celebration in a field thing [to mark the last day of primary school] and everybody else was like around everyone… I had to sit on a chair with loads of chairs around me and a mask, and nobody could come like near me.” (Aged 15)  “I was a lot more cautious, and it took me a long time to be closer to my mates; they were all like, ‘come and do this, come and do that,’ and I was like, ‘yes, but I will do it from back here or no I will be fine, you lot do that’… I always wanted to do stuff with my mates but then I had that thought of, I don’t want the risk of passing it back.” (Aged 15)

In some cases, friends’ lack of understanding or empathy about the situation was upsetting and some friendships ended over this.

“I think one or two [friends] did get a bit distant and were always asking, ‘what are you doing that for?’ ‘Why are you doing this, you don’t need to,’ they don’t have to worry about what I had to worry about… they thought I was just being overprotective and overcautious when really, I was just looking after the ones I love.” (Aged 15)  “I remember actually losing some friends over it because they had very strong opinions… We’re very big on free will in this country and the idea that the government telling you to stay home was very foreign and a lot of people in my life, kind of friends of friends didn’t like that… they didn’t want to get the vaccine; they were going out; they were breaking lockdown rules all the time. So my circle got a lot smaller.” (Aged 21)

Feelings of exclusion were compounded where children and young people also felt that society was freeing up more widely, without thought for those who were still vulnerable. Some described feeling “forgotten” as well as feeling anxious about the ongoing risk. In this context some also expressed anger at others in society, for example “Covid deniers”, “anti-vaxxers” and those breaking lockdown rules, as well as anger at the government.

“Once everybody else was out of like [the first] lockdown or had relaxed a bit… we still couldn’t do things whilst everybody else was able to and we were just forgotten.” (Edad 15)  “[I felt angry] being told we’re allowed to do one thing and then not being able to do it and then us abiding by the rules but the people higher up weren’t doing it, if you know what I mean, like we were all isolating and keeping our distance and stuff but they weren’t.” (Aged 19) “I was very disappointed when [the first] lockdown got lifted because I don’t think it should have been… and like the numbers got really bad again and I got increasingly more anxious and scared and everything, it was not pleasant. I was angry, I was very angry… because there was just like people like not taking it seriously, like they were anti-vaxxers, they were like people who don’t even believe that it was a real thing when like the evidence is right there.” (Aged 19)   “Then [the government] started opening up schools, pushing for everyone to go back into schools… and to everyone who was immunocompromised or everyone who couldn’t go into school because they were clinically vulnerable to Covid, they essentially turned a blind eye. They didn’t care. They pretended like we didn’t exist… There wasn’t a need to remove guidelines or regulations to protect those critically vulnerable. But they did it anyway because they wanted to… There was no need at all to announce Victory Day and to scrap – officially scrap across the entirety of the country every single medical protection and regulation for isolation guidance due to Covid at all… All this suffering, all this damage that they have done, was not necessary.” (Aged 19)

Taking precautions when others were not was felt to be particularly tough on the return to school. Some children and young people felt conscious of wearing a mask, using hand sanitiser, or social distancing when others were not and found it upsetting having to justify this to others. One child recalled a school assembly to raise awareness around mask wearing and prevent bullying. However, another child described her experience of being bullied, including a distressing incident of being physically attacked by other pupils for wearing a mask, and felt that her school did not deal with this or support her as they should have. The same young person also described requesting better ventilation at school but not being allowed to open a window in her classroom and feeling that the school did not take this request seriously.

“I was wearing a mask and some people weren’t… I felt embarrassed because I felt like everyone had moved past it by that point.” (Aged 19)  “Because I was like the only one really there [wearing a mask at school], people weren’t very nice about it.” (Aged 15)

Children and young people also described being affected by feelings of anxiety about the risk of infection when returning to school. These could be triggered by being around so many other people, touching things other people had touched, using the toilets at school, and using transport to get to school. Some children and young people also felt at risk from other students coming to school unwell, and that their needs were not being taken into account.

“I think it was a bit of a… I want to go back [to school] but how do I know if someone’s not going to kill me?” (Aged 14)  “I didn’t really use the toilets in the school. I used to wait to lunchtime, kind of, and go home and do the toilet because I was scared in case I’d catch Covid.” (Aged 19)  “People would… even go to school with Covid, and I was expected just to sit around by them, and accept it… I think there were a lot of times where I didn’t go to school because there were so many people going to school with Covid.” (Aged 15)

Some children and young people had to delay their return to school because the risks of catching Covid-19 were felt to be too high, and others went back but attended intermittently. In some cases, they asked their school to find a way for them to attend online, but were unsuccessful and had to resort to learning from home on their own, or in one case finding a fully online school. These children and young people described how excluded and unsupported they felt by their school and their local authority and how hard it was to be in dispute over their attendance.

“My mum kept me off because of my dad’s condition… [When I went back] I just felt like I was new to the school again… Like been off school for so long and also school wasn’t my main priority then because of my dad’s condition… I was just really, really cautious… I didn’t want to be around people until my dad was 100 percent better.” (Aged 18) “[School] were like oh, yes, you should go and do home learning like and not attend our school anymore because you’re just not in… There should have been tighter restrictions on what the school could have said to you because the school said some horrible stuff like urging me to leave, like that should not have been a thing and like they were trying to take legal action, I think that should not be a thing either.” (Aged 19)  “They did make me deregister because I had so many absences… I had to go into home school because we couldn’t register me for another school while I was shielding… I didn’t go back into school after that until I started secondary.” (Aged 13)  “Lockdown didn’t change much but when government guidance changed just a few months later… online schooling wasn’t really allowed and people had to go back into schools, that’s when sort of things changed. Previously, my secondary school was willing to accommodate online learning and when we asked them about it when the government guidance changed they originally were like, yep, you can continue online schooling, because you have a heart condition… But then just a few weeks later they changed their mind and decided, no, you have to go back into school. It doesn’t matter if you have a heart condition. It doesn’t matter if you have clinical vulnerabilities. It doesn’t matter if your entire family is in danger of catching Covid and it could cause serious harm to you and your family; you have to go into school… They threatened to [fine us]. If we weren’t willing to go into school it was well over 120 pounds per person in the family per day. So we – so that was at the point where, well, I was withdrawn from the national schooling system and then we had to look at other options. And that was a nightmare-and-a-half trying to figure everything out.” (Aged 19)

One young person described how feelings of exclusion persisted when he managed to secure a place at an online school.

“You’re not surrounded by peers or people who you know or you – or you can develop friendships and, you know, things with… You can’t exactly get to know them. It’s an isolating experience and it’s quite soul-sucking in a way… It’s very isolating. Very isolating.” (Aged 19)

Continuing impacts

Some of those interviewed highlighted ongoing impacts for them, affecting health, wellbeing, and education. Those who had been unable to return to secondary school after lockdowns described the ongoing impacts of having their education disrupted, including taking an extra year to complete secondary education, being disappointed in the grades they achieved, and feeling more limited in their options for further education.

“I couldn’t get the grades that I wanted… Now I am in college later, way later than I’d like to be because I could be going into uni… but no I’m stuck in the college… doing a course that isn’t the thing that I really wanted to do… I’m very bitter about it.” (Aged 19)

One young person described his frustration at how much he felt his education was compromised by not being able to stay in mainstream education and having to find an online school, and his doubts about being able to go to university in the future.

“There should have been options to continue that sort of hybrid online learning system within regular schools. But the government advice for education after the first lockdown was, come along, everyone back into schools, no more online learning, none of this online learning business, you all need to go into schools… a one-size-fits-all policy and for a lot of people, particularly a lot of people that I know of, particularly those who have different conditions, who have different health things… you know, that doesn’t work. It doesn’t work at all…. I thought at one point before the pandemic I once knew what I wanted to try and do. Then everything’s kind of changed… It’s not like I can go into university because if I can’t even go outside and go to a hospital, what chance do I have at a university with thousands of other people intermingling in an entire single campus sharing a dorm with someone and things like that?” (Aged 19)

In some cases, those interviewed who were clinically vulnerable were still taking health precautions and experiencing restrictions due to being vulnerable themselves or having a vulnerable family member. They described the ongoing challenge of dealing with the risk of catching Covid-19, especially when facing a lack of understanding from others.

“When people talk about the pandemic as if it’s in the past tense, I have to remind them that, well, for them it may be in the past tense, for us it’s currently ongoing. It hasn’t stopped. You know? The dangers haven’t stopped. The risks haven’t stopped. They haven’t ceased to exist. They are still there.” (Aged 19)  “We’ve had strangers come up to us and in the street, when we’ve taken our masks off after being in a shop… saying ‘Covid’s gone now, it’s not real, it was a hoax’.” (Aged 15)  “I’ve had to explain myself so many times it’s just frustrating and exhausting because no matter how many times I explain it and how many new ways I find a way to explain it, people just don’t understand.” (Aged 19)  “Now kids are going to school with Covid, full of cold etc., so we don’t even have that almost community protection because the, their focus is solely on children’s attendance at school… which makes it far more difficult for us as a family to manage because yes, people don’t see the issues that it could cause to other families.” (Parent of child aged 13)  “Effectively I think it’s got worse… you’ve actually got people competing in the Olympics with [Covid], bragging about it. So in a way it’s much worse… I think the risks are higher now… nobody stays home when they’re ill anymore.” (Parent of child aged 15)

Pangwakas na pananalita

These findings highlight how children and young people in clinically vulnerable families, or who were clinically vulnerable themselves, were affected by both practical and emotional challenges during the pandemic. The need to be diligent in taking precautions, and the ongoing worry of what might happen if someone at home caught Covid-19, meant that these children and young people could be affected both by weight of responsibility and heightened fear. 

Children and young people in these circumstances were also affected by experiences of exclusion once restrictions eased. Findings highlight instances where those interviewed described experiencing a lack of understanding from friends, a lack of support from their schools, and in some cases a feeling of being “forgotten” by others in society. These accounts also underline that for some the pandemic continues to have life-changing impacts. Some of those interviewed highlighted ongoing impacts for them, affecting health, wellbeing, and education. Those who had been unable to return to secondary school after lockdowns described the ongoing impacts of having their education disrupted, including taking an extra year to complete secondary education, being disappointed in the grades they achieved, and feeling more limited in their options for further education.

3.8 Development and identity

Pangkalahatang-ideya

This section explores how children and young people felt their self-development and identity were affected during the pandemic, in terms of both challenges and opportunities. We share their reflections on where the pandemic was felt to stall their progress and independence, but we also highlight where the pandemic provided opportunities for self-development and discovery and how valuable this could be. We also include reflections from the oldest in the sample, who are adults now, on how the pandemic has given them a different perspective on life.

Buod ng Kabanata
Challenges to progress and independence Opportunities for self-development and discovery Pangwakas na pananalita	Diminished independence Missing milestones and rites of passage Loss of opportunities to develop skills Loss of opportunities to work Skills and passions Identity and sexuality Self-reflection and resilience

Challenges to progress and independence

Below we explore children and young people’s feelings about having their independence diminished during the pandemic, the impact of missing milestones and rites of passage and their experiences of not having opportunities to develop skills and to work.

Diminished independence

Children and young people, particularly those who were secondary school-aged or older during the pandemic, spoke about the fact that they were unable to explore the sense of independence and freedom that they felt others normally had at their age. This tended to be associated with feeling “trapped at home” because they were entering a stage of their lives where they were starting to spend more time outside the home independently. Where children and young people had planned to be working, learning to drive, or travelling, not having these opportunities was felt particularly keenly as a loss of independence.

“When I was 18/19/20, like years that are like your prime years and it was almost like I felt like I was living a retired old person’s life. Well I didn’t want to be doing that.” (Aged 22) “I was missing all of these milestones. I was missing passing my driving test… I am a very independent person and so to not be able to have that next level of freedom when I’m supposed to have it was quite frustrating.” (Aged 20) “I kind of feel like I did miss out on kind of being, like, a bit more carefree but still having independence… like, being allowed to go and do stuff with my friends… I do feel like I missed out on, like, that stage of my life.” (Aged 21) “I never really got to… I was planning on, like, working a bit and travelling a bit before uni but I never got to do either of those, really.” (Aged 22)

Frustration at this loss of independence was sometimes directed towards the government where children and young people felt angry about lockdown restrictions and being deprived of their freedom. Some also felt angry when they heard of the restrictions being broken by other people, including those in government.

“You’re going to be angry and frustrated when you’re told you have to stay in your house and you can’t go see your friends… a fundamental part of growing up is having social interaction.” (Aged 21) “[I felt] angry. I understand why we were put into lockdown because [Covid] was killing a lot of people. Why did we have to be locked in the house constantly? A lot of people lost their lives to it but a lot of people probably lost people to suicide as well during that. On the news [there was] a young girl when the pandemic started who took her own life because she didn’t want to go through it. That really got to us.” (Aged 21) “I was disappointed with people in general for not sticking with [the rules], you know, I remember hearing things about people partying and just being disgusted.” (Aged 20)

Some also reflected that the lack of ‘normal’ social interactions had affected their development, particularly those on the cusp of adulthood.

“I think the effect that the pandemic has had on me and other people my age is probably a lack of growth in… personal development.” (Aged 15)  “My personal development and identity kind of took a standstill.” (Aged 18) “I used to be very like outgoing and bubbly and then after the pandemic it… I was so not used to seeing people anymore, or getting close to people and stuff like that. So I think it did really affect… my personality… I feel like I’ve missed the majority of like the beginning of my adulthood.” (Aged 22)

Missing milestones and rites of passage

A key theme for children and young people who were set to mark specific milestones was the unfairness of having these compromised by the pandemic. Some described missing out on specific rites of passage and “crucial years” that would never come again, or on school trips or events that their year group would normally have experienced. This sense of injustice was felt particularly strongly by those making educational transitions during the pandemic, such as leaving primary and secondary school.

“I just think like I never got to experience like my transition from primary seven to S1 and I’ll never get that back, like I’ll never be able to like have my leavers’ assembly and like getting piped out the school like every other year had.” (Aged 15) “I feel like I missed out on so many opportunities, so much fun, so many activities I could have done in Year Six and I think I missed out on my crucial years, which is like Year Seven, the start of high school.” (Aged 15) “Obviously I missed out on my GCSEs, but I missed out on the secondary school leavers’ party, the secondary school prom… I was kind of angry because why does it happen to our year group and not happen to anyone else, because all my siblings got to do it, my younger brother, my older brother got to do it and they, what do you call it? And they enjoyed it and everything, but then I can’t, I’m not able to do it and also the leavers’ party and everything, I didn’t get to do it, it made me, yes, it made me angry.” (Aged 19) “I think for young people, I don’t think a lot of, like, adults understand how hard it was for us because we did give up things like prom and exams and stuff like that and even though those, like, are silly 16-year-old things they’re things that are really important and those memories, like, that we’ve lost out on. You know? I’m never going to have, like, a shirt signed by everyone I went to school with… Like, I think more people including the government need to kind of appreciate the sacrifice that people from, like, 14 to 20 made. Because then not only think about 16; when you’re thinking about 18-year-olds who didn’t get their 18th birthday. You know? Stuff like that. They didn’t get to learn how to drive a car at 17 and those are huge milestones for people at that age. And even though, like, 40-year-olds probably think, oh, that’s so silly how would they feel if they lost out on those things? Do you know what I mean?… I think they need to appreciate how difficult it was for us.” (Aged 20)

Young people who turned 18 during lockdown, or had friends who did, also felt that the pandemic had unfairly deprived them of an important time in their life.

“I missed out on just a lot. Like, people’s birthdays and stuff. It was just quick Facebook, hey, happy birthday, bro. Hope you have a good one. Where before… we’d have been having, like, a memory that I’d be remembering to this day. And it kind of feels like I’ve been cheated out of life for a few years.” (Aged 22) “Going from being 18 and being in the pandemic to coming out of it at 20, that’s crucial years that you’ve missed all of the development. So, then I feel like I missed out on opportunities and different like events that would have happened… do you know like when you turn 18, you’re normally like, you’re going out quite a bit. You’re meeting your friend, you’re going to the pub… You’re doing all that. All your friends are turning 18 at the same time, so it’s all fun. Like I turned 18 in the November, a lot of my friends’ birthdays were like the May time. So, then I wouldn’t go to the pub and the nightclubs on my own. So, I was waiting for them and then that was during the lockdown. So, then it was like you didn’t have that time to do anything.” (Aged 22) “I was missing all of these milestones… just in terms of being able to socialise and go out and, you know, go clubbing with your friends and things like that, and even just going to the pub or, that was all something that was taken from me because of the pandemic and I never had the opportunity to do that at the age of 18 and, you know, go to the shop and buy, I don’t know, some form of alcohol on your birthday and see if you get ID’d or not.” (Aged 20)

Some of those interviewed who were at university or knew other students also raised the injustice of paying for a university education that was disrupted by the pandemic, not only affecting their learning but also depriving them of the “university experience”.

“[The pandemic] definitely basically ruined most of my degree [in event management]… [The impact was] terrible. Because when it comes to third year… my dissertation was the only event I’d ever put on. And they said basically sorry, but if you don’t pass this, this assignment as a dissertation, you’ll fail the whole course… And I was like, well, I have never put an event on before and they said we’ve got no [choice], I’m sorry, but that’s the way it is… Now I have to laugh about it to get me through it. But it was kind of… it made me angry. And also it was gut-wrenching that we’ve put all this time into a degree. You go for the experience of uni. I’ve lost that out and the only event I get to do, I’ve got to pass. No pressure.” (Aged 22) “I feel like, I was a little bit let down as well, so then I didn’t really get the experience in the first two years [at university] that I should have had. And then I never felt like anything sort of came of that. So, I felt like I paid a lot of money to go to university, but I didn’t really receive what I was paying for, compared to other people before me.” (Aged 22) “There were times the police were quite often at the halls, like making sure everything was under control and that there wasn’t things like parties happening.” (Aged 22) “Young people, I think [the pandemic has] mainly affected them socially, definitely, and definitely education as well. University students paying all that money… especially paying for accommodation as well where you couldn’t even live in it, or where you were just sitting there on your laptop. That’s not a way to do a university course and get a degree.” (Aged 20)

Loss of opportunities to develop skills

Children and young people who had enjoyed organised activities prior to the pandemic often struggled with their cancellation. These were activities that had previously been an important part of their routine, given them opportunities to socialise with people outside of school, and given them confidence. Lockdowns were also seen as a setback to learning new skills, from swimming to driving.

“I missed playing football like with my team, although I could go do it in the garden and whatever it just wasn’t the same as like going to training every night, like playing games at weekends, it just wasn’t like as good.” (Aged 15)  “I feel like if like the pandemic didn’t come I would have kept up circus because it was really fun, but then I kind of just like never went back to it.” (Aged 12)

Some children and young people then in secondary school or in higher education who were highly invested in an activity, also experienced feelings of a loss of identity once they were deprived of this. Examples of this included a university basketball player feeling lost when unable to play a sport “at the centre” of her life, and a young person who had danced for years feeling that she could no longer express herself. Particularly where young people reported that they had previously been high performers in a sport, they felt the impact of the disruption keenly and were left with feelings of frustration and ‘what if’ when they did not resume their sport at the previous level.

“I used to dance. I was a semi-professional dancer… Because of stopping dance during Covid, I then did not continue it… I really wanted to make it into a future [job], but because of Covid it really fizzled out. [I was] quite upset, to be honest… I felt quite deflated and disappointed. My dance teacher kept in contact with me and he kept asking me to come back. But I feel like because I hadn’t done it for so long… I’m quite an anxious person anyway, so trying to get back into it seemed more of a stress than it was to just not do it.” (Aged 22)  “I never really went back to [dance after the pandemic]… That all had to completely stop… [Dance] was the main thing whenever I was younger, that brought like the confidence out of me, because I feel like that’s what happens is like you go into dance and you learn to like express yourself. And even, like the performing arts side of it, you learn to express yourself, but not being able to do that, I remember feeling like, like I have no source of my self-confidence now because like I’m not able to do this. It was just like a really draining feeling being like well, this is something that I really loved and I’m not able to do it anymore.” (Aged 20)

In some cases, children and young people lost momentum and did not return to their activity when it resumed. Some described a loss of confidence in their ability to pick up an activity again, through a loss of skills or loss of fitness – this often affected physical activities, such as swimming, gymnastics, and dance.

“I did at least one or two [sports clubs] a week, on top of football club… I was doing quite a lot… Then it sort of just went and stopped… My football team before Covid were doing really well and we’d be in the league… and then afterwards we sort of didn’t do very well, to say the least… It sort of shows that some of us took care of ourselves over Covid and some of us didn’t, and I sort of didn’t… I was like disappointed with myself kind of thing.” (Aged 18)  “With my rugby as well I feel I could have got through in rugby, but obviously everything stopped… I had trials years ago and that all stopped because of the pandemic… I had my first trial before Covid happened and then I had my second trial when it was Covid so they cancelled that, so then we just put that on hold and then I just didn’t play rugby ever since that happened… Because I lost that, I was just like baffled [because it was a big part of my identity].” (Aged 18)

Loss of opportunities to work

Those interviewed who were able to work during the pandemic almost always highlighted this as a positive experience. This was related to earning and saving money as well as being able to “get out of the house” and have new experiences at a time when so many other experiences were unavailable.

“Luckily I worked at the time in a supermarket. So I was a key worker technically part time, which meant I got to go out throughout the entirety of Covid and see people… There were so many people my age that worked there because we all had it as a part-time job. And it felt a little bit like an afterschool club… It was a really, really fun experience, that… I hated being at home and locked up. I felt so claustrophobic all of the time.” (Aged 21) “I worked the whole way through the pandemic. I feel like people can see that I’m quite motivated to work… and I did want to carry on making money… I got to save lots of money and go travelling and do lots of things that I probably wouldn’t have done if we weren’t in the pandemic… Before the pandemic I couldn’t save money. I couldn’t even save £100… I ended up saving about £8,000 at the end throughout the year where I was just able to work so much, because there wasn’t any other commitments… Before the pandemic I would never work weekends because I’d want my weekends free to go out. But then there was no such thing as a weekend during [lockdown]… every day was the same thing because there wasn’t anything exciting happening on any other days. So I could make the most of working.” (Aged 22)  “Probably [my experience of the pandemic became less negative] when I started working [at a Covid test centre] and just seeing more people because when you’re on your own you get very bored with your own self, but working and getting to see people was getting a bit more normal than just spending every day in the house.” (Aged 22)  “I kept working the entire [pandemic]… quite a lot of my friends had to give up their part-time jobs, or just never had one [or] couldn’t get one… It definitely helped me… I valued the money that I was making. And I think I valued work – not that I was taking it too seriously, but… I really, really enjoyed the working and earning money aspect. I felt like an adult. Because I couldn’t do any of the other things that were making you independent… It taught me a lot about money and the importance of working.” (Aged 21)

In contrast, those who had to give up their job, or were unable to start looking for a job because of the pandemic, felt they had missed out on valuable opportunities as well as income. Some children and young people who were not already working before the pandemic felt that this affected their prospects subsequently and that it was tough for them to find work during and after the pandemic. This led to increased worry and uncertainty about finding work and having less savings for the future.

“To find my first job it was very difficult, actually… Because you’ve got nothing on your CV, and you know you’re young, you couldn’t develop your CV because you’ve been in a lockdown for the last two years. So, that, it was difficult at first.” (Aged 21) “I remember the first time I applied to a job, they asked me whether it was the first job, and they were like but you’re 20 something, like how come this is your first job and I was like, well Covid happened.” (Aged 22) “The first proper job I got was in my second year of uni… I think I was probably a lot more anxious to start working because I hadn’t really had much experience before… I started doing agency work in second year, like hospitality shifts, and it was just quite, yes, quite nerve-wracking. Because some people had been working, you know, since they were at school.” (Aged 22)

Difficulty finding work during and after the pandemic was also related to a perception that there was more competition for work since so many people had been made redundant, and this was felt to increase worry about securing employment, particularly if children and young people had not worked during the pandemic. For some, this shaped their world view and their feelings about their future lives, making them more conscious of the value of job security, wages, and the cost of living.

“I feel like… there’s not many jobs available, especially after Covid. And after Covid everything’s just gone so, so, so expensive, and it just makes it a lot more harder to budget and, you know, just spend money or even on food or whatever, electricity bills, and especially because, I still live with my mum and I put money in and help her but it’s still hard because of the cost of living crisis and stuff. I am looking to move my jobs, but again, I literally cannot find any. [I’m looking for] anything that pays good right now.” (Aged 21)

Those who were close to the legal working age of 16 at the onset of the pandemic were particularly impacted. They often felt that they had missed out, or were delayed, in gaining work experience, which they saw as a formative part of their transition to adulthood.

“I really struggled to get a job… And I think, like, if I had been free that summer, that was the lockdown, I probably would have ended up getting a barista job and yes… I was going to go travelling so I would have had to earn money for that.” (Aged 22)

This had further knock-on effects for those who were from lower income backgrounds or did not have a financial safety net from family or parents.

“If I [had been able to get] a job earlier… I would have had more time to save, more money. Then I wouldn’t be so stressed now at university… it is a domino effect really, I’ve now got to hold down a part-time job during university, manage my finances a lot more… rather than just, do what some students do, which is go out and drink. I can’t do that. I don’t really do that as much because I’ve got no money.” (Aged 20)  “Pre-pandemic I was working, only like a little part-time job, but it gave me money and like I was able to buy food, do what I wanted and obviously during the pandemic I wasn’t, it was just cash in hand, like I wasn’t getting any furlough from that, so I found that really hard… I just didn’t have money to do anything, buy food, just anything, like I was completely reliant on my family which I couldn’t really rely on.” (Aged 20)

Being furloughed from retail or hospitality jobs (e.g. ticketing for events, retail assistants, bar staff; working at fast-food restaurants, or other restaurant work) was also described as a setback. Although keeping an income during this time was seen as being extremely helpful, some saw furlough as a “slowdown” in their ability to save money for life experiences such as driving lessons, travelling, or university, as well as missing out on valuable work experience or losing motivation. 

“When I got back into work [after furlough]… my head was sort of like… just tired… I didn’t have that sort of drive in me… I spent so long being just complacent.” (Aged 22)

Children and young people also spoke about losing work placements (e.g. training placements in the health sector such as dental nursing) which could not go ahead. In some cases, this was a delay and they were offered the same placement once the employer was able to do so which mitigated any long-term impacts. However, others described not being able to do internships or work placements at all and worrying that this would impact their career prospects.

“It just delayed [my engineering apprenticeship] a little bit because I would have started earlier, but then they just didn’t actually take any apprentices on, so it just meant I was delayed by a year and a half, so it didn’t actually stop me getting the job I wanted, it just delayed it a little bit.” (Aged 22) “I was like volunteering at charity shops or like care homes or whatever, that got cancelled all of a sudden. All the medical schools definitely took into consideration that people from a certain period of time of the pandemic, would just not be able to do any volunteering specifically health care-related volunteering… Volunteering experience in hospitals – that’s really valuable experience. I didn’t manage to get any of that.” (Edad 20)

Opportunities for self-development and discovery

Below we detail children and young people’s accounts of the pandemic providing opportunities for self-development and discovery. This covers experiences of developing new skills and passions, exploring identity and sexuality, and taking the opportunity for self-reflection more broadly.

Skills and passions

Across age groups, children and young people shared positive experiences of using the confinement of lockdown as an opportunity to explore and develop new skills and passions. Some were enthusiastic about exploring new interests or learning new skills at home together with family members (see Home and family). This included developing practical skills such as cooking, baking, sewing, woodwork, and developing an interest in nature through time spent exploring in the garden or on local walks. Lockdown was also the catalyst for some to start exercising out of school (see Kalusugan at kagalingan).

Children and young people also had positive experiences where the solitary nature of lockdown created an opportunity to explore and develop individual skills and interests on their own, which they might not have had time for in normal circumstances. This appeared to be driven by their own curiosity rather than being instigated by parents or contingent on their presence. These included challenging themselves to pick up a new skill, from yo-yo to magic to learning an instrument or language; spending time practising existing skills, especially related to music and art; and spending time really exploring a topic, from environmental issues to 3D printing.

“I got better at drumming a lot. Even though I had no lessons or anything. I just found a way to drum by myself. It’s weird because I was so young that I just heard about drumming and I absolutely loved it.” (Aged 10) “[During the pandemic] I ended up finding a bunch of new hobbies. So I started painting, I started DIY-ing certain clothes… I got into drawing, like art, started making YouTube videos, streaming, etc. … It was a horrible time, but at the same time it was like good in some ways. I remember lots of people like wishing to go back to that in a strange way because… you could sit down and think about things.” (Aged 17)  “I did get my interest in art a lot more… because it was something you could just do at home quietly and stuff. So my art skills became a lot better through that period because I had more time to focus on it.” (Aged 12)  “I painted… I don’t really know where that came from, to be honest. It came out of boredom. I was actually just drawing and stuff but I wanted to paint the drawings… But then they came out good so then I just wanted to do it… I did [know I could paint] but, like, not as well. I just don’t ever really have faith in myself so I never really try things… [I felt] weirdly proud.” (Aged 22) “My mum [got me a] box of beginners cross-stitch stuff [during lockdown] … I really enjoyed that and then, it’s, sort of, become something I like now.” (Aged 14)  “It definitely, like, gave me more time to practise… I think before Covid… it wasn’t like I really loved music… more like I did it out of an obligation [because my parents wanted me to]. But after and during Covid, like, I decided to, like, do, like, a Grade 8 exam for violin and then I spent loads of time just, like, playing. And that, like, made me, like, have a much stronger bond with music now.” (Aged 17)

Some children and young people reflected that this was a rich time for them creatively, when they could focus on writing music or creating artwork.

“This is actually one of the things that got me through the pandemic was I was writing a lot of music because I like to sing and, like, song-write. So I kind of gave myself a project of writing an album and, like, producing an album and singing it and that’s kind of actually what got me through those months as having this project to, like, sit down and do every day and that’s something that made me quite happy.” (Aged 22)  “I did pick up writing as well, like just writing little poetry, things like that, which I never did before. But because instead of like having a diary or like journalling, that was my kind of like outlet… and I do continue that to this day, just less frequently because I’ve got less big emotions.” (Aged 18) “I felt a bit more creative back then… I just came up with loads of ideas that I probably never would have thought of.” (Aged 10)

All of the activities mentioned above had a positive impact in the short term as ways for children and young people to combat boredom and support wellbeing by doing something rewarding (see Kalusugan at kagalingan). 

In some cases, using the time and space of lockdown to nurture skills and passions also had a positive longer-term impact for children and young people who were then in secondary school because it opened up new opportunities and directions for them. Positive examples include instances where this led to the discovery of a new talent such as singing or painting, helped them to choose which subjects to focus on in their education, or provided inspiration for future career directions. 

“I picked up DJing in Covid which was pretty cool to be fair, I just enjoyed doing it and you could do it for hours and hours… we started making a couple of beats and… I was like, ‘I quite enjoy this’ and just kept going.” (Aged 22)   “For me personally, it was positive because I did find what I wanted to do in my career. If it wasn’t for that time thinking, I wouldn’t have done that, because everything is so full on in life… that sort of died down. I had a chance to actually think, whereas most people that age, they go straight from school, college, uni; they don’t think about it, and then three years later, they are like, ‘I don’t want to do this job.’ So, I had the time that most people didn’t to just be like, ‘what do I really want to do?’” (Aged 20) “I’ve had all that time to think about what you actually want to do… [it] definitely did shape [my choices] for the better.” (Aged 21)  “It kind of motivated me to do more, I think. Seeing how many sort of small businesses flourished at the same time and developed themselves during the pandemic. Online people baking stuff; people making masks. Just, like, definitely boosted me to want to go out and have a side hustle and, like, especially with my art. Like, why can’t I go make a load of badges or make things and sell it and yes, it’s definitely pushed me.” (Aged 22)  “He spent almost the whole time singing and learning songs. And we discovered he had not just an aptitude for singing but an aptitude for picking up lyrics just like that. And now he’s probably going to become professional singer. And I just think that’s a really… we wouldn’t have known that or we might have known it later or something but it was… I think it accelerated that for him.” (Parent of child aged 14)

Identity and sexuality

This research also explored reflections on the impact of the pandemic amongst LGBTQ+ young people (those specifically asked questions about this topic were 18 or over at the time of their interview, although some who were younger also brought this up themselves). For many in this cohort, the fact that they were LGBTQ+ was not an important factor in their experience of the pandemic. However, some did highlight that lockdown provided an opportunity for reflection and self-expression, which is detailed below. Note that for some of those interviewed the pandemic was also a time of tension at home where their family was not supportive of them being LGBTQ+ ‒ these experiences are explored in Home and family. Some of those interviewed who were transitioning during the pandemic described experiencing delays to their care (see Health services).

A key theme from discussions with LGBTQ+ young people was that lockdown gave them time to reflect on their identity and sexuality. Young people described how they spent so much time alone that they were able to think about who they wanted to be and what was important to them.

“[Lockdown] gave me time to just sit and think about myself.” (Aged 21)  “I felt that I thought a lot about myself and how I wanted to kind of be.” (Aged 19)

Similarly, some reflected that not going to school helped them to avoid feeling judged by their peers and enabled them to experiment without fear of judgement or having to confront what society might think of them.

“That was one of the benefits of, like, thinking about having time to think about how my identity and stuff could look without the acknowledgement of having to confront it.” (Aged 22)  “[The pandemic] gave me a lot more time and room mentally to, like, figure myself out… sort of overanalyse a lot of aspects of myself… I came to a lot of realisations during the pandemic. It gave me a time to, like, express myself really without, like, the fear of judgement or the fear of, like, being perceived a lot.” (Aged 18)   “I think it might have been because I was able to explore myself a little bit more and not having to worry about what people think of me, like how they perceive me because I was strictly, I was just strictly me.” (Aged 19) “I realised I was LGBTQI+ in around about a year after the pandemic… So about 2021 I ended up pretty much just like realising. The reason for it, I genuinely believe the reason for it was that you had so much time to think… It was easier because during the pandemic I ended up learning loads about like online, finding loads of resources, because I hadn’t really used the internet pre that… And then I was also able to like find people who were more accepting online.” (Aged 16)

Spending more time online opened children and young people’s minds to perspectives and experiences to which they would not have otherwise been exposed, giving them cause for reflection. Some young people reflected that they were able to see other LGBTQ+ people talking about their experiences and recognise that these were what they had been experiencing.

“I watched enough TikToks about being bisexual that I started to think ‘well hold on, if an algorithm that’s like, I don’t know, very intelligent, can figure that out…’. It made me question [whether I was bisexual].” (Aged 20)

Some also joined online groups of LGBTQ+ people during this time, giving them the opportunity to make friends with groups they might not otherwise have met. These online communities helped them to think about their identity and gave them the encouragement they needed to accept themselves.

“I was very confused with my sexuality before it all, but I feel like being online and joining like a queer like community kind of, helped me bring out like be more confident.” (Edad 19)  “I would say that Covid did have an effect because I met a lot of gay people, you know, lesbians, bi’s, everything which did help me find out how I felt about myself. So, that was a benefit, yes.” (Aged 18) “Me and my friend… always joke that Covid turned us gay because we went into the pandemic thinking we were both bisexual and came out realising we were homosexual… I started dating girls for the first time during Covid… It was probably easier because there was, it was kind of the norm to talk online.” (Aged 22)

These experiences were not universal, however, as one young person reflected that during the pandemic she was not able to talk to anyone about her sexuality and that made it more difficult for her to understand it.

“It was really difficult because, again, you can’t go meet people and talk about these things – you know, go into peer groups and that kind of thing in Covid.” (Aged 21)

Self-reflection and resilience

Some children and young people, particularly those who are now adults, thought that a key part of their pandemic experience was having the time to reflect as a result of being less busy and having more time to themselves. For some, this solitude was the source of self-development. Some also shared accounts of developing a new sense of their own resilience and greater maturity through the challenges of their pandemic experience. Amongst those who spoke about their negative experiences or losses, some also reflected on their own development and growth through this lens.

“Although during it [the pandemic], it was sort of like really depressing and sad, but like afterwards I look back at it and like I’m just thankful that that happened. Like maybe a lot of the stuff that happened was like a blessing in disguise. Like it was like a way for me to learn and grow from that experience and learn like skills like time management and stuff.” (Aged 20)  “I think it [the pandemic] has grown me as a person and I’d be very different if it wasn’t for it. But also I feel if I could go back in time I would try and stop it because it feels like a few years of my life kind of wasted.” (Aged 11)

The most positive accounts were often from those who had either managed to regain what they felt had been “on hold” or “lost” during the pandemic: work opportunities, saving money, travelling, friendships, hobbies, or interests; or those who had developed these in a different direction, which they were now happy or at peace with (e.g. developing new interests, changing career paths, or gaining a better understanding of their own sexuality or identity).

“Because I’d just turned 18 when we went into the pandemic, everybody was sort of creeping into their adulthood and we all just sort of like lost our ways on how to be an adult because we’d missed such an important time in our life… It’s like character-building. The isolation and stuff like that and then going straight back into [socialising], it’s not something that you experience every day. And I don’t want to say that I’m grateful for… like I’m glad that the pandemic happened, but I’m definitely grateful for it because it’s made my personality now.” (Aged 22) “Though the pandemic felt like a dark force against me, I think I do appreciate it. I think that although the pandemic had its challenges, it kind of showed me it was a competition against myself and I ended up succeeding.” (Aged 21)  “Overall I don’t regret the lockdown being here… it’s definitely had a better impact on me now in the long run to work on myself… I understand what it’s like to have, like, not work. It’s made me realise gym-ing and work is the way of life rather [than to be] on the dole and just drink alcohol and be like that. So it’s helped me in that sense… I’ve learned a lot with myself during this sort of time.” (Aged 22) “I missed out on a year of my education, and I think it actually made me take my education more seriously because it was in my own hands after that… but [it] did delay it, and it did change my family dynamics to the point where we kind of did learn to live with each other and appreciate that year… I don’t think I’d change it now, because it’s made me who I am, and I wouldn’t have the people around me without it… The fact that I came to uni a year late meant that I met my housemates who I’ve now lived with for three years.” (Aged 22)

Some of those interviewed also reflected on changes in their perspective, particularly having a greater sense of appreciation for normality and the good things in their life, and perhaps a more mature outlook than they would have had otherwise. Some also described being more motivated to seize opportunities in the future, feeling more grateful for friendships, and feeling inspired to find new ways to work and save money.

“It’s made us see everything a different way. We never would have appreciated walking into a supermarket and having fully stocked shelves. Like, no one would normally appreciate that but because we’ve seen it so, like, empty and struggled to get, like, basic things, I was more appreciative of that.” (Aged 16) “I think it’s made me grateful for having freedom. I think. Because I was locked away for so long. I’ve appreciated being outside and actually doing things with my friends and family, I think.” (Aged 18)  “It’s made me definitely spend a lot more time in my own head. And it’s helped me figure out what’s more important in life and what’s not really, and it did definitely make me mature a lot faster than I probably would have if it didn’t happen.” (Aged 17) “My mindset probably changed [to be more motivated to work because of the pandemic]. I think I probably started thinking… life changed so quickly. Like just do what you can now, like find what you can, get all your experience because it could shut down and I need the experience, if anything happens.” (Aged 18)  “With my brother being ill and not being able to see him [in hospital] with the pandemic, it did bring everyone a lot closer, because when stuff like that happens, you realise the value of life, family, and friends.” (Aged 21) “I think it gave me this sense of feeling isolated… It gave me a better sense of what being alone is like, and I think that’s something that’s stuck with me… I don’t know if it’s to do with just development and appreciation, or whether it stems from the pandemic or both, but I feel like I’m a lot more appreciative for what I have, whether it’s just clothes or anything monetary or friendships, you know… So, I’m a lot more appreciative.” (Aged 17)

Pangwakas na pananalita

These findings highlight particular challenges for children and young people in their teens during the pandemic. Although children of all ages felt confined at home, and some younger children also missed out on milestones and rites of passage, this cohort felt an additional loss of independence from losing out on opportunities to socialise, travel, and work.

This research also highlights the impact of organised activities being unavailable at times during the pandemic, not only resulting in a loss of enjoyment and social contact but also affecting children and young people who felt they lost opportunities to learn and progress.

However, it should also be noted that for some, lockdown was an opportunity to find and develop new skills and passions. Being able to do something rewarding in this way was also an important factor in protecting and supporting children and young people’s wellbeing during the pandemic. 

Responses from children and young people, particularly those who are adults now, also highlight that the pandemic provided an opportunity to reflect and learn about themselves and what was important to them. For some of the LGBTQ+ young people interviewed, lockdown was an opportunity to reflect on their identity and sexuality. Some young people also reflected that their pandemic experience led them to grow, to become more resilient, and to appreciate what they have now. 

4. Experiences of systems and services during the pandemic

4.1 Overview

This section explores children and young people’s experiences of specific systems and services during the pandemic, exploring how they felt about any perceived changes to systems and service interactions during this time. Please note this is not intended to provide evidence of the specifics of how particular services changed, rather to capture children and young people’s perceptions of how they were affected and their feelings about this. 

It is important to note that some of those interviewed did not have a reference point from before the pandemic so were unsure to what extent their experience was affected by the pandemic. However, in some cases children and young people described thinking that certain practices were due to the pandemic and we have included their accounts. Some of those interviewed also attributed delays to the pandemic and we have also included their perceptions.

Although we captured experiences of a wide range of systems and services, a common thread in how children and young people felt about these experiences was uncertainty and a lack of consistency or control. Although this was not necessarily due to the pandemic, these feelings could be compounded by the general uncertainty and confusion around the pandemic.

Disruption to support was also a key factor in making life harder during the pandemic for children and young people. Experiencing delays and inconsistency in the frequency and quality of support received could make it more difficult to cope for those already in challenging circumstances.

4.2 Children’s social care

Pangkalahatang-ideya

This section explores children and young people’s perceptions and experiences of receiving support from children’s social care during the pandemic. This includes those who were in a care setting at the time as well as those in contact with children’s social care for other reasons. Experiences of those in a care setting in relation to tensions at home and disruption to contact with their birth family are explored in Home and family.

It should be noted that those who were in contact with children’s social care for the first time during the pandemic did not have a reference point for their experiences and did not perceive any impact due to the pandemic. Those who had received support prior to the pandemic shared their experiences of and feelings about specific changes to the quality, frequency, and nature of the support they received.

Buod ng Kabanata
Perceived changes in support due to the pandemic Experiences of support for care leavers Pangwakas na pananalita	Changes in the quality of support Perceived delays to provision of support Lack of in-person provision Staff changes

Perceived changes in support due to the pandemic

Below we explore children and young people’s perceptions of how contact with and support from children’s social care were affected by the pandemic, covering changes in the quality of support, perceived delays to provision, lack of in-person provision, and staff changes.

Changes in the quality of support

A key theme for those with prior experience of support was the perception that support was offered less frequently and less proactively during the pandemic than before. Some described finding it difficult to access support from social workers as compared to before the pandemic and felt as though the service seemed to “not care” as much as before.

“Before lockdown I used to see the social worker… she’d take me to get like ice cream or something, go for a walk… After that it was like… it was a few phone calls. It wasn’t that bad at first because you didn’t know how long it was going to go on for… And then like, I’d say after a few weeks, there was just like no contact, nothing… They just said they would try and keep in contact as much as they could, but there was a backlog and… so it was kind of on the back burner.” (Aged 15)  “They didn’t come as much. Like, they weren’t really that involved in the pandemic. They didn’t really care.” (Aged 15)

Some children and young people felt that the quality of the support they received was better pre-pandemic. Some suggested that sometimes people who were not trained to conduct social work were stepping up during times of staff shortage. One young person suggested that because social workers themselves were not able to access the support they usually would, the quality of the service was reduced and he felt he did not receive the level of care he would have otherwise.

“Because everyone was so, like I said, isolated… no one had the ability to just go out and speak to people if they needed it. And I think it’s all good and well being able to communicate with the people that are there to help you but then they’re not able to communicate with anybody else either. So they’re not able to do their job to the best of their abilities… I wouldn’t have received the care that I would have received had it not been that time.” (Aged 19)

Perceived delays to provision of support

Perceived delays to provision were also referenced by children and young people. Some reflected that, due to the pandemic, they were unable to get the support they needed as quickly as they felt they should have been able to. One young person described not being able to get through to her social worker on the emergency line when she was experiencing difficulties with her foster placement, which she later left. She felt this would have been resolved much more quickly had it not happened during the pandemic.

“Someone did eventually go into the office and they found an influx of missed calls from me and voicemails and it was alarming for them to hear that… They obviously believed me and they moved me from that house in August of 2020… My social worker did as much as she could do. I admire that because she actually did try and help and it did help… If the pandemic wasn’t happening, I’m sure I would have been moved out way before then.” (Aged 19)

Lack of in-person provision

Being unable to receive in-person support at the start of the pandemic also had an impact on children and young people, who recalled how social workers used phone or video calls instead. Some reflected that they liked this change because they did not like talking to their social worker. Communicating with social workers was sometimes felt as a chore and, by moving this interaction online, they were able to avoid talking (although it should be noted that this may have impacted how effectively social workers were able to support them).

“So I’d just basically sit like how I’m sitting right now. My mum at the laptop and [my mum is] just sitting there and I’m just listening in and just hearing whatever and then when I’m done, when it’s done then it’s kind of over, I’d just have to peep my head in and be like, yes, bye and stuff like that… I couldn’t pin like the reason why I don’t like social workers. I just think that it’s quite pointless and that they’re just ticking a box kind of thing… I don’t know what it stems from, but I just never really liked those interactions really.” (Aged 17)

Other children and young people described finding communicating by phone positive because it gave them more opportunities to contact their social worker when they needed support or wanted to reach out, rather than having to wait until their social worker came to see them.

“So then I could text [my social worker] rather than like my foster carer having to text her, which was quite nice because we could build a relationship like that rather than talking through someone.” (Aged 18)

Conversely, some children and young people reflected that moving to phone or online contact prevented them from accessing the support they required, either because they did not enjoy these forms of communication or because they did not feel able to open up. Calls were described as being shorter than face-to-face visits and could feel less in depth. Some felt uncomfortable or unable to talk freely when others were present when talking to their social worker.

“When you’re on the phone, it just feels a bit lazy I guess and then you don’t say everything. You just want to end the phone call I guess but when they’re in front of you… you do want to say stuff.” (Aged 21)  “It was different… like talking on the phone to someone isn’t the same as actually going to see them. Like it’s just much shorter.” (Aged 15)  “It was just all generic, kind of like ‘how’s the kids, how’s everyone?’. I was like ‘yes, fine’. You can’t really go into detail when… when you’re on the phone rather than when you’re face-to-face.” (Parent of child aged 15)

In one case, not having in-person visits prevented one young person from reporting and being supported through the breakdown of the relationship with her foster parents (see Home and family).

Even once restrictions eased and in-person visits resumed, some children and young people recalled having to socially distance from a visiting social worker and that this made the interaction very strange and harder to talk in-depth.

“We had to stand on the windowsill in the living room and speak through the window to the social services.” (Aged 15)  “[My social worker was] at the end of my driveway while I was, like, in the porch. It was weird.” (Aged 16)

Staff changes

Some of those interviewed felt that there was little consistency in the staff who worked with them during the pandemic. This was felt to prevent them from being able to connect with or build a rapport with social workers, and to feel fully listened to. It also required them to recount potentially traumatic experiences repeatedly. Children and young people reflected that this lack of continuity affected the level and type of support that they received, as they felt that social workers were unable to fully understand their circumstances.

“[The social workers] were changing so much. We saw [Social Worker 1], like, three times; we saw [Social Worker 2] once. We saw [Social Worker 3] once or twice and we saw [Social Worker 4] once or twice as well… [We wanted children’s social care] to actually listen… about what we wanted; not what they wanted.” (Aged 15)  “I felt like every time I did meet someone it would be just like oh, just explain your situation and then they’d be around for like a month or two and then it would be someone else and it would just be the same conversation.” (Aged 20)

Experiences of support for care leavers

In some cases, children and young people who left care just before or during the pandemic found themselves in temporary accommodation and experiencing delays in being supported to find a longer-term solution. Their accounts also highlight some inadequacies in the accommodation in which they found themselves (although these may have existed pre-pandemic).

One care leaver discussed staying in various places during the pandemic, including at different family members’ houses, and spoke about her experience of delays in securing accommodation and being allocated emergency accommodation due to the pandemic.

“I was basically just jumping between everyone’s houses that I could until I went into like a supported living place… [When I moved into an emergency placement my room was] like a prison cell if that makes sense, like isolating, just stuck in a room… Initially I was put into like an emergency placement that was only supposed to be for a couple of days, but it ended up being for months because again Covid was going around everywhere. That wasn’t actually too bad; I was just obviously in like a very tiny room with all my stuff for quite a long time… I self-isolated for 14 days and I would say that was probably the hardest part because I had… no food or anything, I just had like a microwave. It just wasn’t organised very well at all.” (Aged 20)

One young person interviewed described living in temporary accommodation after leaving home in July 2020. Having initially stayed with a friend’s family, she moved temporarily into a hostel for young adults and described how challenging she found this, including due to pandemic restrictions. This young person was given support through this experience and was then supported to move to supported boarding lodgings through a Section 20 agreement.³⁹

“It was [hard] trying to find somewhere to go in the middle of a pandemic because obviously there was the restrictions of like not having people in your households and stuff like that… So I was on my mate’s sofa for around two [months and then] I managed to find accommodation… I think it was a hostel for young adults… I really struggled in there. I’m not going to lie… And due to kind of Covid and the impacts of Covid, and we had to stay in our room and because we had our own bathroom, it kind of classes, that’s like your own household. And because we had our own bathroom in our rooms, it wasn’t classed as a shared house… we wasn’t allowed to use a living room and all that was completely off. We have like a microwave and kettle in our rooms and with like a mini fridge with a little freezer… To use the kitchen we had to ring down and [if] someone were using it you couldn’t use the kitchen… you’d have to wait for them to be finished or just make sure no one was in that room when you entered… I had a social worker at the time. So I had a few workers around me at the time… [including] a CSE worker, a Child Sexual Exploitation worker. And she did a lot of fighting to kind of get me [moved], because she knew that I wasn’t coping in the hostel. So I made an attempt on life while I was there. I did that kind of all the way kind of through when I was at home. But I did it when I was there because I just couldn’t cope. I felt so rubbish being sat in a room like… there wasn’t even a chair so like the only place for me to kind of really sit was in bed.” (Aged 20)

One young person who had recently returned to live with her mother reported that their relationship broke down and as a result she had to leave. She then had to sleep on a neighbour’s sofa while waiting for a residential place and described being told by children’s social care to try and mend the relationship and move back in. She described being relieved when she was given a residential place, with support on hand.

“I moved into [a supported living facility] and I stayed there for, like, a year – just over a year… There was a member of staff there all the time… It was a lot better, actually. I felt a lot more supported there [than living with Mum or on a neighbour’s sofa].” (Aged 20)

Pangwakas na pananalita

Accounts from children and young people who were in contact with children’s social care before the pandemic highlight perceptions of support being compromised in a number of ways through delays and inconsistencies. In particular, the lack of in-person provision affected how well some children and young people were able to articulate their needs and how effectively support could be given. This disruption to support could make life during the pandemic harder for those already in challenging circumstances. 

4.3 Health services

Pangkalahatang-ideya

In this section we explore children and young people’s perceptions and experiences of interacting with health services during the pandemic. For more detail on how children and young people felt their physical and mental health was affected during the pandemic more broadly, please see Kalusugan at kagalingan.

Buod ng Kabanata
Mental health services Other healthcare services Pangwakas na pananalita	Reasons for being in contact with mental health services Perceptions of accessing mental health support during the pandemic Experiences of mental health support during the pandemic Perceived delays in treatment or diagnoses  Delays in access to healthcare caused by the fear of catching Covid-19 Additional visiting restrictions when admitted to hospital

Mental health services

Across interviews, children and young people felt that their wellbeing was affected during the pandemic and particularly during lockdown. These experiences are explored in detail in Kalusugan at kagalingan. It should be noted that this research captured a wide spectrum of experiences in relation to wellbeing and mental health, from those who felt they coped well during the pandemic despite the challenges, to those who felt they struggled. This section focuses on the experiences of those who sought help either before or during the pandemic and were in contact with mental health services during this time.

We outline the reasons for children and young people being in contact with mental health services, and how experiences of the pandemic led some to seek support. We then explore children and young people’s perceptions and experiences of accessing and receiving formal and informal support during the pandemic, including experiences of accessing talking therapies online. 

Reasons for being in contact with mental health services

Children and young people described a wide range of reasons for accessing mental health services during the pandemic. Those interviewed who were already in contact with mental health services before the pandemic included those experiencing feelings of anxiety and depression, those experiencing self-harm and suicidal ideation, and those with diagnosed eating disorders. 

Amongst those children and young people contacting mental health services for the first time during the pandemic, two groups emerged – those who felt that they had previously struggled with their mental health in general and the pandemic exacerbated the problems, and those who felt that they did not struggle at all before the pandemic, but now had mental health challenges brought on by the experience of the pandemic itself (please note that the timing of accessing support for the first time varied, or was not recalled). 

Those interviewed who initiated contact with mental health services during the pandemic described feeling worried and overwhelmed about a range of different things at the time. These included feeling isolated and alone in their everyday life, feeling anxious about the safety of family and friends if they were to catch Covid-19, and feeling worried about online learning. Some described being affected by tension at home and strained relationships. Some children and young people sought help having been affected by family illness and bereavement which occurred during the pandemic. Children and young people in this group also described contacting mental health services during the pandemic due to the experience of developing difficulties with food, sometimes referred to as developing an eating disorder (see Kalusugan at kagalingan for a full description of these experiences). Reasons for seeking mental health support also echo the factors that made the pandemic harder for some children and young people (see Factors that shaped the pandemic experience).

Perceptions of accessing mental health support during the pandemic

Three key themes emerged from interviews with children and young people in relation to their experience of accessing mental health support and the perceived impact of the pandemic on this. Firstly, they described significant delays in receiving initial assessments and diagnoses for a range of mental health or neurodivergent conditions (and in some cases for a combination of these). Secondly, they had difficulty getting in contact with GPs for referral for mental health support. Thirdly, they perceived longer wait times for ongoing support with the Child and Adolescent Mental Health Service (CAMHS).

Some children and young people perceived that their pursuit of an assessment for a range of mental health conditions, such as depression and anxiety, was severely delayed as a result of the pandemic. (Receiving an assessment for a range of neurodivergent conditions such as autism, ADHD, and dyslexia was also referred to by some as being delayed.) Both those who had begun to seek an assessment prior to the pandemic and those who started the process during the pandemic shared this view.

“Ever since, like, the pandemic, everything that has a waiting list is just so delayed and it affects it now. Like, even if you, like, refer yourself to a mental health service now you’re probably going to be, like, ages.” (Aged 21)

Children and young people also described negative experiences when trying to get in contact with their local GP for mental health support, such as long wait times on the telephone, and felt this was due to the demands of the pandemic on an already struggling health service.

“I remember feeling really helpless. Like I remember there was a point when I was trying to get on the phone with my GP and like I just had been trying for days and days, like every morning getting up and doing it, and I was getting so stressed by the fact that I just felt like I really needed to talk to somebody and I couldn’t, and I just was like I literally just don’t know what to do… it feels like I’m not going to get through to anybody.” (Aged 22)

Some children and young people thought that CAMHS was very understaffed, and that alongside increased demand due to the pandemic, this resulted in difficulty getting appointments and long wait times. One young person described her experience of being on the waiting list to receive cognitive behavioural therapy from CAMHS for three years, having initially been told six months, and felt this left her struggling for longer. 

Another young person described how he tried for months to receive mental health support from CAMHS but did not receive any support until after he attempted suicide. He then received one appointment, which he described as a therapy session, but was told he would need to wait a further six months for ongoing support.

“Even though it was a crisis case you still had to wait six months.” (Aged 21)

One young person in a care setting during the pandemic reflected that people in her circumstances should not have had to wait for so long.

“People in and out of care like care leavers or people that are in care, are some of the most vulnerable children, people. I feel like we should have had maybe like a separate access to mental health services or you know had a lot more opportunity to access support because I think a lot of people would have benefited from that.” (Aged 20)

Experiences of mental health support during the pandemic

Children and young people shared a range of views on their experiences of receiving mental health support during the pandemic, particularly in relation to how helpful they found online talking therapy sessions. One-to-one talking therapies were described as the main form of support received prior to the pandemic as well as during the pandemic, either with a CAMHS therapist or in some cases with a private therapist. In most cases, those interviewed did not specify the type of therapy they received.

For those who received mental health support prior to the pandemic, several changes to mode and frequency were recalled as a result of the pandemic. Firstly, children and young people described the transition from face-to-face sessions to sessions online (via Zoom or Teams) or via telephone. Those interviewed had mostly negative views on this. Some described online therapy as more challenging as they preferred to speak in person and found it hard to speak openly about their feelings and connect with their therapist through a computer screen. They described online sessions as more impersonal and less effective for them, particularly where they had a strong pre-existing relationship with their therapist. Some children and young people who accessed mental health support for the first time during the pandemic, without a point of comparison, also described finding online sessions challenging. Some also cited practical reasons for this, such as dealing with a weak internet connection and experiencing a lack of privacy due to family members being in the house.  

“I think because I was in a very dissociated mindset it made me feel like I wasn’t talking to a real person. So it was kind of difficult to connect.” (Aged 22)  “The community care I have now versus what I had then, well there’s a massive difference… you can talk to people properly… Especially as an autistic person… a lot of the time I can’t really tell what people are saying and what tone when I’m in a bad head space, I’m not going to say ‘oh yes, like I’m not doing great right now’. It would be like ‘yes, I’m fine, cool’, especially over the phone.” (Aged 22)

The role of parental involvement in online support was also discussed. Some children and young people described how they felt the support they accessed became more parent-led during the pandemic compared to before, and they would have preferred for their parents not to be as involved. 

“It was just really them talking at my mum rather than me, because my mum was next to me at the time, and she was the one asking questions, so I just didn’t really get a word in.” (Aged 19)

However, some children and young people felt positive about the experience of receiving support online. They found it easier to communicate by being at home in a familiar environment and appreciated the flexibility of online support.

“It was just as good as it was going to them in person, because I think also I was more comfortable talking to them if I was just sitting in my kitchen… I used to feel nervous going down… now I still feel a bit nervous when I go down. I feel like if I’m just sitting in my own house I felt more comfortable.” (Aged 15)

Some of those interviewed reported changes to the frequency of mental health support during the pandemic; for example weekly sessions moved to fortnightly, and some were cancelled due to illness. In some cases it was felt that a smaller number of sessions had been offered (for example, six) than would have been suggested in normal circumstances. In some cases, children and young people described missing out on specific mental health support entirely. For example, one young person described how he was supposed to start counselling at school but once the pandemic started, this fell through and he was not offered counselling in school again. Another young person shared how she was supposed to be going on a residential trip for those with body dysmorphia and eating disorders organised by CAMHS and was disappointed when this did not happen due to the pandemic.

Other healthcare services

Children and young people described how they felt their experiences of accessing physical health services had been impacted by the pandemic in a number of ways. Below we explore their perceptions of extra delays in accessing treatment or diagnoses due to the pressure on the NHS, fears of catching Covid-19 affecting access to healthcare, and the additional visiting restrictions experienced when admitted to hospital. 

Perceived delays in treatment or diagnoses

Some children and young people recalled delays in treatments or check-ups that they perceived to be caused by wider delays in the NHS during the pandemic. This was particularly salient in accounts from physically disabled children and young people who described a variety of emotions caused by the delays experienced, including stress, frustration, worry, and fear about the longer-term impacts on their physical health.

Some of those interviewed recalled experiencing inconvenience and some stress when the pandemic had caused a delay in regular check-ups or appointments but said that nothing significant changed in their physical health as a result. This was felt by those whose regular health check-ups or health support fittings (such as hearing aids, accessing physiotherapy, or getting braces) were affected.

“I was meant to get my braces during, like, when Covid happened, but of course it was held up because of Covid, so I missed getting braces for like two years. So, yes, I had to wait another two years to even be put back on the list and then get it done again… I was a bit annoyed because I did need them, so it was just long waiting for them.” (Aged 19)

Some children and young people interviewed were more concerned about the delay in their care, although did not feel that this had longer-term consequences. For example, one child explained how pre-pandemic she would see a doctor every year for her heart condition. She did not see a doctor for a review in nearly two years throughout the pandemic which was described as “stressful” and “scary”, although she did not think her health was affected by it. 

“I didn’t really see much of the doctors all of Covid, so that also stressed me out a bit, because I was supposed to have a review, I think, and I never got it because of Covid. So that was a bit scary.” (Aged 14)

Some children and young people experienced delays in check-ups or procedures, which had implications for their physical health. One young person with scoliosis described how the pandemic coincided with her growth spurt.⁴⁰ Whilst in non-pandemic times she would have been seen by the doctors two to three times a year, she was not seen during the pandemic. Her scoliosis progressed much faster in this time due to her growth spurt and she was not able to be fitted with a brace or have X-rays to monitor progress. Due to the delay in the fitting of the brace, she felt that her scoliosis got worse than it would have been without the pandemic, if she had been able to access a brace and have closer monitoring of her condition. Her operation was also very delayed due to the pandemic. This left her in a lot of pain, and she found it “annoying” and “frustrating” that she could not access the support she needed to manage her condition.

“Before lockdown I was having like regular X-rays like every four to six months to just check how [my scoliosis] was progressing, but that had to stop over lockdown so they couldn’t monitor. And then with the growth spurt, when it did get worse they weren’t able to see that, so yes… it was a bit frustrating because I was in a lot of pain, so it was just like, I couldn’t have anything to help me so it was just quite annoying and frustrating.” (Aged 18)

Another young person described how she still faces back problems that developed in the pandemic due to not getting the proper treatment at the time. Due to the delays in NHS treatment, she decided to speak with a private consultant about her back issues. Whilst she was seen very quickly for an MRI scan and diagnosis, she was not given any follow-up treatment, and was left to deal with her back problem alone. She was still facing back issues when interviewed and had to leave work because of the back pain she was experiencing.

“I was quite fortunate; I managed to get an appointment really early [privately] and [the consultant] booked me in for an MRI in a week’s time, which was just amazing considering that time, found out it had been a bulging disk which no one had really expected. He said it’s very rare for a young person from what I’d done. But then after that it was really difficult to get another appointment and so we just sort of left it and a lot happened with this particular consultant who did a lot of things I think he shouldn’t have. But then recently having to go back through the NHS they said to me this shouldn’t have happened on the private system, if you’d have come by the NHS we would have kept chasing you about this for a few months, we’d have done proper physio, it would have been ongoing, we wouldn’t have just left you in the way that consultant did. So then now I’d rather go with the NHS than the private, but then it’s tricky because the NHS got really long waiting list, like now I’m on a waiting list, which is really frustrating. So that is one thing to come out the pandemic; the soaring waiting lists are very frustrating.” (Aged 20)

This research also included interviews with young people who experienced delays in accessing gender-affirming healthcare during the pandemic. This led to these young people reflecting that their mental health was impacted negatively as their plans to feel comfortable in their bodies were delayed (other aspects of the pandemic experience for LGBTQ+ children and young people are explored in Home and family at Development and identity).

“So, just because of, like, you know [the pandemic], I had very limited doctor’s appointments.” (Aged 21)  “All of these things I think just made… transition so much worse. And I already was feeling depressed… Also I think again not having the distractions of normal life I already felt trapped in my body… And then I also [felt] trapped in… life and stuff.” (Aged 21)

Delays in access to healthcare caused by the fear of catching Covid-19

At times, fear about the risks of catching Covid-19 on the part of children and young people themselves and/or their health professionals, stopped children or young people from accessing help for their health conditions. This occurred when they were unable to access medication or support without entering a hospital or healthcare space, or had their appointments cancelled for fear of the impact of Covid-19. For example, one young person described being unable to access medication for her bone condition as visiting hospital for tests was felt by medical staff to be too risky, leaving her in pain. 

“I was supposed to be having like appointments during the Covid time, so my appointments had to be cancelled quite a lot… Because they don’t want me, because I was at risk of getting Covid, so they didn’t want me to get Covid and then they didn’t know what the effects of Covid would be on someone with like a condition like mine… I was supposed to be getting medication, but I couldn’t get medication without going to the appointments.” (Aged 19)

One clinically vulnerable young person recalled the impact of restrictions easing in medical settings, describing how the removal of isolation protocols made it risky for him to go to a doctor’s surgery or hospital – making it impossible for him to be vaccinated.

“We were told by our own doctor it was not safe to enter GPs’ surgeries or hospitals at the time because we could be vulnerable and it would have killed us.” (Aged 19)

Another young person’s parent shared that when her child, who was severely disabled, removed his feeding tube she was told not to go to hospital to fix the issue, and to feed him another way. The parent was later referred to social care due to not using the feeding tube, and described feeling unfairly treated by having a safeguarding concern raised for this. She shared that it was later accepted by social care that she was following medical advice on this.  

“[My son] pulled his peg out and because I couldn’t take him to hospital they put a safeguarding in place even though I phoned the hospital and said he’s pulled his tube out… They said, well, there’s no point coming in because we’re in Covid. He’ll have to stay in the hospital for 10 days. And we don’t want that for you. So we just left it at that. We got him drinking. We got him eating. But then when he did go up to [institution deleted] they then put me in safeguarding because I didn’t take him to get him checked out at the hospital. But I got told not to check him out because of Covid.” (Parent of young person aged 21)

Additional visiting restrictions when admitted to hospital

Children and young people who were admitted to hospital during the pandemic described the challenges they faced due to the visiting restrictions. 

One child admitted to hospital during the pandemic for a couple of weeks, who was allowed just one visitor, described how she missed being able to see her siblings during this time when only her mum was allowed to stay with her in the hospital. She also found the whole experience of being in hospital during the pandemic “scary”.

“It was quite scary because like there would be a lot of people there dealing with things from the pandemic and dealing with things like what happened and stuff and it was quite busy, but I [was] still in the hospital and I knew I needed to go because it was very bad… It was just very different and staying in hospital for a long time seeing all like the nurses and doctors in masks and not being able to really like go home and my little brother and my sister couldn’t see me a lot because I was in hospital and stuff.” (Aged 10)

For young people who had just turned 18, the experience of being admitted to hospital in the pandemic was expressed as being made more challenging, confusing and “weird” due to the restrictions on any visitors at all, which meant their parents could not be there with them. Those interviewed referred to the confusion they faced in understanding what the doctors were saying, interpreting their treatment plans, and having to deal with their health discussions on their own. They also described how a parent had joined their health appointments before the pandemic, and how they felt rushed into behaving like an adult now, and found this distressing.

“I just turned 18 before the pandemic and I got admitted to hospital for about a week and, like, I couldn’t have any visitors. I had to deal with it all on my own… like, all the doctors and people coming in to talk to me… Before that my mum still came to my doctor’s appointments… and so that was a real sort of eye opener to ‘I can do things on my own, I’m a bit of an adult now. Wow. Everything feels a bit real’. Like, it was a really weird experience.” (Aged 22) “And all I wanted was my mum, [who] couldn’t come with me… [I was] sat in the hospital on my own because as far as the NHS and the doctors and the nurses were concerned, ‘she is an adult, she can make her own decisions’, when I didn’t understand half of what they were saying. You know, ‘you’ve got this, you’ve got that, and we need to do this and this and that and you need to go on and see this consultant, that consultant, you need to have this operation, this operation, risks are this, this and this’. And it kind of just went through one ear and out the other because I had no idea what they were even talking about, like I didn’t even know I had, I didn’t even know what a gallbladder was.”  (Aged 22)

Pangwakas na pananalita

Accounts reflect how children and young people in a variety of circumstances experienced difficulties in accessing healthcare services during the pandemic. In particular those in contact with mental health services felt they had been affected by delays and changes to the frequency of support.

Findings also highlight the impact of disruption to in-person talking therapy where children where young people found it difficult taking part in online and telephone sessions. This loss of in-person support made it harder for them to cope during the pandemic. 

For those in contact with physical healthcare services, accounts reflect how delays to healthcare, including due to pressure on the NHS and due to the fear of catching Covid-19 in healthcare settings, could lead to short- and longer-term health impacts. 

4.4 Seeking asylum

Pangkalahatang-ideya

This section explores the experiences of the pandemic among children and young people seeking asylum. We spoke to children and young people who had been in a range of circumstances in relation to seeking asylum during the pandemic. The group included both those who had been living in the UK before the pandemic and those who arrived during lockdown. Of this second group, most arrived with other family members, although our sample included some older children and young people who arrived on their own during the pandemic. Where younger children were unable to recall specific details around the process of applying for asylum, their parents provided input where possible.

We first detail the experiences of those who arrived during lockdown, highlighting feelings of isolation and fear at this time as well as specific challenges, such as delays to accessing English lessons. We also explore perceived disruptions to the asylum-seeking process and some support services that were felt to be related to the pandemic context.

Buod ng Kabanata
Arriving in the UK during the pandemic Experiences of temporary accommodation Experiences of asylum processes and support Pangwakas na pananalita	Delays to the application process Support during the pandemic

Arriving in the UK during the pandemic

The experience of moving to the UK during the pandemic was overwhelmingly described negatively, as “frightening”, “stressful”, and “lonely”, by children and young people seeking asylum, particularly by those who were held in detention centres or arrived alone (see Detention and secure settings). Children and young people felt unable to start developing their new life in the UK during the pandemic because of lockdowns and social isolation. They described this as a very lonely and difficult period for them and some described a longer-term impact on their mental health as a result. 

“I couldn’t really do normal basic stuff that I needed to do to like develop myself… So like for example like learn English, make friends, seeing new people, just like improve my language, you know, it was hard for me at the start.” (Aged 20)  “When I came it was like in the beginning or the middle of Covid-19; I had to stay I think it was 15 days alone without contact. Because I came to the UK without no one, like I was alone, I was sad because I was missing people. You feel lonely, sometimes depressed and yeah… I was scared. Yeah. You don’t know no one. You don’t know who to trust… I still feel some, you know, sad sometimes because I came to the UK without no one.” (Aged 21)

A key theme for those arriving in the UK during the pandemic was disruption to opportunities to learn English. Children and young people discussed how learning English was an extremely important part of settling into life in the UK, and those who came to the UK during the pandemic felt that the pandemic made it much harder for them to do this. Some were unable to access English lessons initially and so tried to teach themselves. Some also found that they had fewer opportunities to improve their English through informal interactions such as at school, in the shops, or socialising with friends. Those who were able to access online learning found it difficult to engage with and to understand what was going on.

“I had no English definitely, so school time is vital for me to catch up with my English and actually keep up with the people around me and like who are just born here and just know fluent English and what not… when you go to school you also have communication with other people, with friends.” (Aged 17)

One young person was unable to access any sort of education when she first arrived in the UK at the start of the pandemic and described the stress she experienced, as well as boredom.

“I didn’t have any sort of education in this country because I just have arrived at that time and I was just thinking I’d be able to register for a class. Due to the pandemic, I couldn’t do it all, I didn’t have that education… because I wasn’t able to attend classes during the pandemic time, so I got very angry and also got depressed like having a stress feeling too.” (Aged 21)

Other opportunities were also felt to be compromised by the pandemic. Some of those interviewed were frustrated that they were unable to access certain volunteering opportunities or youth groups during the pandemic. This was seen as a way to improve their English as well as to meet new people.  

“I was angry; I wanted to do volunteering… a volunteer group to set events for people and kids, couldn’t do that. It was some perfect opportunity for me to learn English as well, I couldn’t do that.” (Aged 20)

Delays to learning English also meant children and young people found it harder to understand what was going on in the news or to understand the progress with their asylum-seeking application.

“Even the news was difficult to understand, sometimes because it’s in English. I had to use Google to translate the things… to make sure that I know what’s going on because I was so isolated.” (Aged 21)

Experiences of temporary accommodation

Children and young people seeking asylum during the pandemic described varied experiences with temporary accommodation that were specific to their circumstances (for example, whether they had come with their family and whether they were placed in emergency accommodation). These included being housed in a hostel, hotel, or student accommodation, with varying levels of security and limits to movement depending on location and lockdown rules when they arrived. 

Some of those interviewed who were in temporary accommodation due to seeking asylum described their frustration over cramped living conditions, the lack of personal space, and the uncertainty they experienced around their length of stay (see also Detention and secure settings).

“I think if we knew at the start, okay, it’s going to be like this for one year, or however long, that would have been easier than just not knowing at all… We just had no control over the uncertainty. Like I remember being like, ‘just tell me the amount of time, because I can deal with it if I know how long it will be, even if it’s ages’.” (Aged 20)

Some younger children interviewed recalled sharing rooms with siblings in temporary accommodation, but did not have a clear memory of the situation and were less likely to recall direct impacts of the pandemic on their living situation. However, some of those interviewed in their late teens and twenties now, and some parents, described how delays in processing asylum claims had affected their living situation, creating an atmosphere of stress and worry.

Experiences of asylum processes and support

Below we explore how children and young people seeking asylum experienced the application process and access to support during the pandemic. 

Delays to the application process

Children and young people perceived that there were delays to the asylum-seeking process during the pandemic, which affected both those who arrived in the UK before and during the pandemic.⁴¹ While those already in the UK did not describe difficulties in accessing healthcare or education, they did perceive disruption in this area. Children and young people interviewed, or their parents, felt that it was more difficult to contact the Home Office or other organisations to get an update on their application, and that it took longer to get a response. Some children and young people felt that the process was always slow, but the pandemic delayed it further.

“I’m not sure if they [the Home Office] completely stopped working but like the response process was slowed all the way down so we weren’t hearing from them for like almost a year. Or like let’s say we had like to send a letter back to them… it will take months for them to get back to us. So Covid slowed that all the way down. I feel like even if Covid never happened, we’d probably got our papers two years before.” (Aged 21)  “It was just quiet, which is stressful for the family… It’s hard to contact them, I mean to receive any update about the communication. And I’d write to my MP… a lot of times… was not successful at all. So just wait, which is stressful.” (Parent of child aged 17)

Those who moved to the UK to seek asylum during the pandemic spoke about delays to their interviews with the Home Office and meetings with solicitors. Such delays made some children and young people worried that their application would not be accepted. Interviews and communications with the Home Office tended to be over the phone rather than in-person, which some found frustrating and disappointing.

“I was just waiting for the thing that they called the big interview, like the one that you had to meet with the staff from the Home Office to make sure that they understand what’s going on and if they accept me in the UK or not… I had to wait for the first interview, which was delayed by six months, and then I had to wait for the second one… Also, I had some meetings with my solicitor. I think those meetings also took time to get started… Feels like maybe they don’t want me here; they had to find like reasons why they’re taking so long to reply. Yeah, it was a lot of things on my mind.” (Aged 21)  “I think because of the Covid they were not giving us, like, getting an interview… it was taking so long. Even after we complained, it was just we didn’t get interviewed as soon. Even we did interview not by, like, physically; this was – everything was, like, on internet. Yes. It’s on – everything is on call, which made it more difficult and it was just disappointing after waiting for so long.” (Aged 20)

Some of those interviewed noticed that their parents were more worried or anxious during the pandemic because of the delays to their application and lack of communication from the Home Office. They described the emotional impact on them of being exposed to their parents’ worries. This reflects broader findings on how being exposed to adult stress could make the pandemic additionally challenging for some children and young people. 

“My mum was the one that went through a lot of, like, mental health issues like depression and anxiety… she’s a single mother as well… The process obviously slowed down, so it was just when is it gonna happen? We were waiting already and then we had to wait even longer because Covid came. She would be like, ‘oh, help me check my email. Have they said anything?’ So she was always kind of worried about it [the application process] in a way.” (Aged 21)  “The asylum process impacted my mum a lot because I remember when she’ll be crying because she didn’t know what the response was going to be from the lawyer, she would be upset… You’d just see her crying, like [she was] a single mum of five. So yes, it really impacted my mum negatively. And that also had an impact on me as well because every time I see my mum crying, I’ll start crying as well.” (Aged 19)

However, in some cases the delays were described as having some positive aspects for children and young people and their parents. One young person said the delays meant there was more time for her mum to gather evidence to improve their application. One parent liked that she was able to have “a break” during the pandemic due to not having to “report” (attend regular meetings with their caseworker) as often.

It is interesting to note that some children and young people were conscious of media coverage in relation to asylum seekers during this time. Some of those interviewed who were in their teens during the pandemic perceived negative messages in the news around asylum seekers getting worse during the pandemic period. As a result, they described feeling more fearful and worried that they could be deported. Those living in the UK prior to the pandemic typically described having had an underlying fear that this could happen. However, some believed this was heightened during the pandemic period both through the media and within asylum-seeking communities. For example, one young person noticed more articles in the media about asylum seekers being deported after their application was refused. 

“You would just see in the media or you would see someone’s case or a situation that was happening… My mum would ask me to translate an article where there’s like 500 people waiting to be deported because the Home Office don’t know what to do with them or like there’s a high chance that your application can get refused… It was just always that fear of the unknown… articles and stuff were [from] online people [who] would forward them to my mum and I think she was like in a couple of group chats.” (Aged 21)  “There was a lot of news that asylum [seekers] were going to be sent back to their own countries or a different country. I think that was a negative thing about that because it was quite scary… we’re coming for refugee status and to feel safe; it’s important to not spread that fear that we’re going to be sent back.” (Aged 18)

Support during the pandemic

Charities were mentioned as sources of great support for children and young people seeking asylum and their families, organising online calls for asylum seeker groups to keep in touch, activities to help home learning, and food supplies. One young person mentioned that a charity also helped in providing advice on applications and reassurance for those concerned about media reports on deportation.

“So [the charity] would put on these things just so that women could like feel like they were still there together. I think maybe it was even twice a week just so that people could come together, get help from each other… I remember like my mum would be in the kitchen cooking and she’ll just have her phone in one corner [and] would probably be singing, just talking to each other… They actually did things online for kids, especially at young kids to keep them engaged whilst they’re at home… They’d give out food as well, so that people struggling during that week have supplies to take home.” (Aged 21)

The few who were interviewed who arrived alone in the UK during the pandemic spoke about receiving individual support, from a key worker as well as a mental health professional in one case. This support was felt to be important from a practical perspective in helping progress their application, providing advice, and booking appointments, and that for those in detention settings it was some of their only social contact. 

“[My key worker] was the one who was responsible [for] bring[ing] food and things that I needed and for other people like all the organisations [such as children’s social care].” (Aged 21) “The best support at that time [was] my supporter. Because at that time, one of my supporters speaks my language. I asked her everything. Yes. Most of the support came from her… [she would] book me doctor appointments, dentists, and everything like that.” (Aged 20)

Some children and young people seeking asylum described the support they received from their schools to enable them to do online learning, such as being sent laptops and Wi-Fi dongles. 

One young person also described receiving support from her housing association, who provided additional financial support and transport to medical appointments for her family.

“During Covid, we were still financially dependent on the housing association… When Covid had been announced, they gave us an emergency payment of like 100 pounds… We also had to go to [city] twice… to go and see a doctor there… someone from [the housing association] picked us up and they provided us with transportation.” (Aged 21)

However, those interviewed also described support services being limited during the pandemic. As well as delays to accessing English-language classes, some children and young people and their families who relied on libraries to access laptops and printers were affected by the closure of libraries. This could further delay asylum applications due to not being able to print out certain forms or access documents online.

“Let’s say the lawyer told my mum ‘you need to print this out and then come and give it to me in my office’. She wasn’t really able to do that because we didn’t really have a laptop at home. So we would usually go to the library to go do this. But we weren’t really allowed to go out. So it was like, oh, what am I supposed to do?” (Aged 19)

Pangwakas na pananalita

Accounts of seeking asylum during the pandemic highlight the feelings of uncertainty experienced by children and young people during this time, including worry about perceived delays and difficulties in receiving information on their application. Although it is difficult to pinpoint to the extent to which these were due to the pandemic, these findings reflect the challenges of not knowing what the outcome of a process would be while also dealing with the uncertainties of the pandemic.

For those who moved to the UK during the pandemic, these findings also reveal difficulties starting a life in the UK, including as a result of disruption to opportunities to learn English and difficulties accessing education.

4.5 The criminal justice system

Pangkalahatang-ideya

We spoke to children and young people who had been in contact with the criminal justice system (CJS) in a range of ways during the pandemic. Those interviewed were victims and witnesses of crimes, as well as defendants. Some children and young people had contact with the CJS due to an incident that had taken place prior to the pandemic or an ongoing issue, whilst others had contact due to incidents that took place during the pandemic.      

In this section, we explore experiences of contact with the police and of court hearings. It should be noted that those interviewed were often unsure whether their experience of the CJS at this time was impacted by the pandemic as they had no prior experience to compare it with. Some also had limited recall of the timing of events or were reluctant to discuss these in detail. However, there was a perception that court proceedings were delayed due to the pandemic.

Buod ng Kabanata
Reasons for contact with the CJS Experiences of contact with the CJS Pangwakas na pananalita	Experiences of contact with the police Experiences of delays to court hearings

Reasons for contact with the CJS

Some children and young people had experienced abuse where a parent or carer had caused harm to them and/or other family members. In this case, their contact with the CJS involved being a victim or a witness, or both. Some of these cases were linked to abuse that started prior to the pandemic but accounts suggest they may have been exacerbated or resumed due to the circumstances of being in lockdown. For example, one child described how a parent with a no-contact order made unwanted contact during this time.

“That’s when [my father] started [visiting our home despite having a no-contact order] again. Because I think, you know, he knows he was bored during lockdown, obviously. He thought let’s give us a bit of entertainment. So, yes, it all started. It started back up. Because before that I hadn’t even spoken to him since I was, like, five.” (Aged 16)

Some children and young people interviewed reported that they were victims in a range of crimes during the pandemic, including having a mobile phone stolen while being outside in a park, being assaulted, being stalked (which took place prior to the pandemic but court proceedings were due to happen during the pandemic), and being racially abused via anonymous phone calls.

“I just got like a phone call by some random numbers, like threatening to attack me and call me a [racial slur]… they were belling me up like a lot… telling me they’re gonna attack me, assault me, call me a [racial slur], and I just was like, what the ****, who is this? So then I ended up, I didn’t actually want to contact the police [in case they took my phone]; I wanted to find out who it was and then I needed to make some sort of report to do that.” (Aged 20)

Some were witnesses to crimes and had contact with the CJS when asked to make a statement or called to appear in court.

“So a week, two weeks before Covid, my friend was sexually assaulted on a night out. So obviously that immediate evening we went to the police and I was a witness. So we did witness statements. [The perpetrator] was immediately arrested two weeks later. It’s obvious. Obviously [he] kind of got bailed and it was like due to go to court. My father was actually involved in the police anyway, so I knew kind of how the system ran. I knew it would all be impacted by Covid [i.e. deprioritised]. The nature of assault, it was pretty low level. I knew it was never going to be quick.” (Aged 22)

One young person experienced being arrested during the pandemic because of breaking lockdown restrictions. He described being stopped by police in a skate park (this had been fenced off during lockdown, but the fences had been taken down by some of the skaters) and feeling shocked that this incident resulted in him appearing in court.

“My mum had told me this – that I was one of the only people in the UK period to be taken to court over breaking Covid laws, which I had no idea about. And I’m sitting there being like, what am I doing here? Like, I’ve done nothing… They’re having this whole court hearing about me all for it to be dismissed. Because in reality everyone knew fine, right, that it wasn’t going to be amounting to anything.” (Aged 20)

Note that some of those interviewed who were in contact with the CJS received support from social workers (see Children’s social care). 

Experiences of contact with the CJS

Below we detail children and young people’s experiences of contact with the police during the pandemic before exploring experiences of perceived delays to court hearings. 

Experiences of contact with the police

Children and young people reported a range of experiences of interacting with the police during the pandemic. Some felt that early in the pandemic the police were less busy and had more time to deal with issues than previously, but thought that this changed as police spent more time enforcing restrictions. Some felt that police resources were stretched during the pandemic and that this impacted the speed at which their case progressed.

“So the starting process… everything was like a ghost town at that point. It was literally so empty. So I think that that was when it was a lot easier for people to get in [to the CJS] and that’s why everything moved so quickly. I think throughout Covid, as you look through the timeline, as everything got a bit more relaxed but then heightened again everything was kind of few and far between and all the resources were just dispersed everywhere. And that’s when everything started slowing down.” (Aged 19)  “We were just sitting waiting for the police my whole birthday and it just took, like – it was like the end of the evening they finally turned up. But obviously they’re busy… because in lockdown, like, domestic abuse and all of that was going up.” (Aged 16)  “With it being during Covid, I think that resources were heavily reduced. And that went for all public sectors. But the police itself, their systems are already quite backwards. They’re quite failed. But during that time everything was quite slow… communication-wise there wasn’t much going on. And so I didn’t really know about what was going on with my case and it took a lot longer than it should have, realistically.” (Aged 19)

Interactions with the police happened both at home and at the police station during the pandemic. Children and young people were unsure whether home visits were conducted due to the pandemic context. Those interviewed were sometimes confused about the specific timing of these events and the link to restrictions. 

Experience of delays to court hearings

Some children and young people experienced delays to court hearings that they attributed to the pandemic. This was frustrating and caused feelings of anxiety for some.

“It was supposed to be a court case I think in 2020. It was supposed to be in July… but then they couldn’t really go forward and it just kept getting pushed… The court date was constantly pushed back because even after Covid interpreters were, like, not available.” (Aged 18)  “Going to court and everything: that took longer because of the pandemic.” (Aged 15)  “So this whole process has been extended not just from Covid but obviously then just new things coming in and they want to investigate that to the full so they can get as much of a charge and sentences as they can so that [my dad is] away for longer. But obviously a good chunk of that was because of delays with Covid and they’re still working through that backlog, as they’ve said to me.” (Aged 21)  “Covid did take an effect in terms of it delaying [the hearing] by over a year and a half really and kind of little things like that, the court proceedings and just things like that; it all just would have been a lot more quicker and more efficient if Covid wasn’t around… I appreciate the nature of the criminal justice system, it’s not super quick by the scale of it, but definitely a year and a half.” (Aged 22)

One young person who had reported a stalker to the police prior to the pandemic found the court delays particularly challenging as she felt she was in significant potential danger.

“He ended up getting arrested, I think for like harassment and a couple of other charges, which was kind of a few months before Covid happened. Obviously he kind of got released… he was meant to get given a court date and that kind of thing, but then that just kind of all like went out the window as soon as Covid like started and lockdown happened… the fact that it did get pushed back so much made me feel like I was in a lot more danger for a long time… violent threats from him for such a long time.” (Aged 22)

Pangwakas na pananalita

Children and young people’s accounts of being in touch with the CJS during the pandemic for a range of reasons highlight feelings of confusion and uncertainty about what was going on and perceptions of delays to court hearings. These experiences reflect how feeling unsure and worried about a process or outcome could be compounded by the uncertainty created by the pandemic itself. 

4.6 Detention and secure settings

Pangkalahatang-ideya

This section explores the experiences of children and young people who were in a detention setting or secure facility during the pandemic. Those interviewed were in a range of secure settings for varied reasons. These settings included Young Offender Institutions (YOIs), secure children’s homes, secure mental health units, and asylum detention.

It should be noted that as those interviewed largely entered secure settings for the first time during the pandemic period of 2020‒21, they typically did not have a direct comparison against which to judge their experience. However, they did share their perceptions of where they felt their experience had been affected by the pandemic context.

Buod ng Kabanata
Feelings of increased isolation in secure settings Perceived impact of the pandemic in secure settings Catching Covid-19 and self-isolation Pangwakas na pananalita	Experiences with staff Experiences of increased visiting restrictions Impact on education and learning

Feelings of increased isolation in secure settings

A consistent theme in how children and young people in secure settings and contexts experienced the pandemic was a feeling of being especially and excessively isolated from others, including those within their setting, family and friends, as well as reduced opportunities for activity and exercise.  

These feelings appeared to be the result of additional restrictions, such as on leaving their confined settings and visits from loved ones, and quarantine measures to reduce the risk of Covid-19 spreading. Children and young people in secure settings described having to follow the Covid-19 guidance especially strictly or being allowed out of their rooms for much shorter periods than at other times. The impact of these restrictions, and the reasons children and young people perceived additional restrictions to be in place, including the timing of lockdowns, the rules of specific settings, and more limited staff availability, are described below.

“[I had] half an hour of fresh air every day and the rest [of the time] I was just in my room, because I couldn’t come out… I think just at least give me some, just some more time outside, for fresh air instead of just half an hour. Obviously, I get you’ve got to keep everyone safe and that but if I don’t have Covid at the end of the day, what’s the real issue [you are solving] I would think?” (Aged 17, in a secure children’s home during the pandemic)

Feelings of increased isolation were felt to contribute to children and young people’s sense of frustration and loneliness. Some described themselves as active, sociable people feeling “helpless” in confinement, which was made worse in the Covid-19 context. This was particularly the case when the situation was felt to be unjust or unnecessary and to limit their opportunities and enjoyment of life. For example, a young person seeking asylum was angry about feeling that her life was on hold because of rules she felt were “unnecessary”. Another young person in an asylum detention setting described how he believed his extended period of isolation contributed to him developing depression and physical symptoms.

“I was never a home person, like I never wanted to stay home or like just stay inside because I liked going out, go on walks, go shopping, do anything, anything outside the house, just stay active, but I felt isolated, especially when I had Covid as well, like you’d just be like, you were left alone in there… My whole life was on pause, like it was my time, days to learn English, to do this, to do that, to make new friends, to meet new people; it stopped everything, like I couldn’t do absolutely nothing.” (Aged 20, in an asylum detention setting during the pandemic) “When I was in [location deleted] I got depression. I contacted many organisations to help me. After a few months, I went to a GP and told my doctor, please find for me mental health support because at that time, I couldn’t sleep for a couple of nights, for five, six nights, I was still up at that time. My hand was shaking and my legs… it was not too useful… I got to see one doctor… they didn’t prescribe anything.” (Aged 20, in an asylum detention setting during the pandemic – a different individual from the quotation above)

Perceived impact of the pandemic in secure settings

Below we detail perceptions of how the pandemic context affected the reported availability and behaviour of staff in the secure settings that children and young people were in during the pandemic, as well as the ability of loved ones to visit. We also outline ways in which this was felt to negatively affect their experiences and the quality of their rehabilitation.

Experiences with staff

Some recalled issues with staff availability and levels of professionalism in their secure settings. They described a range of negative knock-on effects on their experiences from these issues. They often felt they were made worse by the pandemic and lockdown context.

Some of those interviewed described how the pandemic led to them being supervised by smaller numbers of non-specialist staff, due to layoffs and resignations. For example, one young person in a YOI setting from 2021 to 2023 described that the time he was allowed out of his cell or to exercise was reduced. From his perspective, this was due to staff “taking advantage” of the Covid-19 context to take time off work. He said he could only spend an hour outside his cell per day and exercise once a week, which he felt had a detrimental effect on his mental health and made him feel unable to get the support he needed. Prior to the Covid-19 pandemic, young people in YOIs in the England and Wales were typically allowed at least one hour of outdoor exercise per day based on minimum standards, although in practice allowances could vary.⁴²

“I’d just come out of general hospital admission anyway from asthma for seven days, so then I think it was about two weeks later I was taken into [the private mental health facility], and at that point it was complete lockdown, like that was when it was all really like strict… I don’t think I saw anyone… only the healthcare assistants and the support workers and nurses were allowed to be in the building… it was really hard to get any kind of therapeutic input… [It affected my recovery] a hundred percent… it got to the point where I was like ‘I can’t stay here any longer because I’m going mad, like it’s actually making things worse’.” (Aged 22, in a mental health facility during the pandemic)

Another young person described observing and experiencing troubling instances of mistreatment of patients at her mental health facility and speculated that this could have been due to a lack of sufficient oversight during the pandemic. This included observing an excessive use of force on an elderly patient and being given an opportunity to leave the facility in exchange for not complaining. She reported all these instances, and believed they were due to the institution having a lack of oversight and relying on agency staff.

“I got transferred to a closed hospital… considering those places are meant to be rehabilitation places, I think… there was no focus on regulations… obviously [the staff] must have been qualified, but I think that because there wasn’t, again, you know, the eyes on them, which is normally the like [Care Quality Commission] and whatnot. And they got away with a lot of things that they shouldn’t of. And the treatment… the treatment that they were treating patients was… not great at all. [The person whose behaviour I felt was inappropriate] didn’t seem like permanent staff.” (Aged 22, in a mental health facility during the pandemic)

Experiences of increased visiting restrictions

Those interviewed felt that increased restrictions on contact and visiting during the pandemic made their experiences more difficult than they would have been otherwise. This reflects the stories shared more widely across interviews where children and young people struggled when contact with loved ones was reduced. 

Those in secure mental health facilities described feeling especially isolated from family members and believed this was exacerbated by pandemic restrictions. One child described how her experiences at this time had made her feel more antisocial and worried following the pandemic. Restrictions in her facility meant that family members could not visit her bedroom. Feeling alone and unsupervised for the first time made it harder for her to keep her room tidy, and she felt a lack of control in her life as a result. She discussed how she felt too nervous to ask for help from staff who wore Personal Protective Equipment (PPE) and therefore seemed unapproachable.

“I missed my nana a lot… I was kind of just launched into this year of independence where my parents weren’t even allowed in the bedroom… One example is, like I got a bunch of flowers and I put them in a cup and I put water in them… and they died really quickly and I had no idea why. It was because they’d used all the water… it was more scary because all the people were in like PPE kit. You couldn’t see who they were… it was quite disconnecting really.” (Aged 15, in a mental health facility during the pandemic)

Another young person who voluntarily admitted herself to a mental health facility was particularly upset and surprised that she was not allowed to see her baby daughter during this time.

“I couldn’t see my daughter, I couldn’t see anyone.” (Aged 22, in a mental health facility during the pandemic)

One young person with inpatient experience prior to and during the pandemic described how movement and visiting restrictions were more limited across both lockdowns in 2020. With limited opportunities for contact with family members, this made it harder for him to understand why he was in the facility, and to get the support he needed from advocacy services, which he felt affected his speed of recovery.

“When I was in hospital before Covid… everyone was able to go on the grounds… If they had Section 17 leave43, they could go off the grounds. All of that stopped in Covid, like you couldn’t leave, I think for at least three months… [There was]… no outside contact… I was using Skype and like Zoom on my phone, and messaging [family] every day and calling them. But they couldn’t actually come though because at the time it was strict… and there [were] police at the end of the road asking people where they were going.” (Aged 22, in a mental health facility during the pandemic)

Those in other secure settings also discussed the emotional impact of additional visiting restrictions. Some children in secure children’s homes described missing seeing family members for longer periods of time and developing worries about socialising as a result. Others described the number of visits allowed being reduced during the pandemic and how the contact they could have with family members depended on which staff were on shift at the time.

“It was like a thing where I didn’t get to see [my mum] for a long, long time. And then when I did get to see her in the end, it was like I wasn’t allowed to hug her. I had to just see her from a distance and then say goodbye… where we [were] located was literally in the middle of nowhere. I think that’s what made everyone feel a certain way. We [were] locked inside a house basically… I think it was impacting a lot of everyone’s mental health in there… as soon as I started getting back out, I started getting really, really bad anxiety… I’m still getting tested for it, but it’s a massive waiting list. So it’s going to take a long, long time… [I still get] panic attacks.” (Aged 17, in a secure children’s home during the pandemic)

One young person in a YOI also shared his frustration with existing visitor restrictions being made stricter, contributing to increased feelings of stress. This was said to add to feelings of frustration about limited existing allowances around contact such as phone calls. 

“I would say that [I was frustrated] because [I couldn’t see] family members and just… it just was out of the ordinary, family, also, like, having visits was, like, limited as well… I’m a person who likes to do things so if I can’t do things that, kind of, stresses me out… they should have upped how much [family] were able to call. Like I said, you were only allowed one hour call a day.” (Aged 20, in a YOI during the pandemic)

Impact on education and learning

Children and young people in secure settings described how the pandemic context affected the education they received. This was particularly the case for those in secure children’s homes and secure units. Those interviewed recognised that they were being educated differently from their peers in mainstream settings but experiences of this were mixed.

Some of those interviewed described reduced schoolwork and enjoying no one checking up on them, while recognising potentially negative longer-term effects of this. 

“At the time I was in a secure unit school thing, obviously no one could attend the school… And I don’t think anyone really generally got like the schooling that they needed because everyone was just more than mucking around because [they were] at home… we were getting written work and stuff in our rooms to do. Nobody [did] it, but you know, it was just, it was just to say that we’ve got it.” (Aged 17, in a secure children’s home/secure unit during the pandemic) “But education stopped while Covid was going on. They [did] things like more enrichment activities, so things like more board games, things like building, crafts, that kind of thing, rather than the academic just because all schools got laid off including this one, really…. It’s better, isn’t it, when you’re doing less work, so it was all right for us. We all enjoyed it, really.” (Aged 17, in a secure children’s home during the pandemic)

In contrast, one child in a secure unit described her education becoming more enjoyable over this time. Her workload got easier and she liked learning with others in her unit and receiving more support than she had previously. It is unclear whether this experience was different from how it would otherwise have been because of the pandemic context.

“Our forms would be in their own little bubble. So when we’d switch classes, it’d just be like our form basically. And it was quite easy because the work wasn’t as tough as a mainstream school. There was like its own like help and support, which I got a lot of, which was absolutely brilliant. And yes, there was just a lot of support, which I really liked about it.” (Aged 16, in a secure unit during the pandemic)

Catching Covid-19 and self-isolation

Children and young people in secure settings felt that specific rules applicable after contracting Covid-19 and relating to quarantine were particularly isolating and punitive. Those interviewed in a range of secure settings, including YOIs and secure children’s homes, described the experience of additional seclusion felt by being made to isolate for ten days without contact. This was either in relation to contracting Covid-19, or a precautionary quarantine measure taken on arrival in periods of increased spread of the virus, for example in autumn 2020. One person who stayed on in a secure setting past 2021 described this as being reduced to three days of isolation by 2022. 

One young person described being aware of how, in a mental health facility specifically, the experience of being confined to their rooms could severely exacerbate some patients’ existing conditions, for example for those dealing with psychosis or bipolar disorder.

“If you had Covid, you had to isolate in your room. For people with mental health, it’s basically torture. That’s what the regulations were… To be there for seven days straight with bipolar is undoable, so they were trying to escape.” (Aged 22, in a mental health facility during the pandemic)

Those interviewed also described heightened fear of catching Covid-19 in secure settings. This included worries about shared spaces and feeling that facilities such as showers were unclean and could easily transmit germs. This was particularly the case in cramped conditions. One young person sharing one room of a hotel with three others while being processed for asylum discussed how he constantly worried about catching Covid-19 again and described having nowhere to go to self-isolate.

“Even after Covid hit me and after I recovered, like I was still sharing a room with three people so I would never know when I had Covid or not… everything you touched we would have to think about it, like, but yes, like, ‘oh did I touch this, did I not, did I do this?’, you know, you would overthink everything.” (Aged 20, in an asylum detention setting during the pandemic)

Pangwakas na pananalita

Accounts from children and young people in detention settings during the pandemic highlight their heightened feelings of isolation and exclusion during this period due to experience of increased restrictions, including quarantine measures, confinement and reduced contact with family and friends. The accounts also highlight a perceived reduction on the availability and professionalism of staff due to the pandemic, and resulting disruption that was felt by some make their recovery and reintegration more challenging.

5. Conclusions

This report has explored the diverse experiences of children and young people throughout the pandemic, identifying common themes alongside distinct differences. The findings highlight the wide variety of pandemic experiences and perspectives among children and young people. Through capturing individual voices and stories, it emphasises the importance of recognising children’s unique experiences as distinct from adults, and cautions against broad generalisations.

The report has discussed the range of specific circumstances that contributed to especially challenging or more positive experiences. As has been seen, it was uncommon for accounts from those interviewed to be wholeheartedly positive or negative. While children and young people described challenges they faced, they also felt there were positive aspects to the experience or at least things that made it easier to cope. Drawing on these, our analysis has identified a number of factors that made the pandemic particularly hard for some as well as the factors that helped children and young people to cope during this time. 

Factors that made the pandemic harder for children and young people, and affected their wellbeing during this time, were: living with tension at home, experiencing a weight of responsibility for others in the family, lacking resources such as space and consistent access to the internet, experiencing feelings of heightened fear, being affected by heightened restrictions and experiencing bereavement. Disruption to formal support that children and young people had relied on pre-pandemic also made the pandemic harder for some. 

Factors that helped children and young people to cope, and in some cases to thrive during the pandemic were: having supportive relationships with family or friends, finding ways to support their wellbeing, doing something rewarding and being able to continue learning. 

In planning for the future, it will be important to consider where support and resources could be put in place to protect those most affected by the ‘risk factors’ described, as well as to promote the benefits of and facilitate access to the factors that made the experience less harmful or more positive.

Factors that made the pandemic harder for some children and young people

Tensyon sa bahay made the pandemic hard for some children and young people. In some cases this pre-dated the pandemic and was exacerbated by lockdown, while in other cases tensions arose when everyone was stuck at home together, particularly where living space felt cramped. Experiences of this could be extremely varied. While some experienced occasional friction, others lived in households where conflict or emotional strain was ongoing or escalated. Children and young people described the impact of arguing with or feeling uncomfortable with their siblings or parents or witnessing tension between adults in the household. These tensions meant that for some home was not experienced as a safe or supportive place to be during the pandemic, which in itself was an important factor in being able to cope with lockdown.

Ang bigat ng responsibilidad: Some children and young people took on responsibilities at home during the pandemic. As well as carrying the load of practical tasks that needed to be done, such as looking after someone who was ill, taking care of siblings, or sanitising shopping for someone who was clinically vulnerable, some also felt the emotional weight of supporting their family through this time, particularly where people outside of the household could not come and help. Some children and young people were also affected by an awareness of difficulties the adults were going through, including worsening mental health, worries about finances and experiences of bereavement. This exposure to adult responsibility and stress meant that some children and young people “grew up fast” during the pandemic.

Kakulangan ng mga mapagkukunan: A lack of external resources made the pandemic harder to cope with for some children and young people from families with limited financial resources. Living in overcrowded accommodation created tension from feeling “on top of each other” and made it harder to cope with Covid-19 in the household or to protect clinically vulnerable family members, as well as making it difficult to find the space to do schoolwork. Not having consistent access to Wi-Fi or devices also made home learning harder, as well as limiting opportunities to connect with others, relax or learn new things online. While children and young people without outside space did not largely raise this as an issue, those with a garden described ways to boost wellbeing and have fun that those without a garden would not have been able to benefit from.

Tumaas na takot: Physically disabled children and young people and those with health conditions, and those who were clinically vulnerable themselves or in clinically vulnerable families, described their feelings of uncertainty, fear and anxiety about the risk of catching Covid-19 and the serious – and in some cases life-threatening – implications this could have for them or their loved ones. Children and young people in secure settings also felt vulnerable and afraid of catching Covid-19 when sharing common spaces with other people during the pandemic. Experiencing bereavement during the pandemic could also lead to feelings of heightened fear.

Pinataas na mga paghihigpit: Some children and young people were affected by experiencing restrictions differently from and more intensely than other people due to their circumstances. For some this was due to having a health condition or being physically disabled, being clinically vulnerable themselves, or in a clinically vulnerable family. For some this was due to being in a secure setting or specific care setting and feeling that they had to follow rules more strictly than others. Being affected by additional restrictions was particularly emotionally challenging when restrictions eased for others, and those who were clinically vulnerable themselves or in clinically vulnerable families described feeling excluded and “forgotten” when society and school opened up for other people.  

Pagkagambala sa suporta: Some children and young people were affected by disruption to formal support and healthcare services, particularly mental health services, during the pandemic, as well as losing school as a source of support or escape from any difficulties at home. While some adapted to the loss of in-person contact, others found phone and online contact difficult to engage with and felt less well supported. These differences reflect how individual preferences, needs, and usage shaped whether remote forms of support felt accessible or alienating. Those interviewed also described experiencing delays and inconsistency in the frequency and quality of support and thinking that the services they relied on were under pressure. This disruption could make it harder to cope with the pandemic for those already in challenging circumstances.

Nakakaranas ng pangungulila: Those who were bereaved during the pandemic experienced particular difficulties where pandemic restrictions prevented them from seeing loved ones before they died, stopped them from mourning as they would have in normal times, or made it harder to see family and friends and feel supported in their grief. Some described weighing up the guilt and fear of breaking rules in order to see a loved one before they died, versus the guilt of not seeing them and fearing that they might die alone. Some of those who had a loved one who died due to Covid-19 described the additional shock of their death happening so fast, making them fearful for themselves and others. 

Compound impact: In some cases, being affected by a combination of these factors aggravated the impact of the pandemic for children and young people who experienced multiple challenges simultaneously. The difficulties they faced could also be compounded by the interaction of these factors, such as disruption to support when experiencing new or increased challenges at home. In some cases their experience of the pandemic was overwhelmingly negative and having supportive relationships to draw on and ways to look after their own wellbeing was particularly important. This experience of compound negative factors may be reflected in other data showing that the pandemic widened inequalities.

Other challenging aspects of the pandemic

Beyond this, the sudden move to lockdown affected wellbeing in a number of ways: children and young people described feeling confused, worried, bored and lonely. Not being able to see friends and classmates could come as a shock and this research highlights how important school is for social contact, not only learning. 

Lockdown also meant adapting to new ways of learning and children and young people’s accounts illustrate the sheer variety of learning approaches used by schools across this period. Adapting to these new approaches, particularly learning from home, unstructured school days, online lessons, and reduced teacher support and guidance, could affect motivation, academic progress and wellbeing. 

Some of those interviewed with SEN or who were physically disabled found learning during the pandemic particularly challenging. This research highlights specific difficulties faced during the pandemic around the loss of learning support and reliance on parents as a result, heightened experiences of the challenges faced by their peers, and unique difficulties for some when learning from home, including around comprehension, information processing and understanding social cues. 

Some of those interviewed expressed feelings of anger and frustration about their experiences of disrupted education, including exams. In some cases young people described feeling less inclined or able to go to university due not only to lower grades than expected but also to feeling less engaged in learning as a result of the pandemic.

In addition to their learning being affected, some children and young people felt that the pandemic stalled their progress in other areas of life. This included making progress in a sport, working and having an independent social life. 

Some felt that the pandemic affected them particularly acutely because of milestones they were set to mark during this time. These included transitioning from primary to secondary school, from school to a different sixth form or college, and from sixth form or college to university. Some who missed out on starting work when they turned 16, learning to drive when they turned 17, or celebrating when they turned 18 also felt that they had been unfairly deprived of opportunities and rites of passage.

As well as the loss of social contact through school, some children and young people missed seeing others through organised activities and team sports, underlining the importance of these environments for social interaction. This lack of social contact meant that some felt less confident to interact with others after lockdown, and some described experiencing feelings of anxiety around being with other people again. 

Missing family members when movement between households was restricted could also be challenging. This affected those with separated parents, those in care who could not see their birth family, and those with a parent in a detention setting. Children and young people who were close to extended family members were also affected by this.

Children and young people described their wellbeing being affected by all of the factors and challenges above. Across interviews, accounts reflected a spectrum of experiences in relation to the impact of the pandemic on mental health and wellbeing. This included those who felt they coped well during the pandemic despite the challenges. For some, fear and worry led to feelings of anxiety. Some also struggled with a lack of routine and a loss of motivation during the “empty time” of lockdown. Interviews with those who were already receiving support from mental health services or sought this when struggling during the pandemic, highlighted difficulties faced during this time including depression, anxiety, self-harm and suicidal ideation. The breadth of response also highlights the diversity of existing mental health needs, new challenges faced and different ways of coping among children and young people

In addition, the amount of time spent online during the pandemic, although valuable in many ways, did put children and young people at risk of experiencing online harm, from exposure to misinformation, contact with strangers, and negative experiences of social media. While none of these online risks are confined to the pandemic, responses suggest that some children and young people may have felt particularly vulnerable to making contact with strangers and feeling upset by social media given the isolation of lockdown. 

Some also experienced difficulties in managing their time online, given the circumstances of lockdown. This could affect concentration and capacity to study when children and young people returned to school, as well as affecting their sleep patterns at the time.

In addition to disruption to sleep, some missed exercise and active play and felt their physical health was affected by the pandemic. Some also struggled to eat healthily, particularly without a routine during lockdown. However, it should be noted that some children and young people did find new ways to be active and felt their eating habits were unchanged or improved during lockdown. 

Experiences of catching Covid-19 varied but it is worth noting that the emotional impact of worrying about the consequences as well as trying to self-isolate could feel more severe than the physical symptoms.

However, those who developed Covid-related post-viral conditions shared a wide spectrum of health experiences as a result of these. Health experiences varied in terms of the symptoms described, the severity of symptoms and how long they lasted, and the degree to which they affected the day-to-day lives of children and young people. It is important to note that for some the effects are still felt, impacting day-to-day life as well as future opportunities.

Experiencing challenges during the pandemic could lead to feelings of anger and injustice. Continuing to feel restricted while the rest of society opened up was particularly difficult, leading to feelings of being forgotten and unfairly excluded. Some children and young people shared feelings of anger in relation to their own experiences of loss due to the pandemic, which could relate to the loss of a loved one or loss of milestones and opportunities. These included anger at others in society, including “Covid deniers”, “anti-vaxxers” and those breaking lockdown rules, as well as anger at the government for both the way decisions were made and communicated, and for their reported rule-breaking during the pandemic. More widely, children and young people expressed a range of views in relation to the handling of the pandemic by those in authority.

This research also captured children and young people’s experiences of specific systems and services during the pandemic, including healthcare services, children’s social care and the criminal justice system, as well as experiences of being in different secure settings and seeking asylum. Accounts reflect a range of experiences but highlight a common theme of uncertainty and inconsistency during this time. Even though these feelings might have been experienced in normal times, they could be compounded by the general sense of uncertainty and confusion around the pandemic.

Factors that helped children and young people to cope

Given all of the challenges detailed above, it is important to consider the factors that made it easier for children and young people to cope during the pandemic, deal with changes and challenges, and even thrive during this time. In planning for the future, it will be important to consider where support and resources could be put in place to promote the benefits of and facilitate access to the factors that made the experience less harmful or more positive.

Mga sumusuportang relasyon: Children and young people of all ages described how friends, family and wider communities helped them get through the pandemic. For some this meant having friends and family on hand – or online – to combat the boredom and isolation of lockdown. Some became part of new communities online during the pandemic and found these valuable. In some cases, friends and family provided invaluable support when children and young people were struggling. Having a safe and supportive family environment was an important factor in creating positive experiences during the pandemic.

Paghahanap ng mga paraan upang suportahan ang kagalingan: Children and young people of all ages described things they did at home during the pandemic to consciously protect their wellbeing and feel better when they were struggling. From getting fresh air and exercise, to spending time with pets, to watching or reading something escapist, having the capacity to do something positive or comforting for themselves was hugely important for children and young people during the pandemic. Some also found that putting in place a routine could help them to stave off boredom and lethargy. 

Gumagawa ng isang bagay na kapakipakinabang: Ang kakayahang gumawa ng isang bagay na kapaki-pakinabang sa panahon ng pandemya – kung minsan ay hindi inaasahan – ay nakatulong sa mga bata at kabataan na makayanan ang pagkabagot, alisin sa kanilang isipan ang mga alalahanin, at maging mas motibasyon sa panahon ng tinatawag na “empty time” ng lockdown. Kabilang dito ang pagbuo ng mga umiiral na kasanayan at interes at pagtuklas ng mga bagong hilig at talento. Maaari rin itong magkaroon ng kapana-panabik na mga kahihinatnan kung saan ang paghahanap ng isang bagay na gagawin ay nagbibigay ng inspirasyon sa mga bagong libangan o nagbubukas ng mga direksyon sa akademiko o karera sa hinaharap. 

Kakayahang magpatuloy sa pag-aaral: Children and young people described how if they were able to carry on learning during the pandemic, in spite of the widespread disruption to education and the challenges of remote learning, this allowed them to feel positive and that they could achieve what they wanted to in school, work and life. This could be due to receiving the help they needed from parents or teaching staff, being able to go to school while others were at home (for vulnerable children and children of key workers), or enjoying a more flexible and independent approach to learning. Successful remote learning was also supported by having access to appropriate devices for learning and in some cases by following a routine at home. Alongside the disruption, some children and young people highlighted aspects of learning in this period that they enjoyed or had carried forward. 

It is important to note that many of these factors were underpinned by spending time online – from contact with friends, to playing games, to learning new things from online tutorials. Despite the difficulties that some had in managing the amount of time they spent online, and the risk of exposure to online harm, being online could be a valuable source of social contact, comfort, escapism and inspiration for children and young people during the pandemic.

Some of those young people interviewed who are adults now, looked back on the pandemic and felt that there were positive aspects to going through this. For some, this meant being thankful for what they have in life, given what was taken away during the pandemic. For some, this was about benefitting from a period in their life when they had time to reflect on who they were and what mattered to them. Some of those who had faced specific challenges during the pandemic felt they had grown through adversity during a tough time, and now felt more resilient for the future as a result.  

Life-changing impacts

Finally, this research highlights that the pandemic has had enduring impacts for children and young people in a range of circumstances. Some of those with a post-viral condition have faced not only long-term effects of the condition itself but also negative impacts on their education and opportunities. Some children and young people who are clinically vulnerable themselves, or in clinically vulnerable families, have also experienced disruption to their education and some continue to feel excluded now that restrictions have eased. Other children and young people felt that the pandemic had a lasting impact on their education for a range of different reasons, including being unable to return to school, losing motivation to stay in school and not getting the grades they felt they could have achieved in normal times, all with implications for future opportunities. Finally, accounts from those who had a loved one who died due to Covid-19 also illustrate the life-changing impact of the pandemic.

6. Appendix A: Research questions and key aspects to explore

Research questions were defined by the Inquiry to feed into the design of Verian research materials. Researchers sought to explore and probe these topics where relevant to the participant.   

The section below sets out the research questions that interviews with the general and targeted samples sought to answer. These research questions were developed during the scoping phase of the project with the Inquiry’s Module 8 legal team and research team. They were adapted from the Key Lines of Enquiry (KLOE) for the module to answer specific evidence gaps through a qualitative approach. These research questions are followed by the key aspects agreed with the Inquiry to be explored for the targeted sample groups. In addition to the research questions, all interviews explored other experiences and impacts of the pandemic that children and young people felt were important to them.  

6.1 Research questions

Wellbeing and development

Generally, what impact did the pandemic have on children and young people’s day to day lives and wellbeing? Were they aware of the news and what was happening and how did this make them feel? Did they think that there were communications about the pandemic that were accessible to them and comprehensible or did they feel confused or some other feeling about it? Did they spend more or less time outdoors? Were there any lasting effects from this change?

What impact did the closures of schools (and other educational settings) have on children and young people, including impact on their personal, social, emotional development (including sexuality and identity); impact on their mental health and emotional wellbeing; any particular impact on those from economically and socially disadvantaged backgrounds?

What was the broader impact of lockdowns and other Covid-19 restrictions? Including:

• Impact on relationships with friends and on opportunities for play, including specific impact on those without siblings.
• Impact of losing access to leisure activities or hobbies or sport or friendships outside of school.
• Impact of spending time within the home or within the family unit owing to restrictions but without access to education or peers (save, for example, by being online). 
• Impact of increased use of the internet.
• Impact on the family unit and relationships with parents and siblings or others living in the home (for example, foster carers or foster siblings if separated out, and impact on those with no siblings). 

To what extent did children experience exposure to abuse or to parental addiction or mental ill health during the pandemic?

Was there any particular impact on children from economically and socially disadvantaged backgrounds?

Health

What impact did Covid-19 experiences have on children and young people’s feelings of emotional wellbeing/happiness/safety?

What additional impact did Covid-19 have on children and young people who were clinically vulnerable or already experiencing long-term illnesses?

What were the particular health impacts on children and young people of the pandemic? Has it impacted in any way on physical health (for example, on childhood obesity or fitness)?

What has the impact been on children and young people’s mental health and ability to access services to support them? 

Did food insecurity impact children and young people? Did children have less access to food either through not being at school, or not being able to access charity services or otherwise?

What impact did it have on children and young people’s ability to access healthcare, including for mental health (for example, GP or hospital) or on their ability to have conditions investigated (if applicable) or monitored? 

Education

What was the impact of education closures on children’s experiences of learning?

What was the impact on children with special education needs and disabilities (SEND) including access to materials, learning and support (including any positive impact)?  

To what extent were children from economically and socially disadvantaged backgrounds able to access education? 

Has there been any ongoing impact – for example on attendance? 

What was the impact on attainment and children’s achievement (and any longer-term consequences of this on children’s lives)?

What was the impact on diagnosis related to education, including access to an appropriate assessment and the time taken/delay between referral for assessment and diagnosis, of any emotional or learning conditions where additional support would be needed (for example, received education, health and care (EHC) plans or individualised education programmes)?

6.2 Key aspects to explore for targeted groups

The key aspects the research sought to explore for each targeted group are detailed below. These were developed and agreed between Verian and the Inquiry’s research team based on the Research Questions above as well as specific questions from the Inquiry’s Module 8 legal team. 

Research with the targeted sample explored the experience and impact of the pandemic on children and young people, with particular consideration to how they felt they were affected given their specific needs and circumstances. Where relevant, Verian explored experiences of specific services and processes during the pandemic – for example, children and young people in contact with mental health services were asked how they felt about receiving support online, and children and young people with a parent or caregiver in a detention setting were asked about their experience of visiting restrictions. 

Interviews with participants who met recruitment criteria for only one group tended also to cover the topics and probes laid out in the general topic guide. Interviews with participants with the characteristics of several targeted groups devoted more time to exploration of the aspects detailed below. 

7. Appendix B: Research Methodology

7.1 Research approach

The research approach for this project comprised four stages:

1. Adult focus groups with parents and teachers contributed to the design of interview guides (three focus groups).
2. Children and young people’s reference groups fed into the design of interview guides and informed reporting styles appropriate to young people (four groups convened twice).
3. Depth⁴⁴ interviews phase 1: interviews with the general sample (300 interviews). ‘General’ refers to participants broadly reflective of the UK population. 
4. Depth interviews phase 2: interviews with the targeted sample (300 interviews). ‘Targeted’ refers to specific groups chosen based on evidence that they were especially negatively impacted by the pandemic. 

Adult focus groups and children and young people’s reference groups

Adult focus groups

Verian conducted three 90-minute online focus groups with adults in January 2024 to gather insights into how those aged 5-6 experienced the pandemic and to help inform the design of the topic guide and to tailor research materials for younger children. Each session included five participants. They comprised one group of parents whose children attended school in person during lockdowns, one group whose children took part in home learning during lockdowns, and one group of teachers who taught 5–6-year-olds during lockdowns.

Children and young people’s reference groups

Verian convened four in-person reference groups with children and young people in Manchester, Glasgow, Cardiff, and Belfast. Each group met twice during the project, in February 2024 and again in June or July 2024.  

The first session informed the development of research materials and explored pandemic-related themes and appropriate language for each age group. Participants also contributed FAQs to shape participant information sheets. The second session focused on exploring children and young people’s views and preferences to inform the design of a child-friendly version of the findings. 

The reference groups comprised children aged 10-11 years, 13-14 years, 16-17 years and young adults aged 19-22 years, recruited to ensure diversity in age, gender, location, ethnicity, socio-economic background, and lockdown experiences. A counsellor with expertise in working with children and young people was available during all sessions.

Depth interviews

Verian carried out 600 depth interviews with children and young people in the general and targeted samples, with each interview lasting up to one hour. The majority of these were carried out in person but online interviews were included where needed to facilitate participation. Interviews used a semi-structured ‘participant-led’ approach: they referred to prepared questions and topics, but interviewers were encouraged to be responsive to what the child or young person wanted to speak about rather than following a strict order. Interviews were designed using a trauma-informed approach, as described below. Verian worked with two emotional support organisations as partners, who provided a comprehensive emotional support offer to children and young people. See Appendix E for more detail.   

Phase 1: 300 depth interviews with the general sample

The set-up period for conducting interviews with the general sample group ran from January to March 2024. This period involved development of a discussion guide and stimulus material based on the findings from the children and young people’s reference groups and development of recruitment materials and emotional support resources and tools. Interviews were carried out from 18 March to 8 August 2024. Verian conducted interviews with children and young people aged between 9-22 years old in England, Wales, Scotland and Northern Ireland. 20 participants were recruited for each year of age from 9-18 years old and 25 were recruited for each year of age from 19-22. The sample was designed to be broadly reflective of the UK population while ensuring sufficient representation of demographics and circumstances to address the research questions, for example those without access to outdoor space at home. More detailed sample criteria are outlined in Appendix C, sa ibaba. 

Phase 2: 300 depth interviews with the targeted sample

The set-up period for conducting interviews with the targeted sample group ran from February to April 2024. This involved agreeing key aspects to explore with these groups to supplement existing discussion guides, tailoring recruitment materials, and briefing researchers on key considerations in speaking to these audiences. Interviews were carried out from 30 May to 27 November 2024. Interviews were conducted with children and young people, aged 9-22, from 15 ‘targeted’ groups expected to have been especially impacted by the pandemic in England, Wales, Scotland, and Northern Ireland. Groups included those defined by need and others by circumstances during the pandemic. Appendix A sets out the aspects explored in discussions. Appendix C outlines the group composition and numbers interviewed.

The targeted sample was slightly older than the general sample (mean age: targeted 17 years, general 16 years) with a standard deviation of 3 for the targeted group and 4 for the general group, indicating less age variation in the targeted sample. This age difference was largely because the recruitment criteria were designed to explore specific circumstances, such as living in secure settings, less likely to be experienced by younger children. Note that for discussions on LGBTQ+ experiences of the pandemic, only those aged 18 and over at the time of carrying out the research were recruited. 

7.2 Trauma-informed approach

A trauma-informed approach was used throughout the research project to ensure that participation did not inadvertently cause re-traumatisation or distress. The Verian research team and recruitment partner Acumen received dedicated training from the Inquiry’s Chief Psychologist. See Appendix D for the recruitment approach in full. Recruitment and research materials were reviewed by the Inquiry’s Support and Safeguarding team to ensure they were consistent with this approach. See Support whilst engaging with the Inquiry – UK Covid-19 Inquiry for detail on how the UK Covid-19 Inquiry follows a trauma informed approach more broadly. Participants were given the opportunity to talk to a counsellor before, during or after their interview, as well as having access to resources online provided by two emotional support providers. Verian worked closely with the Inquiry to put in place a robust safeguarding process across partner organisations. See Appendix E for the provision of emotional support. 

Interviews were participant-led and topics were explored in an order that was appropriate to each participant, starting with aspects of their pandemic experience that were top of mind for them. During the interview, participants were also given the choice to skip or avoid talking about any topics they did not want to talk about.

To assure the quality and sensitivity of interviews and identify any issues, every child and young person was invited to complete a short optional feedback survey after their interview about their experience. They could do this on paper or online. Parents were encouraged to help their children complete the survey if needed. This survey asked about how children and young people experienced the recruitment process, the information they received, the emotional support provision, and the interview itself. Data and responses were used to monitor the wellbeing of children and young people throughout and to make adjustments if needed. More detail on the feedback survey is in Appendix H.

7.3 Parental involvement in interviews

Across interviews with both the general and targeted sample groups, children and young people aged between 9-12 were asked to have a responsible adult such as a parent or caregiver sit in on the interview with them to support them. Children aged 13 and over were given the option to have a parent or other adult sit in for support if preferred. The interview remained primarily focused on the child or young person, but parents were given the opportunity to share their reflections at the end. Where parents were present during interviews, they sometimes helped to prompt their child with recall of memories they may have forgotten or helped those who found it difficult to communicate to share their story. Therefore, while the report primarily features quotes from children and young people, quotes from parents are occasionally included, for example in cases where the child or young person faced communication challenges or did not explain the situation fully. It is important to acknowledge that the presence of parents in some interviews may have affected a child or young person’s ability to be completely candid. However, as the research approach was designed to support participant wellbeing this was unavoidable.

7.4 Approach to data analysis

Analysis followed an inductive approach, allowing themes and patterns to be identified directly through the data without being constrained by pre-existing frameworks or hypotheses. To ensure consistency and reliability in coding and identifying themes, the research team employed collaborative strategies, including regular reflective analysis sessions to collectively interpret the data and align on key insights. These sessions were complemented by frequent check-ins between members of the research team during the analysis phase to identify and resolve any variability in interpretation. 

Analysis included consideration of different sub-groups. Within the general sample, the research team investigated any differences in response which could be linked to demographics, such as age, gender, household income, location and ethnicity. Additional sample quotas also enabled sub-group analysis according to what type of school was attended, whether participants had consistent access to Wi-Fi and devices, and whether participants had access to a garden. Within the targeted sample, analysis focused on the impact of specific circumstances in the selection criteria, as well as the combination of these where participants met the criteria for two or more targeted groups.   

Positionality was taken into consideration by including researchers from different backgrounds and with experience of research amongst diverse audiences, enabling multiple perspectives to inform the analysis and minimise the influence of individual biases. This supported a more nuanced and inclusive approach to interviewing as well as understanding the findings.

8. Appendix C: Sample

8.1 General sample stratification

The research aimed to recruit 300 participants in total for the general sample, using the sample stratification below.   

Primary Criteria			Achieved
Age	9-18	20 per year age	✔
	19-22	25 per year age	✔
Gender	Male / Female	Min. 130 each	✔
Region	All 12 regions of the UK	Plus / minus 4 in each location Scotland: 32 Northern Ireland: 32 Wales: 32 England – 204 (9 regions): North West: 24 North East: 24 Yorks and Humber: 20 E Midlands: 20 W Midlands: 20 East of England: 20 South East: 24 South West: 20 London: 28	Scotland: ✔ Northern Ireland: ✔ Wales: ✔ England: ✔
Secondary Criteria			Achieved
Household income – weekly gross income brackets	Under £600 £601-1000 £1001-1600 Above £1600	Min. 30 per bracket for participants under 18	✔
Disadvantage	Free school meal eligibility at the onset of the pandemic	Min. 40	✔
Household composition	Family type (dual / single parent) at the onset of the pandemic	Min. 30 with single parent	✔
	Number of dependent children at the onset of the pandemic	Min. 50 only child	✔
Education status	School type (state, independent, alternative) at the onset of the pandemic	Min. 230 state / alternative provision Min. 30 independent (min. 10 at primary school, min. 10 at secondary school)	✔
	Current status for 18-22	Min. 10 NEET (Not in Education, Employment or Training)	✔
Household facilities	Access to garden at the onset of the pandemic	Min. 20 with no access to garden	✔
	Access to technological equipment at the onset of the pandemic	Min. 20 lacking consistent access to a suitable device and/or Wi-Fi for online home learning during lockdowns	✔
Family health	Family health and wellbeing	Min. 20 to have had a family member shielding	✔
Rural / urban classification	Urban / rural at the onset of the pandemic	Min. 50 rural	✔
Ethnicity		Min. 20 Mixed Min. 20 Asian Min. 20 Black Min. 10 Other	✔
Deprivation index	For England, Wales, Scotland, code 1-10 Index of multiple deprivation (IMD) deciles are allocated to postcodes	Min. 30 per quintile (1-2, 3-4, 5-6, 7-8, 9-10)	✔

8.2 Targeted sample groups

The research aimed to recruit a minimum of 20 participants for each of the 15 targeted groups outlined below and a total of 300 participants. Due to overlapping characteristics among the targeted sample, some groups had higher numbers of interviews conducted than others. While significant efforts were made to reach all groups, including through dedicated charities and outreach groups (see Recruitment approach for more detail on this) three groups (group 8: those in a detention setting or secure accommodation, group 9: those with a parent/primary caregiver in detention, and group 10: those seeking asylum during the pandemic) had fewer than 20 interviews completed. This was agreed with the Inquiry, recognising both the extensive efforts made by recruiters and the particular barriers to accessing these individuals. These included the challenge of identifying individuals whose circumstances had changed since the pandemic – making them less visible to services – as well as limitations to contact with those still in restricted settings. In some cases, individuals may also have been reluctant to revisit difficult or traumatic experiences. Despite the smaller sample size, the interviews conducted provided rich insight and the data gathered was sufficient to address the core research questions for these groups.

9. Appendix D: Recruitment approach

9.1 Recruitment partners

This research was conducted by Verian with recruitment led by Acumen, a specialist recruitment agency. For some seldom heard and vulnerable audiences from the targeted sample, Verian also enlisted the support of Core Participants and organisations through the CYP forum set up by the Inquiry. 

9.2 Recruitment approach in detail

A structured and ethically informed approach was designed to ensure diverse and meaningful participation from a broad range of children and young people, including those from seldom heard audiences. The research inclusion criteria required participants to be children and young people aged between 9 and 22 who were present in the UK during the pandemic years of 2020-21. The targeted sample focused on 15 specific groups of interest. More detail on the sample stratification can be found in Appendix C.

The Market Research Society (MRS) requires obtaining informed consent from a responsible adult when conducting research with individuals under 16. In this study, due to the sensitive nature of the research topic, participants were required to be aged 18 or over to provide informed consent independently. For participants under 18, a responsible adult (for example a parent, carer, or legal guardian) provided consent for the child’s participation. For these children, Acumen requested the child’s contact details with parental/guardian consent and, if details were shared, the child received participant information directly. If they were not, all pre-interview materials and emotional support information were provided to the parent/guardian to pass on. On the day of the interview, all children and young people were provided with age-, language-, and SEND-appropriate information before giving their assent to participate.

Acumen used a free-find recruitment strategy to identify and engage children and young participants. Free-find recruitment involves a range of proactive outreach approaches and in this case included panel recruitment, targeted social media campaigns, liaising with community groups and following up on leads and recommendations provided by the Inquiry. Children and young people and responsible adults were contacted by telephone to be invited to participate. Core Participants and members of the Inquiry’s CYP forum were also asked to share the opportunity to take part with their networks. Participants recruited through this approach received the same information, support and incentive as those recruited by Acumen. 

Eligible participants received a £60 thank you incentive as a token of appreciation for taking part and an additional £40 thank you incentive was available for all chaperones. 

Supporting and enabling children and young people’s participation

Participant information materials were designed with input from a practitioner psychologist with a specialism in child practice and Livity, experts in youth engagement. Materials were carefully designed to ensure sensitivity and clarity and to emphasise voluntary participation and the availability of emotional support and ensure alignment with principles of the trauma-informed approach. 

Prospective participants were provided with clear and accessible information on the purpose of the research (including what was required, the voluntary nature of participation, adherence to the Market Research Society Code of Conduct and data security). This outlined who their contact details would be shared with and for what purpose. 

Acumen and Verian worked to make all accommodations for accessibility needs such as offering flexible scheduling and ensuring physical and digital accessibility for all participants. Acumen also allowed time on each screening call to answer any queries the participants may have had. To protect participants’ wellbeing during recruitment, Acumen gave a warning before asking any questions of a more sensitive nature and reminded the participants of their right to skip or stop the screening questions at any point. Participants were also given the option to request the interview guide ahead of time.

Prospective participants (and parents/guardians of those under 18) were asked for two-stage consent regarding transcription and data use. First, participants were asked to consent to interview transcription, with transcripts being anonymised to remove any identifying details before being shared with the Inquiry and archived in The National Archives as part of the Inquiry’s historical record. This was a condition for participation in the research. Second, participants were also given the option of whether they consented to their anonymised data being made available for further research or analysis in line with data protection requirements. 

10. Appendix E: Provision of emotional support

10.1 Staff preparation training

All staff assigned to this project received training on trauma-informed practice provided by the Inquiry team, as well as additional coaching provided by Heads Up, a trauma expert organisation who provided additional ‘real-life’ examples of trauma identification and application of response techniques.

All Verian project staff and recruitment partners as well as interview support staff received training on the emotional support package and how this varied between the 9-12-year-old group and the 13 and over group as detailed below. 

Additional interview support staff were recruited to be present on the day of the interview. Their role was to meet and greet participants and their parents/carers and ensure they had copies of or access to the participant information and were aware of the emotional support provision. They were also on hand to provide any immediate practical support needed, including helping participants to make contact with the emotional support service if needed. 

10.2 Emotional support providers

The emotional support offered was from a collaboration between The Mix at The Exchange to ensure age-appropriate support was provided across the 9-22 age range by experts in the field: The Exchange provided emotional support for children between 9 and 12 years old and the parents, carers or legal guardians of these children (if needed). The Mix offered support for children and young people aged 13 or older. 

In addition to the regular service outlined below, counsellors from The Exchange were also present at the venues for the children and young people’s reference groups to support those taking part. 

Emotional support plan

Acumen conducted an initial wellbeing screening phone call at the point of recruitment, with parents and young people interested in taking part. This allowed researchers to understand any additional needs participants had and to reinforce signposting to the service and resources available to participants before and after their interview. 

Participants of all ages also had access to bespoke online interview support resources created for this research, as well as access to other materials and signposting available to all users of The Exchange and The Mix. 

All participants were invited by Acumen to take part in an optional pre-interview support call by telephone before the interview with clinically trained staff from The Exchange. This call was designed to ensure any new or unidentified needs could be understood, and if required, addressed before the interview. Participants were told that they might find thinking or talking about the pandemic upsetting, and that the purpose of this optional call would be to think about how they might feel in the interview and if there were any particular topics that might be difficult. Information from this call was only passed on to researchers if staff believed adjustments had to be made to the interview to help maximise participation quality and experience and mitigate risk of distress (for example topics to avoid, increased breaks or physical adjustments). This information was only shared with participants’ full knowledge and assent.  

The Exchange and The Mix were also scheduled to be ‘on call’ for interview support calls in alignment with the timing of interviews. Their role was to provide support in case taking part in an interview caused participants emotional distress due to recalling traumatic events connected to the pandemic. Interview support calls also offered the option for one or more one-to-one counselling sessions if requested by participants. Both The Exchange and The Mix offered up to four sessions where needed. On the day of the interview, interviewers also checked in with children and young people to support them to articulate any needs. The interviewers reiterated how adaptations could be made, the participant-led nature of the interview and their ability to stop at any time. With permission, interviewers also called to talk to children and young people or their parents a few days after the interview to check in on their wellbeing and signpost them to support again if needed.

The Mix and The Exchange monitored and logged use of their services by participants and provided feedback on the emotional support service from those who accessed it. Verian provided anonymised information on the emotional support intervention to the Inquiry team at regular and agreed timepoints throughout the fieldwork period.

11. Appendix F: UK Education Systems by age and stage

This is included for guidance as some quotes from children and young people include references to their school year.

Below is a detailed breakdown of the typical educational stages and corresponding ages across the four UK devolved administrations: England, Wales, Scotland and Northern Ireland. It highlights the structure of each education system, including key stages and qualifications.^{45 46}