1. Executive summary
1.1 Research background and approach
1.1.1 The UK Covid-19 Inquiry has been set up to examine the UK’s response to and impact of the Covid-19 pandemic, and learn lessons for the future. The Inquiry’s investigations are organised into modules. Throughout each of these modules, the Inquiry hears evidence from witnesses, experts and Core Participants through a series of corresponding hearings.
1.1.2 Children and Young People’s Voices is a research programme designed to deliver evidence to Module 8 of the UK Covid-19 Inquiry, which will focus on children and young people. The research programme was commissioned to build a holistic understanding of children and young people’s experiences and the perceived impact of the Covid-19 pandemic (“the pandemic”) in the UK. It is not required to draw conclusions and recommendations, rather to provide evidence for the Inquiry.
1.1.3 Verian carried out 600 qualitative interviews amongst children and young people from across the UK between the ages of 9 and 22 (who were therefore between the ages of 5 and 18 during the pandemic). The majority of these were carried out in person but online interviews were included where needed to facilitate participation. Research took place between March and November 2024.
1.1.4 The research approach was trauma-informed, with interviews designed to be participant led. Those taking part were provided with information about the research tailored to their age and offered access to emotional support before, during and after their interview.
1.1.5 The sample was designed in two parts. 300 interviews were carried out amongst a ‘general sample’, broadly reflective of UK demographics. 300 interviews were carried out amongst a ‘targeted sample’ which comprised 15 groups of those with particular needs or in specific circumstances or settings during the pandemic. This enabled consideration of those expected to have been especially impacted by the pandemic. Note that many who were recruited in the targeted sample fell into two or more of these groups.
1.1.6 Interviews with some groups in the targeted sample were designed to explore experiences of specific systems and services during the pandemic. It should be noted that some of those interviewed did not have a pre-pandemic reference point for these and their perceptions of the impact of the pandemic should be viewed in this light.
1.1.7 Across the sample, interviews were designed to explore children and young people’s experiences of home life, friendships, education, health and wellbeing, hobbies and interests and online behaviours. Where relevant to their age, children and young people also discussed how the pandemic affected work, identity and development.
1.2 Key findings
1.2.1 There were similarities within accounts shared by children and young people on how life changed during the pandemic. These new and potentially profound changes to daily life and routine during the pandemic included the loss of school as a potential source of support and respite, shifts in or reinforcement of existing household relationships and dynamics, and for many, experiencing a different pace of life for the first time.
1.2.2 The report also highlights huge variation in how children and young people experienced these changes and provides insights into the experiences of those facing specific disadvantages. Some of those interviewed focused on moments of closeness and joy with family and friends while for others the pandemic meant having to deal with difficult, potentially new, life circumstances. For example, difficulties highlighted by this research included taking on both emotional and practical responsibilities at home. Some children and young people also recognised lasting impacts on their lives linked to the pandemic, such as disrupted educational progress, health issues or through the death of a loved one.
1.2.3 Across backgrounds and circumstances, children and young people tended to remember both highs and lows over the pandemic period. Some therefore associated the pandemic with mixed feelings. For example, they might describe feeling relatively happy and free about not going to school initially, but later feeling especially frustrated and isolated.
1.2.4 While children and young people described challenges they faced during the pandemic, they also felt that there were positive aspects to the experience, or at least things that made it easier to cope. Drawing on this, we have identified a number of factors that made the pandemic particularly hard for some, as well as the factors which helped children and young people to cope.
1.2.5 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 factors described below:
1.2.6 Tension at home: For some, tension pre-dated the pandemic and was exacerbated by lockdown, while for others tensions arose during lockdown, particularly in cramped spaces. Experiences included arguing with or feeling uncomfortable with family members or witnessing tension between adults, meaning that home was not experienced as a safe or supportive place to be confined to.
1.2.7 Weight of responsibility: Some children and young people who took on responsibilities at home during the pandemic in relation to caring and shielding described the additional emotional weight of supporting their family. Children and young people also described exposure to difficulties the adults around them were going through, including worsening mental health, worries about finances and experiences of bereavement.
1.2.8 Lack of resources: A lack of external resources made the pandemic harder for some children and young people in families with limited financial resources, including living in overcrowded accommodation and not having consistent access to Wi-Fi or devices.
1.2.9 Heightened fear: Physically disabled children and young people and those with a health condition, 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 implications this could have for them or their loved ones. Those in secure settings also felt vulnerable and afraid of catching Covid-19 when sharing common spaces.
1.2.10 Heightened restrictions: Some children and young people were affected by experiencing restrictions differently from others due to their circumstances. This included those with health conditions, with a disability, who were clinically vulnerable themselves, or in a clinically vulnerable family, as well as those in secure settings or specific care settings.
1.2.11 Disruption to support: Disruption to formal support and services, as well as losing school as a source of support, could also affect children and young people during the pandemic. While some adapted to the loss of in-person contact, others struggled with phone and online contact, feeling less supported. Those interviewed reported delays and inconsistency in both the frequency and quality of services, perceiving them as under strain. For those already in challenging circumstances, this disruption could make it harder to cope with the pandemic.
1.2.12 Experiencing bereavement: 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.
1.2.13 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.
1.2.14 One key aspect where experience of these factors combined to make life challenging for children and young people was the loss of school as potential source of support, structure or respite from home life. Children and young people in all circumstances described being affected by the sudden move to lockdown and reported 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.
1.2.15 Lockdown also meant adapting to new ways of learning and 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 children and young people with Special Educational Needs or who were physically disabled found pandemic learning particularly challenging and this research highlights specific difficulties around the loss of learning support.
1.2.16 This research also captured feelings of anger and frustration about 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 feeling less engaged in learning as a result of the pandemic.
1.2.17 In addition to the impact on learning, the pandemic was also felt to have stalled development for children and young people in other ways, including in relation to sport, work and social life, as well as marking milestones and experiencing rites of passage.
1.2.18 As well as the loss of social contact through school, some missed seeing others through organised activities and team sports. 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.
1.2.19 Missing family members when movement between households was restricted could also be challenging. This particularly affected those with separated parents, those in care who could not see their birth family, and those with a parent in a detention setting.
1.2.20 Children and young people described their wellbeing being affected by the challenges above, as well as boredom, isolation, fear and worry, which sometimes led to feelings of anxiety. Some also struggled with a lack of routine and a loss of motivation during what was referred to as the “empty time” of lockdown. Across interviews, accounts reflected a spectrum of experiences in relation to the impact of the pandemic on mental health and wellbeing, including those who felt they coped despite challenges and those who received or sought support from mental health services when struggling. Difficulties that children and young people required support for during this time included depression, anxiety, self harm and suicidal ideation. Physical health was also affected in some cases, with some missing exercise, struggling to eat well, or experiencing disrupted sleep, particularly where routines were affected and for those who struggled to manage the time spent online.
1.2.21 Time spent online, although valuable during lockdown in many ways, also led to instances of online harm. While the risks of this are not confined to the pandemic, responses suggest that some children and young people may have felt particularly vulnerable to meeting strangers and spending time on social media given the isolation of lockdown.
1.2.22 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.
1.2.23 However, those who developed Covid-related post-viral conditions discussed a wide spectrum of health experiences with interviewers as a result of these conditions. For some the effects are still felt, impacting day-to-day life as well as future opportunities.
1.2.24 Experiencing challenges during the pandemic could lead to feelings of anger and injustice. Some children and young people described feeling angry about their experiences of exclusion and loss due to the pandemic, including the loss of a loved one or loss of milestones and opportunities. These included anger at others in society, as well as anger at the government, although children and young people expressed a range of views in relation to the handling of the pandemic by those in authority.
1.2.25 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. Their 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.
1.2.26 Given all the challenges detailed above, it is important to consider the factors which 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.
1.2.27 Supportive relationships: 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 also found connection through new online communities. Conversations with trusted people could provide invaluable support when individuals were struggling and having a safe and supportive family environment was an important factor in creating positive experiences during the pandemic.
1.2.28 Finding ways to support wellbeing: 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. Doing something positive or comforting for themselves like getting fresh air, exercising, spending time with pets, or watching or reading something escapist provided comfort during difficult moments. Some also found that putting a routine in place could help them to stave off boredom and lethargy.
1.2.29 Doing something rewarding: Being able to do something rewarding during the pandemic – sometimes unexpectedly – helped children and young people to cope with boredom, distract from worries, and feel more motivated during the “empty time” of lockdown. This included developing existing skills and interests and discovering new passions and talents. In some cases, these activities sparked lasting hobbies or even shaped future academic or career directions.
1.2.30 Ability to continue learning: Children and young people described how being able to carry on learning during the pandemic, in spite of the disruption to education, 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, attending school while others were at home (for example for children of key workers), or enjoying a more flexible and independent approach to learning. Some also highlighted aspects of learning in this period that they enjoyed or had carried forward.
1.2.31 It is important to note that all these factors were underpinned by spending time online – from contact with friends to playing games to learning new things. Despite the difficulties that some had in managing the amount of time they spent online, and the risk of exposure to harm, being online could be a valuable source of social contact, comfort, escapism and inspiration for children and young people during the pandemic.
1.2.32 Some of those young people interviewed, now adults, reflected on positive aspects of living through the pandemic. For some, it brought a renewed appreciation for life or offered time for self-reflection and discovery. This included greater clarity around identity, sexuality, and future aspirations. Other children and young people felt they had grown through adversity and felt more resilient as a result.
1.2.33 Finally, this research highlights that for some of those interviewed, the pandemic has had enduring impacts for children and young people in a range of circumstances. Some of those with post-viral conditions continue to face health challenges and disrupted education. Some children and young people who are clinically vulnerable, or live with someone who is, still feel excluded. Others described lasting impacts on their education. Finally, accounts from those who had a loved one who died due to Covid-19 also illustrate the life changing impact of the pandemic.