Unmasking the damage: The impact Covid-19 had on children's development
From 14th April 2020, the COVID-19 pandemic was an unpredictable time for the public all across the
world, but in this essay, I will focus on the troubling effects this had on young minds, particularly
children, including the developmental psychology this event caused. Most countries around the world
implemented extensive lockdown measures which commonly meant incorporating home confinement
and setting out strict rules such as social distancing at two metres apart and wearing masks in enclosed
areas (Ammar, A. et al. 2020). From the extensive measures placed, it was not only an unpredictable
time for many but opened a chance for more mental health issues to arise and more young people to
struggle. Anxiety and stress increased by the day of the fear that their loved ones such as family &
friends would become exposed to the virus (Strasser, M.A Et al 2022).
Covid-19 was a very uncertain time and with that uncertainty, developed a wide psychological aspect
of developmental issues. Money was a huge factor during the pandemic which caused a huge decline
in families, with some losing their income completely to some only having a small amount that wasn’t
near enough to make by, making it harder to access the bare necessities. Those families that were in
financial difficulties had to decide by choosing between equipping their children with everything they
needed for home learning, or their children missing out completely which meant missing out on
crucial education which led to them being behind in further curriculum (Keshri, R. Et al 2021).
Children's growth and development would have been destructed during the pandemic due to
numerous elements that contributed, such as parental stress due to closure in schools or a loss of job
and income, huge changes to the routine of the child, which can cause behavioral changes and mass
anxiety and harmful use of technology (Araújo, L. A. D., Et al, 2021). As well as these factors, there
was a huge rise in the risk of abuse among children. In a research study, it was found that “children of
parents who experienced job loss…were nearly five times as likely to be psychologically maltreated
during the pandemic compared with children of parents who did not” (Lawson, M., Et al. 2020).
which increases the risk of not only the child to become traumatised but also at risk of developing
severe mental illnesses but the behavioural aspect of developing aggression.
The pandemic would put a test on families, and it would cause children & adolescents to have certain
issues with attachments. The attachment theory, which was discovered by Bowlby and Ainsworth, is
seen in younger children who find reassurance from their parental figure or someone in that
caregiving position comforting (Fearon, R. P. Et al 2017). A study ‘Attachment style and mental
health during the later stages of COVID-19 pandemic…’ explores the effects of COVID-19. The lack
of social interactions outside the home environment increased insecure attachments which resulted in
a wide amount of people becoming lonely after the pandemic was over. This detrimentally caused an
increase in mental health problems such as anxiety later on in the pandemic. The results from this
study show that insecure attachments have been proven to elevate the manifestation of symptoms of
poor mental well-being (Vismara, L. Et al 2022).
Additionally, with the pandemic causing a horrific impact on everyone’s lives, the well-being of
children was only becoming more of a risk by the day. For example, in the United States, their school
system allows children to get access to a program that serves food to over 35 million young children a
day which provides a balanced nutritional intake, fostering growth and empowering individuals to
enhance their learning capabilities. When this deadly virus emerged, it not only closed educational
spaces but also left children with empty stomachs, causing a lack of nutrition to help them grow to
their full potential and provide them with the essential energy to complete their schoolwork (Benner,
A. D., Et al 2020).
From 14th April 2020, the COVID-19 pandemic was an unpredictable time for the public all across the
world, but in this essay, I will focus on the troubling effects this had on young minds, particularly
children, including the developmental psychology this event caused. Most countries around the world
implemented extensive lockdown measures which commonly meant incorporating home confinement
and setting out strict rules such as social distancing at two metres apart and wearing masks in enclosed
areas (Ammar, A. et al. 2020). From the extensive measures placed, it was not only an unpredictable
time for many but opened a chance for more mental health issues to arise and more young people to
struggle. Anxiety and stress increased by the day of the fear that their loved ones such as family &
friends would become exposed to the virus (Strasser, M.A Et al 2022).
Covid-19 was a very uncertain time and with that uncertainty, developed a wide psychological aspect
of developmental issues. Money was a huge factor during the pandemic which caused a huge decline
in families, with some losing their income completely to some only having a small amount that wasn’t
near enough to make by, making it harder to access the bare necessities. Those families that were in
financial difficulties had to decide by choosing between equipping their children with everything they
needed for home learning, or their children missing out completely which meant missing out on
crucial education which led to them being behind in further curriculum (Keshri, R. Et al 2021).
Children's growth and development would have been destructed during the pandemic due to
numerous elements that contributed, such as parental stress due to closure in schools or a loss of job
and income, huge changes to the routine of the child, which can cause behavioral changes and mass
anxiety and harmful use of technology (Araújo, L. A. D., Et al, 2021). As well as these factors, there
was a huge rise in the risk of abuse among children. In a research study, it was found that “children of
parents who experienced job loss…were nearly five times as likely to be psychologically maltreated
during the pandemic compared with children of parents who did not” (Lawson, M., Et al. 2020).
which increases the risk of not only the child to become traumatised but also at risk of developing
severe mental illnesses but the behavioural aspect of developing aggression.
The pandemic would put a test on families, and it would cause children & adolescents to have certain
issues with attachments. The attachment theory, which was discovered by Bowlby and Ainsworth, is
seen in younger children who find reassurance from their parental figure or someone in that
caregiving position comforting (Fearon, R. P. Et al 2017). A study ‘Attachment style and mental
health during the later stages of COVID-19 pandemic…’ explores the effects of COVID-19. The lack
of social interactions outside the home environment increased insecure attachments which resulted in
a wide amount of people becoming lonely after the pandemic was over. This detrimentally caused an
increase in mental health problems such as anxiety later on in the pandemic. The results from this
study show that insecure attachments have been proven to elevate the manifestation of symptoms of
poor mental well-being (Vismara, L. Et al 2022).
Additionally, with the pandemic causing a horrific impact on everyone’s lives, the well-being of
children was only becoming more of a risk by the day. For example, in the United States, their school
system allows children to get access to a program that serves food to over 35 million young children a
day which provides a balanced nutritional intake, fostering growth and empowering individuals to
enhance their learning capabilities. When this deadly virus emerged, it not only closed educational
spaces but also left children with empty stomachs, causing a lack of nutrition to help them grow to
their full potential and provide them with the essential energy to complete their schoolwork (Benner,
A. D., Et al 2020).
