Adolescent Experiences of the Covid-19 Pandemic and School Closures and Implications for Mental Health, Peer Relationships and Learning

A Qualitative Study in South-West England

Datos Bibliográficos

ID15501909
AutoresEmily Widnall (0000-0002-7107-562X, University of Bristol, autor de correspondencia), E Adams (0000-0001-7536-0658, Newcastle University), Ruth Plackett (0000-0002-3351-1478, University College London), Lizzy Winstone (0000-0002-5547-6087, University of Bristol), Claire M A Haworth (0000-0002-8608-289X, University of Bristol), Becky Mars (0000-0002-8132-6920, University of Bristol), Judi Kidger (0000-0002-1054-6758, University of Bristol)
Año2022
Volumen19
Número12
Páginas7163-7163
Fecha de publicación2022-06-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph19127163
PMID35742408
OpenAlexW4281634173
IdiomaEN
Citas recibidas21
Referencias citadas41

The COVID-19 'lockdown' and multiple school closures disrupted the daily lives and routines of the entire UK population. However, adolescents were likely particularly impacted by such measures due to this time being key for social and educational development. This qualitative study explored young people's experiences of lockdowns and school closures. Fifteen secondary schools within south-west England were initially contacted and three schools participated in recruitment efforts. From December 2020 to March 2021, 25 students aged 14-15 participated in a combination of individual interviews ( n = 5) and focus groups ( n = 3). Findings revealed diverse experiences of the pandemic and highlighted the complexity of experiences according to individual student contexts. Three main themes were identified: (1) Learning environments; (2) Connection to peers; (3) Transition, adaptation and coping. These findings highlight the value young people place on face-to-face social contact with close friends, and the sense of structure provided by school, with implications for future home-based learning. Further in-depth qualitative research is needed to continue to understand the varied experiences during the course of the pandemic, particularly longer-term impacts on mental health and learning

Coping (psychology · Coronavirus disease 2019 (COVID-19 · Developmental psychology · Focus group · Medical education · Mental health · Pandemic · Pedagogy · Peer group · Population · Psychiatry · Qualitative research · Social distance · Social science · Sociology · Clinical Psychology · COVID-19 and Mental Health · Demography · Medicine · Psychological and Temporal Perspectives Research · Psychology · Youth Education and Societal Dynamics