Child well‐being before and after the 2020 COVID‐19 lockdowns in three Australian states

Abstract

This paper reports on changes in the social‐emotional well‐being of 6‐ to 12‐year‐old children tested before the COVID‐19 pandemic and during 2020 and 2021. Well‐being was assessed using a video game that empowers children to report their own well‐being, including school attachment, social and emotional well‐being, behavioural conformity and family support. We compared well‐being over time for two groups of children in government schools in Queensland, Western Australia and Tasmania. The treatment group of 580 children were tested in 2019 (Time 1) and a second time in mid‐late 2020 and early 2021 (Time 2). The comparison group of 841 children were tested twice before the pandemic. Results showed that children in the treatment group reported significantly lower family support at Time 2 than those in the comparison group. This reduction in perceived family support was stronger for girls. In addition, children in the treatment group who reported lower levels of family support at Time 1 reported a steeper decline in family support by Time 2. Finally, boys in the treatment group reported significantly better behavioural conformity and emotional well‐being relative to girls over time. Results highlight the varied impacts of the pandemic lockdowns and the need to provide continued support to vulnerable families.

Children and youth in the age of COVID‐19

“…We received 11 papers in the following areas: Rapid and systematic reviews setting the scene for the implications of COVID‐19 for children and young people with a focus on Australian evidence but not exclusively (Coles et al, 2022). Empirical analyses of the impacts of COVID‐19 on children and youth (Allen et al, 2023; Dinku & Yap, 2022; Mundy et al, 2022; Prattley et al, 2022; Price et al, 2022; Tomaszewski et al, 2022; Townsend et al, 2022). Public policies and services : Evaluation and examination of how policies or service changes have enhanced or undermined children and youth's well‐being or education during the pandemic (Bessell & Vuckovic, 2022; Mardinli et al, 2022; Plage et al, 2022).…”

“…Given the rapidity of the onset of the pandemic and the urgent need for information, much research on COVID‐19 impacts has relied on cross‐sectional and convenience samples. A strength of our special issue is that many of the studies presented here use data from ongoing longitudinal cohort studies of children and youth, which means they make use of detailed information collected prior to 2020 (Allen et al, 2023; Dinku & Yap, 2022; Mundy et al, 2022; Prattley et al, 2022; Townsend et al, 2022). Other empirical papers have used administrative data, which also have the advantage of having prepandemic information by which to establish a baseline for changes in children and youth outcomes (Tomaszewski et al, 2022).…”

“…Allen et al (2023) assess the change in well‐being of primary school students following COVID‐19 lockdowns in Queensland, Western Australia and Tasmania. These states were in lockdown for around 2 months at the start of 2020 during which time students were unable to attend school in person.…”

“…Other empirical papers have used administrative data, which also have the advantage of having prepandemic information by which to establish a baseline for changes in children and youth outcomes (Tomaszewski et al, 2022). Allen et al (2023) assess the change in well-being of primary school students following COVID-19 lockdowns in Queensland, Western Australia and Tasmania. These states were in lockdown for around 2 months at the start of 2020 during which time students were unable to attend school in person.…”

“…These states were in lockdown for around 2 months at the start of 2020 during which time students were unable to attend school in person. Allen et al (2023) are among the first to focus on the implications for primary school ages. Their focus on social-emotional well-being diverges from the literature on mental health that allowed the authors to study a broader set of outcomes such as school attachment, social well-being and family support.…”