COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education

Abstract

We pursue an evidence-informed argument that interpersonal relationships in childhood and adolescence are central to achieving learning outcomes and that school closures across various parts of Canada during the COVID-19 pandemic have compromised these critical relationships, jeopardizing educational attainment. We highlight how the centrality of relationships with peers and educators in achieving learning goals is well established in the literature. So too is the importance of peers in creating stable mental health and wellness for children and youth. The pandemic context has drastically interfered with ongoing wellness, exacerbating feelings of loneliness and social isolation, which takes a toll on what children and youth can achieve in the virtual classroom. In the interest of reducing harm, we call on provincial/territorial governments to move quickly to ensure schools are open in the fall and to think carefully and consult effectively before any further closure decisions are made. We understand that safety is paramount and as such offer a framework for planning a safe return where necessary. Now more than ever there is a need to prioritize social–emotional learning opportunities to protect young people from the lasting effects of social isolation and threats to the fundamental need to belong that have been induced or exacerbated by the pandemic.

The impact of COVID-19 on the mental health of Canadian children and youth

“…Schools are the societal institution responsible for child and youth development, which includes educating the whole child. This education not only includes numeracy, literacy, and science competencies but also social-emotional competence (Vaillancourt et al 2021a). Academic achievement cannot be disconnected from mental health.…”

“…One notable concern with the pandemic is that students are being disconnected from these important mental health resources by virtue of schools being closed or adopting blended learning approaches. Being disconnected from teachers when schools are closed is especially problematic for at-risk children and youth, who benefit enormously from their relationship with teachers (Vaillancourt et al 2021a;Westheimer and Schira Hagerman 2021). Indeed, teachers are an important "protective asset" for students (Sanders et al 2016;Sanchez et al 2018).…”

“…In Western Australia, a 104% increase in ER visits and admissions was observed at the beginning of the pandemic for children with anorexia nervosa compared with the three previous years (Haripersad et al 2021). In Ontario, which has had the longest school closures of any province or territory in Canada (Vaillancourt et al 2021a), admissions for eating disorders were 223% above capacity in June for the province's five paediatric hospitals (Kohly 2021).…”

The impact of COVID-19 pandemic on psychopathological symptoms in mothers and their school-age children before, during and after the COVID-19 pandemic peak

“…The World Health Organization ( 2020 ) highlighted that children’s emotional and behavioral functioning significantly worsened during the pandemic (Liu et al, 2021 ). School closures and restrictions—although necessary measures to prevent the spread of the virus—have negatively impacted children’s and youth’s mental-health (Ren et al, 2021a , 2021b ; Viner et al, 2020 ), and the lack of in-person socialization and online learning has affected both children’s mental health and their learning progress (Vaillancourt et al, 2021 ). Psychosocial distress in pre-school and school children has been associated with subsequent social, emotional, and behavioral problems (Gleason et al, 2016 ).…”

Navigating a defining moment: COVID-19 and curatorial thinking

“…It is possible to harness the present moment and see it as the chance for revolutionary change. Preceding chapters engage with the concept of agility, in which students are able to move and problem solve with swiftness (Buffone 2021) and focus upon both the maintenance and building of relationships (Vaillancourt et al 2021a), as student mental health (Vaillancourt et al 2021b) and individual differences (Whitley et al 2021) are championed both in the classroom and on the playground (McNamara 2021). These discussions have also emphasized the critical need for interdisciplinary thinking, enabling students to work with the resources they have at hand and to help learners orient themselves in place and time when thinking about their work.…”