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Children and youth in the age of COVID‐19

Children and youth in the age of COVID‐19 To date, the international and Australian evidence suggests that the COVID‐19 pandemic has had significant implications for children and young people.1 Early in the pandemic, young people were more likely to be infected with COVID‐19 than other age groups (Wark, 2021), and some Australian research suggests that one in five appears to have had long COVID (Biddle & Korda, 2022). In addition to the direct disease impacts, lockdowns and restrictions in Australia have significantly disrupted the education (early childhood education, schooling, university or TAFE) and social lives of children and youth with implications for their mental health and education (Betthauser et al., 2023; Engzell et al., 2021; Meherali et al., 2021).2 In some cases, the impact of the schooling disruptions was found to have negligible impacts on children's educational outcomes (Gillitzer & Prasad, 2022). The longer‐term implications of lockdowns for mental health, cognitive functioning, educational trajectories and employment transitions are unknown but it is critical to developing social and educational policies to support this “pandemic generation.” Beyond the impacts on children and young people, parents have also struggled with mental health issues (Leach et al., 2023) and challenges in balancing work and family responsibilities, women in particular (Wielgoszewska et al., 2023).The research evidence from previous natural disasters http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Social Issues Wiley

Children and youth in the age of COVID‐19

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Publisher
Wiley
Copyright
Copyright © 2023 Australian Social Policy Association
eISSN
1839-4655
DOI
10.1002/ajs4.262
Publisher site
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Abstract

To date, the international and Australian evidence suggests that the COVID‐19 pandemic has had significant implications for children and young people.1 Early in the pandemic, young people were more likely to be infected with COVID‐19 than other age groups (Wark, 2021), and some Australian research suggests that one in five appears to have had long COVID (Biddle & Korda, 2022). In addition to the direct disease impacts, lockdowns and restrictions in Australia have significantly disrupted the education (early childhood education, schooling, university or TAFE) and social lives of children and youth with implications for their mental health and education (Betthauser et al., 2023; Engzell et al., 2021; Meherali et al., 2021).2 In some cases, the impact of the schooling disruptions was found to have negligible impacts on children's educational outcomes (Gillitzer & Prasad, 2022). The longer‐term implications of lockdowns for mental health, cognitive functioning, educational trajectories and employment transitions are unknown but it is critical to developing social and educational policies to support this “pandemic generation.” Beyond the impacts on children and young people, parents have also struggled with mental health issues (Leach et al., 2023) and challenges in balancing work and family responsibilities, women in particular (Wielgoszewska et al., 2023).The research evidence from previous natural disasters

Journal

Australian Journal of Social Issues – Wiley

Published: Mar 1, 2023

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