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

Emily Widnall, Emma A. Adams, Ruth Plackett, Lizzy Winstone, Claire M. A. Haworth, Becky Mars and Judi Kidger
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Emily Widnall: Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 2PS, UK
Emma A. Adams: Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE3 4ES, UK
Ruth Plackett: Division of Primary Care and Population Health, University College London, London NW3 2PF, UK
Lizzy Winstone: Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 2PS, UK
Claire M. A. Haworth: School of Psychological Science, University of Bristol, Bristol BS8 1TU, UK
Becky Mars: Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 2PS, UK
Judi Kidger: Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 2PS, UK

IJERPH, 2022, vol. 19, issue 12, 1-14

Abstract: 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.

Keywords: adolescence; peer relationships; mental health; qualitative methods; COVID-19; school closures (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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