So then you had to get back all that friendship: children’s lived experiences of the COVID-19 lockdowns and on returning to school
Gardiner-Smith, Lulu and Jackson, Sophie (2024) So then you had to get back all that friendship: children’s lived experiences of the COVID-19 lockdowns and on returning to school. Pastoral Care in Education. ISSN 0264-3944
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So then you had to get back all that friendship children s lived experiences of the COVID-19 lockdowns and on returning to school.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (743kB) |
Abstract
The COVID-19 pandemic has had an immense impact on the global population. Lockdown restrictions and school closures resulted in disruption to children’s learning and prolonged periods of social isolation from peers, throughout a crucial time in their development. By examining children’s lived experiences of lockdown and their transition back to school, this study aimed to understand how children have dealt with the challenges presented by the pandemic. In doing so, this may provide guidance for families and educators in their support of children in the future. In the aftermath of lockdown, face-to-face interviews with six children, aged 10–11 years, were conducted across three schools in the United Kingdom between October-November 2022. Semi-structured interviews provided a detailed account of participants’ experiences and were analysed thematically. Thematic analysis of the data identified five themes: (1) COVID comprehension, (2) friendships through lockdown, (3) remote learning challenges, (4) family friction, (5) benefits of lockdown. This study provides an insight into the unique experiences of children throughout an unprecedented time, and their transition back to school. In listening to the voices of children, we understand the importance of external social connections and the school as a means of nurturing friendships and in providing teacher support and feedback. These findings offer important guidance for educators in the event of future restrictions, or where pupils are unable to attend school for a prolonged period, to ensure interventions are in place to facilitate friendships and maintain connections with children.
| Item Type: | Article | ||||||
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| Identification Number: | https://doi.org/10.1080/02643944.2024.2337700 | ||||||
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| Uncontrolled Keywords: | COVID-19, remote learning, children, schools | ||||||
| Subjects: | CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific) | ||||||
| Divisions: | Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology | ||||||
| Depositing User: | Sophie Jackson | ||||||
| Date Deposited: | 19 Apr 2024 11:01 | ||||||
| Last Modified: | 19 Apr 2024 11:01 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/15401 |
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