The novel coronavirus has impacted over 200 countries of the world and its unceasing effects continue to dismantle us. The unusual circumstances of the COVID-19 pandemic have forced all of us to adapt to several changes, one of which is the online education delivery method. Transitioning to remote learning has brought forth a large amount of difficulties and demand for adaptation, especially for young children due to their limited understanding of the current events. 

Online learning and social distancing protocols have kept an entire generation of children from a regular schooling experience. Learning through a computer is especially difficult for young children due to their short attention span. Young children lack the ability to follow simple instructions leading to interruptions, such as failing to mute themselves while the teacher or other students are talking. Along with developing engaging lessons for the class, the instructor responsibilities also include ensuring students are seated and attentive. Attentional difficulties are a significant issue observed in young children, which can act as a learning barrier in their academic career. The latest report found a surge in attentional difficulties and restlessness particularly in kids ages 11-16 from low income families compared to those from high income families (Cowie & Myers, 2020). Feelings of unhappiness and anxiety in underprivileged families and their children were reported to have increased over a month of lockdown (Cowie & Myers, 2020). These findings depict the significant impact of the pandemic on young people’s mental health, specifically from the lower class due to the financial instability experienced by the families as a consequence of the lockdown (Cowie & Myers, 2020). In a survey of 6,678 young girls from ages 4 to 14, it was found that about 33% felt sad and 34% felt lonely regularly since the lockdown (Cowie & Myers, 2020). Additionally, 45% of the girls between ages 11 to 14 reported feeling stressed, while 42% of them reported feeling worried (Cowie & Myers, 2020). Although virtual learning may seem convenient, the stress of the pandemic has posed a threat to the physical and mental health of  young children. It is now a common routine for children to spend 7 to 8 hours on their electronic devices for learning purposes. Lack of movement and sitting in front of a screen for several hours is slowly starting to take a toll on our children’s physical and mental health.

It is likely for young children to experience feelings of loneliness and despair during the lockdown due to a lack of peer contact. The drastic changes from their normal school life have led to a deep sense of disturbance to their psychosocial environment. Limited access to friend groups during the stay-at-home order has depicted an occurrence of acute anxiety and stress in young children (Cowie & Myers). As a result, return to face-to-face classes may lead to social anxiety for some students. A study by Fontenelle-Tereshchuk (2021) interviewed parents on their concerns regarding the transition of students back to school where the shared concern was mental health and social development of children. Social anxiety can be a huge drawback in one’s academic success and future career as it creates obstacles in developing effective communication skills and building relationships. Classroom presentations can be extremely difficult for children experiencing anxiety because of low self-esteem and build-up of negative thoughts. Anxiety resulting in minimal eye contact and fear of judgement from peers can make connecting with other students difficult, and consequently worsen one’s psychological well-being. Poor performance in school can potentially put children at a higher risk of future educational failure or unemployment (Cowie & Myers, 2020). Data from 2017/2018 shows about 480,000 teens between ages 13-17 dropped out of school, had high levels of absences, or missed an entire term of school indicating unsuccessful outcomes for their future (Cowie & Myers, 2020). As parents, it is crucial for us to become aware of the adverse effects of online school on our children’s well-being and social life before the situation worsens.

94% of studies found an association between computer use and sleep quality in school-aged children (Hale & Guan, 2014). The studies analyzed Total Sleep Time (TST) associated with computer use in teens, depicting shortened TST with increased computer use. TST is reduced by 51 minutes in teens that reported using electronic devices before bed (Hale & Guan, 2014). Studies have also shown adverse physical effects, including straining of eyes due to increased periods of screen time which causes photochemical damage to retinal cells (Bhattacharya et al. 2020). Damage to eyes occurs due to the emission of short high energy waves, which results in digital eye strain (DES) or computer vision syndrome (Bhattacharya et al. 2020). Young children are at high risk for DES and their diagnosis could be missed as they may not complain or recognize their symptoms (Bhattacharya et al. 2020). DES can make an individual susceptible to various problems, in particular dry eye or permanent vision loss (Bhattacharya et al. 2020). The prevalence of DES ranges between 22.3% to 39.8% (Bhattacharya et al. 2020). Preventative measures, such as limiting screen time for educational purposes only should be taken into account. Figure 3 shows maximum screen time, recommended for online learning students. 

If left unnoticed, these physical and psychological symptoms can act as a barrier to our children’s academic success. It is important to set a daily routine for our children to maintain structure, as well as educate them about the current events to enhance their understanding. Encouraging children to engage in activities that bring them peace will help improve their well-being. Long and Evans (2020) found main sources that are known to be beneficial during the period of social isolation, for example exercising, keeping a journal, being outdoors in nature, spending time with pets, and so on. As parents, the key to managing your children’s anxiety is by actively listening to their concerns and fears and showing empathy so they know their feelings are valid. Children should be encouraged to engage in self-care as it is one of the most important aspects in managing physical and mental well-being. It is important to remain calm and positive especially at a difficult time like this, so our children are urged to mirror our positive attitude. 

References

Bhattacharya, S. Saleem, S. M. and Singh, A. (2020). Digital eye strain in the era of COVID-19 pandemic: An emerging public health threat. Indian Journal of Ophthalmology. 68(8), 1709-1710. doi: 10.4103/ijo.IJO_1782_20

Cowie, H. and Myers, C. (2020). The impact of the COVID-19 pandemic on the mental health and well-being of children and young people. Children & Society. 35(1), p.62-74. https://doi-org.subzero.lib.uoguelph.ca/10.1111/chso.12430

Fontenelle-Tereshchuk, D. Mental Health and the COVID-19 Crisis: The Hopes and Concerns for Children as Schools Re-open. Interchange 52, 1–16 (2021). https://doi-org.subzero.lib.uoguelph.ca/10.1007/s10780-020-09413-1

Hale, L. and Guan, S. (2014). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews. 21, p.50-58. https://doi.org/10.1016/j.smrv.2014.07.007