Differences in Psychological and Behavioral Changes between Children following School Closure due to COVID-19

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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

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Kiwamu Nakachi1,2, Kentaro Kawabe1,2, Rie Hosokawa1,2

  • 1Department of Neuropsychiatry and Neuroscience, Ehime University Graduate School of Medicine, Toon City, Ehime 791-0295, Japan.

Psychiatry Journal
|September 3, 2021
PubMed

Insights

The COVID-19 pandemic

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Public Health

Background:

  • The COVID-19 pandemic necessitated widespread school closures, impacting children's mental health globally.
  • In Japan, prolonged social distancing measures affected children aged 6-18.
  • Understanding developmental stage-specific impacts is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the psychological and behavioral effects of COVID-19 quarantine on children across different developmental stages in Japan.
  • To identify variations in understanding of and adaptation to COVID-19 restrictions based on age and grade level.

Main Methods:

  • A cross-sectional study involving 535 mothers of typically developing children aged 6-18 years.
  • Data collection focused on psychological and behavioral changes during school closures.
  • Children were categorized into four groups: lower elementary (6-9), higher elementary (9-12), junior high (12-15), and high school (15-18).

Main Results:

  • Younger children (lower elementary) showed less understanding of COVID-19 and restrictions, exhibiting more psychological distress (crying, irritability, dependency).
  • Sleep pattern disturbances were more common among junior and senior high school students.
  • Significant differences in psychological and behavioral responses were observed across developmental stages.

Conclusions:

  • Mental health support for children during and after the COVID-19 pandemic must be tailored to their specific developmental stage.
  • Early elementary school children require targeted psychological support due to their increased vulnerability.
  • Adolescents may need specific interventions addressing sleep disturbances related to pandemic-induced changes.

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