10.3.3 Impact of COVID-19

10.3.3 Impact of COVID-19

Research points to potential longer-term negative impacts of the pandemic restrictions on children and young people

An Economic and Social Research Institute (ESRI) report158, published in July 2020, found that action was needed to address the short and longer term implications of the COVID-19 pandemic on children and young people. The report drew on existing and emerging Irish and international research on the effects of the pandemic restrictions on children and young people. The report concluded that:

■school closures and the lack of face-to-face interaction with peers and broader family networks were

having direct effects on children’s and young people’s lives

■the impact of the pandemic would be felt most keenly by young people from more disadvantaged

backgrounds and those with special educational needs

■parental job loss and the possibility of longer-term unemployment would affect child wellbeing

through greater stress in families

158 Darmody M., Smyth E. and Russell, R. (2020) The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review. Available at: https://www.esri.ie/publications/the-implications-of-the-covid-19-pandemicfor-policy-in-relation-to-children-and-young

In light of the ESRI findings, and other reports and research carried out by the Inspectorate, the Department put a range of measures in place to mitigate the impact of the pandemic on the education and wellbeing of pupils and students, particularly on those with special educational needs (SEN) and those at risk of educational disadvantage. As mentioned elsewhere in this chapter and also in Chapter 1 and Chapter 6, these measures included significant additional funding for digital resources, and the development of a suite of guidance materials and resources for schools. As well as guidance and resources related to wellbeing, other supports included the enhancement of the summer programmes for pupils and students with SEN and those at risk of educational disadvantage, the creation of seventeen additional psychologist posts and the provision of approximately 120 guidance posts to support student wellbeing in post-primary schools.