The impact of COVID-19 on children’s social-emotional skills, behavioural adjustment and psychological wellbeing

This study synthesised 157 longitudinal studies across 33 countries to examine how the COVID-19 pandemic impacted children (aged 0–12 years). Children showed declines in social-emotional skills and wellbeing and increased behavioural problems compared to pre-pandemic levels. Outcomes worsened early in the pandemic but did not continue to decline. Stricter and more prolonged restrictions were associated with poorer wellbeing and increases in internalising and externalising behaviours.

Why is this important?

• Crises such as the COVID-19 pandemic can disrupt the family environment, education settings and peer relationships that children rely on for social-emotional development, behavioural adjustment and psychological wellbeing.

What did they do?

• The authors conducted a systematic review and meta-analysis* of 157 longitudinal studies from 33 countries examining children aged 0–12 years.
• They examined COVID-19 related changes in children’s social-emotional skills, behaviours adjustments and psychological wellbeing.
• They compared pre-pandemic and during-pandemic data and examined multiple measurement points during the pandemic to assess how children’s outcomes changed over time.
• They also examined whether pandemic restrictions (e.g. lockdowns and closures) influenced children’s outcomes.

What did they find?

• Children’s social-emotional skills and psychological wellbeing declined and their behavioural problems increased during the pandemic compared with pre-pandemic levels.
• These changes occurred early in the pandemic, with outcomes initially worsening but not declining over time.
• Stricter pandemic restrictions were linked to poorer wellbeing and more behavioural difficulties.
• Different types of difficulties were affected in different ways. Stricter or longer-lasting restrictions were linked to increases in both externalising behaviours (e.g. aggression) and internalising difficulties (e.g. anxiety, withdrawal).

What does this mean for practice?

• Findings suggest the need to ensure children’s social-emotional development and wellbeing is protected during extended periods of disruption.
• Understanding how children respond over time may help services plan both early support and longer-term recovery responses during and after crises.
• Services can use this insight to prioritise support for children as early as possible following the onset of a disruption, alongside longer-term strategies that aim to rebuild social-emotional skills and promote wellbeing after crisis.
• Services could prioritise outreach and targeted supports for children and families most affected by stricter or longer-lasting restrictions, including those experiencing higher stress, isolation or reduced access to services.

This summary is one of the child mental health research highlights for May 2026, prepared by the Australian Institute of Family Studies (AIFS).