By Gavin Mackintosh-
The implementation of lockdown measures worldwide affected schools through closures, forcing many pupils has apparently had an influential role in many GCSE pupils missing schools in 2023. despite lockdowns being over for two years.
A large number of school pupils have been absent this year has motivated some researchers to establish the reasons for the sudden drop in school attendance.
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Claire Coleman, a tutor and outstanding researcher in the education sector, told The Eye Of Media.Com that the anxiety induced by the COVID lockdown has been so severe that they have struggled to attend school ever since.
Ms Coleman tutors both normal school pupils and SEND pupils in both London and Essex who have complex issues going on.
She explained that the sudden disruption of routines, isolation from friends and teachers, and uncertainty surrounding the pandemic contributed to heightened anxiety levels among children, led many to choose not to return to schools, according to researchers.
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She said the fear of contracting the virus, concerns about the health of loved ones, and the overwhelming information about the pandemic have all played a role in increasing the anxiety of many students in the UK.
According to the outstanding tutor, many of those affected were already suffering from anxiety levels according to Ms Coleman, arising from the pandemic which expired a few years ago. The long term effects are debilitating, she says, and often exacerbated by Differentiating truly affected individuals from those playing truant and hiding under the effects of the pandemic is difficult to establish.
”Anxiety can manifest in various ways, and significantly impact a child’s ability to attend school regularly. Some common symptoms include excessive worry, physical discomfort, difficulty concentrating, and fear of social situations, Coleman said. ”When these symptoms intensify, children may experience school refusal, a complex behaviour that is often rooted in anxiety..
Pre-existing anxieties, such as family issues reportedly exacerbated the anxieties faced by many pupils during COVID lockdown, Mr Coleman added. Instances of domestic violence, such as a mother being abused by a father or stepfather, create a hostile and unsafe home environment, further intensifying a child’s anxiety.
Witnessing or experiencing such violence can have long-lasting psychological effects, making it difficult for children to focus on their studies or engage in remote learning effectively.
Ms Coleman said the anxiety induced by COVID lockdown and pre-existing family issues requires a comprehensive and multi-faceted approach .
”Schools, in collaboration with mental health professionals and community organizations, are expected to develop targeted interventions and support mechanisms to help vulnerable pupils. These may include counselling services, social-emotional learning programs, and providing safe spaces for students to express their fears and concerns.
Schools play a vital role in creating safe and inclusive learning environments for children, with educators and school staff regularly receiving training on recognizing and responding to anxiety-related issues.
”There is a need for greater open communication, fostering positive relationships, and implementing strategies for promoting mental well-being is a positive way of reducing anxiety and improving school attendance, Ms Coleman added.
Coleman, one of many professional experts on The Eye Of Media.Com’s thinktank who refuses to be photographed because of her wide ranging insights. some of which can expose high level of incompetence and shortcomings in some organisations, is widely experienced in the education sector.
She believes that establishing open lines of communication and providing resources and support to families facing challenges such as domestic violence can help mitigate the impact of these issues on children’s mental health”.
The COVID-19 lockdown has had a profound impact on children’s anxiety levels and their ability to attend school. For some children, the anxiety induced by lockdown measures has been so severe that they still attend school regularly.
Some critics see this as a convenient excuse for children who are simply not interested in learning.
One social worker told this publication on the condition of anonymity that the complexities in many families are shocking. ”some children are going through many complex issues that make them want to be absent from school. Children who know their mother regularly gets beaten up by her boyfriend, will fin it difficult to be in school. Add to that the fact that some of such children are also bullied in schools, separately from those subjected to abuse from their boyfriends, and you see how complicated the issues can be.
Mental Health and Long-Term Consequences
The mental health repercussions of the pandemic is believed to have extended beyond the immediate crisis period. Prolonged stress, disrupted routines, and social isolation can lead to long-lasting anxiety disorders in susceptible individuals. The impact on children’s mental health, compounded by pre-existing anxieties or family issues, may require ongoing support and accommodations.
Assessing each student’s circumstances on an individual basis is crucial in determining the validity of COVID-related anxiety as an excuse for school absence. Collaboration between schools, families, and mental health professionals is vital to understand the specific challenges faced by students and develop appropriate interventions. Regular evaluation and reassessment can help identify the ongoing impact of anxiety and provide necessary support.
As societies transitioned to post-pandemic life, the impact of COVID-related anxiety on school attendance is expected to have changed dramatically. Whilst some say it is essential to monitor the evolving situation and adapt support systems accordingly, it is equally important for students to take their education seriously and work hard.
One secondary school head teacher told this publication many children prepare hard for their GCSE’s and some of those missing from school are being home schooled.
.”Implementing proactive measures to address anxiety, fostering resilience, and promoting emotional well-being can benefit students not only during the pandemic but also in the long term” she said.
While the duration of COVID as a valid excuse for anxiety-related school absences may vary, the long-term impact on mental health should not be overlooked and pupils have to appreciate that education i for their own good and co-operate fully with mechanisms set up to help them. Psychologists, counsellors and teachers are expected to play their role in helping pupils succeed in their academics, and not allowing the effects of the pandeic set them back.
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