Self-reported wellbeing and sample characteristics in a survey of 19000 school pupils during the first UK COVID-19 school closures

BackgroundUnderstanding the impact of COVID-19 and associated school closures on the wellbeing of children and young people is important for guiding the provision of support for educational and wellbeing needs, and to prevent long-term negative impacts. Such insight can benefit most from research with large representative samples, which are difficult to capture via most means of recruitment.MethodsWe surveyed 19000 pupils in years 4-13 at schools or Further Education Colleges (FECs) in Southern England during the first period of UK COVID-19 partial school closures (June-July 2020). We asked participants to report how they perceived the impact of lockdown on wellbeing and lifestyle factors. We also collected information on key demographics and characteristics, to assess the representativeness of a sample that can be recruited via schools during a lockdown.ResultsMost responses were from pupils in years 7-10 and most were female and receiving educational provision from home during the first lockdown. The sample captured some responses from young people who said they felt unsafe at school or at home, and some who said they had self-harmed during lockdown. Compared to primary school pupils, responses from pupils at secondary school or FECs revealed higher percentages reporting negative impacts of lockdown, most notably to changes in general happiness, loneliness and management of school work.ConclusionsSelf-perceived changes to wellbeing by school pupils reveal negative impacts of school closures in terms of social deprivation and education on many pupils at secondary schools and FECs. The findings highlight that there have been both positive and negative impacts on the self-perceived wellbeing of school-aged children, with almost one third reporting sleeping and feeling better.