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Schools were physically closed for many months during the initial period of lockdown, and also for other periods of time, on and off, later in 2020 and into 2021. All involved (e.g., pupils, parents, families, teachers, principals) did the best they could with distance education during these times. Our research during the first lockdown reported some positive experiences for families, but there was lots missed out on too (see Egan, Pope, Moloney, Hoyne & Beatty, 2021).

While some positive effects of lockdowns were reported, further international research indicates the pandemic had many negative effects, including learning loss due to school closures (e.g. Alejo et al., 2023). Negative socioemotional effects were also present for many during lockdowns, including very young children (e.g., Egan et al., 2021). However, a number of years on from the start of Covid-19, are there longer-term impacts on children’s academic learning, psychological development and wellbeing? Our recently published research with Junior Infant teachers in Ireland reported significant challenges for the babies of the initial lockdown when they started school (Egan & Pope, 2026). However, we wanted to investigate in a new study whether this was the case for older primary school children also.

About the Study

We asked primary school teachers in Ireland to complete an online survey in Spring 2025. Over 200 teachers responded to the survey (including teachers of all class levels, principals and special education teachers). The schools included a mix of urban, suburban and rural locations, DEIS status, and school sizes ranged from fewer than 20 pupils to over 900. The majority of teachers who responded had over 10 years teaching experience, with some having as much as 40 years experience. Drawing on or adapting many questions from the Growing Up in Ireland study, teachers were asked a series of questions about how the children were faring in terms of their academic skills and cognitive and socioemotional development, in comparison with classes they taught before the pandemic.

Preliminary findings highlight a number of issues and concerns of teachers - with academic learning but also with ongoing psychological development and wellbeing. Over half of the teachers indicated that compared with cohorts they taught before the pandemic, many of their pupils are doing worse now, in subjects such as Maths, English and Gaeilge (64% indicated they have more pupils now with challenges in English language or literacy, 55% indicated they have more pupils now with challenges in mathematics and 58% indicated they have more pupils now with challenges in Gaeilge). One teacher commented that "Literacy development is the key difference between classes now and pre pandemic…children who struggle, struggle more now as they didn’t have as many or as early interventions”. Teachers also highlighted other curriculum areas that pupils struggle with, including Art, Music and PE.

Additionally, teachers indicated issues that are making the educational environment more challenging, both for teachers and pupils. For example, 82% of teachers indicated they have more pupils now with emotional and behavioural issues compared with before the pandemic. A fifth class teacher with 15 years’ experience noted that "the levels of anxiety, social issues and emotional and behavioural issues that we are dealing with is very concerning". Another teacher commented, "it is not possible for the class teacher to meet the needs of all children". 

Issues with communication were also raised as some teachers felt that children’s vocabulary and communication skills were of concern now. Some teachers noted the increased need for Speech and Language intervention. Teachers raised further concerns about children’s attentiveness, socioemotional development, increased anxiety, peer interactions, and issues with emotional regulation and resilience. Compared with before the pandemic, more than half of the teachers indicated they have fewer pupils in their class now who:

• Play well with others (58%)
• Take turns and share (54%)
• Are sensitive to other children's feelings (60%)
• Show respect for their peers (58%)
• Show respect for teachers (64%)

Several teachers also reported issues with conflict resolution, a lack of empathy and respect for others (teachers and peers included), and that children now needed a lot of support in these areas. For example, a teacher of an older multigrade class (average pupil age of 11) made the following comment:

"Many of my pupils have poor communication skills and their emotional maturity is below where I would expect it to be. Play is very rough and there is a lack of empathy. Many of my current pupils have difficulty in their social interactions - not good at sharing, listening, taking turns, expressing themselves well and showing empathy towards others. I believe that those pupils who were in senior infants at the time of the first closure of Covid are some of the worst affected, as their social interactions were limited their emotional development was hampered."

A Principal with 22 years teaching experience felt that "Empathy is lacking, particularly in the groups who missed the infant years being physically in school and the vital socialisation this brings".

Another teacher with 33 years teaching experience, teaching first class children (average age of 7), made the following comment:

"Empathy is a trait that has been just deleted. Learning can't take place unless the child is happy and secure in themselves. The pandemic has left children void of this security and that is creating these large gaps in their learning. Lots of teachers are now focusing their attention on rebuilding the children's social and emotional skills as a priority as opposed to their academic skills."

Similarly, to address these issues, one teacher mentioned that "more time is needed for relationship building". While another felt that communication and oral skills need extra teaching time now, and others mentioned teaching ‘emotional literacy’ and ‘explicit social skill intervention and emotional regulation support’. 

While previous research identified learning loss during school closures and in the immediate aftermath of lockdowns, the current new findings indicate that many teachers believe this academic loss is still present for some pupils a number of years on. More broadly, it seems some children have also had their social, emotional, physical and cognitive skills negatively affected. Parental attitudes, attendance and an increased focus on screens, gaming and use of devices were also identified as concerning and attributed by some to current issues with attention and concentration in the classroom. The use of devices within the home environment was noted and how this had increased for many children during the lockdown periods. One teacher noted "they can’t swipe me", while another acknowledged that during lockdown "many children were left to their own devices- literally".

The responses from teachers in this new study point to a changing educational landscape, making it a much more challenging and complex environment. Difficulties were noted by teachers from junior infants, through to sixth class, suggesting challenges across the whole school population. Future investigation, investment and supports are required to ensure that we are supporting all children, their teachers and the wider school community.

By Dr Suzanne Egan, Department of Psychology, 91��Ƭ�� & Dr Jennifer Pope, Department of Reflective Pedagogy & Early Childhood Studies, 91��Ƭ��.

References

Alejo, A. Jenkins, R. Yao, H. (2023) . Future in Education Research, 2, (1), 16-29

Egan, S.M. & Pope, J. (2026). . Early Childhood Education Journal. 

Egan, S.M., Pope, J., Moloney, M., Hoyne, C. & Beatty, C. (2021). . Early Childhood Education Journal, 49, 925-934.

Further Reading

For further reading see also:

Egan, S. M., & Pope, J. (2022). . In Educating the Young Child (pp. 15-31). (Educating the Young Child; Vol. 18). Springer.

Egan, S.M., Pope, J., Beatty, C. & Hoyne, C. (2023). How Young Children Played during COVD-19 lockdown in 2020 in Ireland: Findings from the Play and Learning in the Early Years (PLEY) COVID-19 Study. In A. Beresin & J. Bishop (Eds.) . Open Book Publishers. Bookwinner of the 2024 Opie Prize by the American Folklore Society.