Fears children born during lockdown are years behind as they start at school

Children born during the COVID-19 lockdown are starting school and are reportedly facing significant developmental challenges. Experts indicate that these children, now four years old, are about two years behind in social and emotional skills due to limited interactions during their formative years. The pandemic restricted their exposure to social experiences, such as family gatherings and playgroups, and many missed crucial health appointments that could have identified developmental issues early on. Teachers are observing increased behavioral problems, including difficulties with communication, sharing, and following routines. Research shows that one in five children in the UK struggles with speech and language, a situation exacerbated by the pandemic. The lack of professional support, particularly in disadvantaged areas, further complicates the issue. Schools are urged to adapt their teaching methods to address these unique challenges rather than strictly adhering to traditional phonics programs. There is a growing recognition of the need for a more holistic approach to early education that prioritizes social and emotional learning alongside academic skills. Despite the challenges, educators remain hopeful, emphasizing the importance of understanding and addressing the specific needs of these children to help them succeed.

- Children born during lockdown are starting school with significant developmental delays.

- Experts report that many children are about two years behind in social and emotional skills.

- Increased behavioral issues, such as poor communication and frustration, are being observed in classrooms.

- One in five children in the UK struggles with speech and language, a problem worsened by the pandemic.

- Schools are encouraged to adopt a holistic approach to education that prioritizes social skills alongside academics.