The Impact of COVID-19 on Children's Language, Socioemotional and Educational Outcomes

The ICICLES project aimed to explore the long-term impact of the pandemic on children’s language, socioemotional and educational outcomes. Children in Reception and Key Stage 1 were assessed between 2021 and 2024  using a language and a socioemotional assessment. National data on children's outcomes in the Early Years Foundation Stage Profile (EYFSP) from pre to post covid were also compared. Results showed that most children participating in the ICICLES project achieved the scores expected for their age in all language and socioemotional assessments at each testing point. However, further analyses showed that certain groups of children sharing specific individual, family, and school factors, achieved significantly lower scores compared to their peers. An analysis of national data revealed that overall, the odds of children achieving the expected Good Level of Development in the EYFSP significantly decreased immediately post-pandemic, but is showing evidence of recovery as time moves on. Notably, not all areas of the framework were equally affected, and the impact varied among different groups of children depending on their individual characteristics. These results suggest that not all children have been impacted to the same extent and recovery plans should focus on supporting the groups of children impacted the most.
 

Biography

Claudine is a Psychologist with an interest in children's reading and language development, particularly children learning English as an Additional Language. She also specialises in Early Years research and the development and evaluation of educational interventions.