“Waiting out the day, not living, not fun”: a qualitative investigation of children’s experiences of school closures due to COVID-19

Abstract

Abstract Early school leaving (ESL) is considered a significant societal issue globally due to the negative effect on young people’s health, affect, and quality of life. Continued absenteeism is a risk factor for ESL. This study aimed to explore Irish children’s health and wellbeing experiences during school closures due to the COVID-19 pandemic. These children were all considered at risk of ESL by their schools. Semi-structured interviews, adopting a “write, draw or tell” method, were conducted with ten children ages 9 − 13 years old. The study used an Interpretative Phenomenological Analysis (IPA) methodology. The loss of routine, social ties, and sense of success and belonging experienced in schools had a detrimental impact on the health and wellbeing of the children. They experienced adverse mental health effects, including anxiety, depression, anger, and loneliness. Their physical health and wellbeing were impacted by changes to sleep behavior, physical activity levels, boredom, and gaming usage. Children remain very vulnerable to the impact of school closures, contact restrictions, and living with the pandemic. Recommendations include improving online resources for young people and developing in-school programs to improve sleep hygiene.