Child Psychology During COVID-19 Lockdowns: An Exploratory Study of Online Learning and Children's Well-Being

Ayesha Subhani

Abstract: The COVID-19 lockdowns disrupted children?s routines, peer relationships, and schooling. This paper examines the possible psychological and educational effects of these disruptions through a literature review and an exploratory interview survey of seven children. The interview responses indicated common concerns about eye strain, headaches, unreliable internet access, limited interaction with teachers, low social activity, and reduced confidence or academic engagement. All seven respondents said online learning was not helpful overall, although one respondent described an individual benefit related to introversion. The survey was small, descriptive, and non-probability based; therefore, its findings cannot be generalized. Recent research suggests that school closures and lockdowns were associated with adverse mental health and health-behavior outcomes, while online schooling itself was not uniformly harmful and could be protective compared with complete non-attendance [4, 5, 13]. The paper concludes that children need structured routines, meaningful social contact, safe screen practices, and accessible professional support.

Keywords: child psychology; COVID-19; lockdown; online learning; mental health; screen time

How to Cite?: Ayesha Subhani, "Child Psychology During COVID-19 Lockdowns: An Exploratory Study of Online Learning and Children's Well-Being", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 306-309, https://www.ijsr.net/getabstract.php?paperid=SR26904205122, DOI: https://dx.doi.org/10.21275/SR26904205122

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