īeing in a critical period for development means that experiencing trauma during adolescence may have specific and long-lasting consequences for young people. Increased need to be with peers, heightened sensitivity to social evaluation and influence and being inclined to take risks together suggest that it might have been particularly difficult for young people to follow COVID-19 guidance that involved physical isolation and social distancing. This disruption was experienced by a population who are in the midst of a critical period of development, involving major biological, psychological, social, and institutional transitions. For many, national exams were cancelled, causing anxiety about uncertain futures. The messaging was: “Stay at home, protect the NHS, Footnote 1save lives”.ĭuring this time, schools, colleges, and universities were closed and young people faced a protracted period of isolation, the impacts of which are not yet fully understood. Initially, rules in Scotland and England were the same, co-ordinated under a UK four nations approach. People could only leave their homes to shop for necessities, exercise once daily, to meet any medical need or to provide care or help to a vulnerable person. In March 2020, the UK Government and devolved administrations introduced a first round of lockdown restrictions in response to the global COVID-19 pandemic. To reduce the likelihood of disenfranchising the next generation, Government and the media should focus on developing messaging that reflects young people’s values and concerns and to provide opportunities for young people to become involved in responses to future crises. Young people want to be listened to and feel they have a part to play in responding to a national crisis such as the COVID-19 epidemic. They felt a responsibility to help with the pandemic response, and wanted to be productive with their time, but saw few opportunities to volunteer. Despite this, they were motivated to adhere to government advice by the hope that life might soon return to normal.
The abrupt onset of lockdown left young people shocked, confused and feeling ignored by government and media messaging.
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Thematic analysis was conducted to explore how young people viewed the government’s response and messaging and to develop recommendations for how to best involve young people in addressing similar crises in the future.
Thirty-six online focus group discussions (FGDs) were conducted with 150 young people (Southampton: n = 69 FGD = 7 Edinburgh: n = 41 FGD = 5 UCL: n = 40 FGD = 24). This qualitative study combines data from research groups at the University of Southampton, University of Edinburgh and University College London.
This study explored young people’s experiences of the UK Government’s initial response to the pandemic and related government messaging. For young people, closure of schools and higher education institutions and social distancing rules may have been particularly challenging, coming at a critical time in their lives for social and emotional development. To reduce COVID-19 infection rates during the initial stages of the pandemic, the UK Government mandated a strict period of restriction on freedom of movement or ‘lockdown’.
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