Coronavirus (COVID-19) mitigation measures among children and young people: evidence base summary
Summary of the Scottish evidence base on the COVID-19 mitigation measures aimed at children and young people in Scotland
7. Conclusion
This paper has reviewed evidence on COVID-19 mitigation measures aimed at children and young people from a range of available sources. Both quantitative and qualitative research was carried out with young people and parents. There is limited evidence on children, primarily because those aged under 12 were exempt from most COVID-19 restrictions.
In terms of understanding of restrictions, findings showed that the majority of young people were clear about the rules, particularly around face coverings. However, research with parents found low levels of understanding of rules around meeting others, particularly following the easing in May 2021. In qualitative research both young people and parents stated that it was difficult to keep up to date with changing regulations and called for clearer and more accessible information and communications.
In terms of compliance, most young people reported adhering to restrictions, although recognised the difficulty of doing so in social situations.
In terms of attitudes to COVID-19 mitigation measures, the research showed that the majority of young people and parents understood the importance of measures and were comfortable with them. According to the evidence presented, young people and parents found some aspects of the restrictions challenging, particularly physical distancing and restrictions on meeting others.
In terms of impacts, the majority of young people did not feel anxious due to wearing face coverings, although a significant minority did say that they made it harder to connect with others, to understand teachers and to follow lessons. Just under half also agreed that the rules around meeting others were having a negative impact on their relationships with family and friends and on their mental health.
Contact
Email: socialresearch@gov.scot
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