Are Kids Experiencing Post-Covid 'Long Anxiety?'

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Here we are, almost three years post the pandemic that shut down our world instantly and has kept us in a state of uncertainty about many parts of life that we took for granted. We all experienced collective anxiety about the present, future, our health, and health of others. We also worried about the availability of basics such as food and toilet paper.

The World Health Organization (WHO) defines a pandemic as “a worldwide spread of a disease,” with the COVID-19 pandemic being our 21st (Pitlik, 2020). The government encted quarantine to limit the spread. Humans are social creatures and in need of interaction with others consistently. The rise of a “virtual” world allowed many to continue their jobs and education. However, isolation's "side" effects continue to negatively impact mental health.

During this time, anxiety set in for many. Anxiety: “is characterized by increased arousal and apprehension tortured into distressing worry, and physically by unpleasant activation of multiple body systems.”

How is anxiety manifesting among teens?

Avoidance

Many children, teens, and young adults still avoid school, social situations, or participating as team members in sports or activities. Children may have participated in activities pre-pandemic and did not know how to “re-enter." Some have found a strong interest in video games because they don’t require face-to-face interaction, and there is escape and submersion in a virtual and highly engaging electronic world.

Barbara Johnson of the Johnson Center for Health indicated that the quarantine change in lifestyle created weight gain; however, the long-term effect of the virus may have resulted in physiologically-based excessive hunger and increased appetite. Quarantine may have facilitated unhealthy habits like eating in response to boredom. The change in eating habits has created a change in appearance and ease of movement, further perpetuating avoidance of participating in school, socialization, sports, and activities.

Teens and young adults' friendships changed over the pandemic. Thus, many teens have had to create new friendships; however, the problem is that their peer group was already small, and there weren’t other children with whom to create new ones.

Hanging in High Mode

Anxious people often start the day with a high residual level of anxiety running in the background. As the day progresses, that level of anxiety peaks and wanes as different situations result in a feeling of “I can’t handle this” or “This isn’t safe.” For a student in school, thoughts such as the following can heighten anxiety over the day:

• I can’t solve these math problems.
• Everyone must think I’m so stupid for that answer I just gave.
• I can’t read this.
• I don’t know the answer to this test question.
• This is so much work – I can’t finish it.
• I should have done better on this quiz.
• I hope the teacher doesn’t call on me.

Even when things in life cruise smoothly, many kids may sit with high anxiety for fear of what’s to come. Some fear that if they let their guard down, they will be blindsided by the next “disaster.” I’ve heard this phrase too often, “I’m waiting for the other shoe to drop." Anxiety can lead to anticipation of the next “bad” thing, and having a moment of respite is often not enjoyed.

Unreasonable High Self Standards

Some kids hold themselves to high self-standards at a very young age and can be intolerant of making mistakes. Anxiety often comes with the standard of perfection or nothing at all. It’s either good or bad, pass or fail. Errors and mistakes or anything lower than a high set standard equates with shame, guilt, or feeling incompetent or unintelligent. Not achieving 100 percent or being 100 percent accurate holds the fear of letting others down and not being “perfect.”

With schools managing the pandemic as best as they could, kids lost time and skills. Many children’s learning disabilities went undiagnosed. At no fault to anyone or an institution, children are missing academic skills for their age and grade levels. Thus, certain classes are difficult. However, kids aren’t necessarily aware of these reasons for their struggles and are anxious about going to school, often blaming themselves.

Now What?

Relate, Engage, and Move

As parents, create family time and time with friends and extended family. Pre-pandemic, we used to have an active social calendar, and the pandemic's onset decreased social plans. For younger children, create playdates at least once per week. If the week is difficult, try to set one playdate per weekend. If possible, develop plans to do social things with other families to create those bonds and memories that children can build on.

Anxiety Essential Reads

Facing Fears of the Future

Why Today's Kids Are Facing a Meaning Crisis

Just yesterday, a nine-year-old girl told me, “Since COVID, I don’t play soccer anymore. I used to, but now I don’t.” I asked her why she no longer plays soccer, and she said, “I just got used to not playing soccer.” This one short sentence summed up how children lost their interests during and after shut down and are struggling to return to the sports and activities they enjoyed or find new ones.

Parents, talk to your child about finding an activity or sport they might enjoy. Find local classes or teams and join for a trial class or session. Part of the hesitation is not knowing how to be a part of a team anymore. If your child struggles to be on a competitive team, find an activity or sport competing against themselves, like track.

Our bodies are not meant to be sedentary. Children sat in front of computers instead of walking through hallways or playing on the playground. The natural inclination to move may have been quieted. Encourage kids (of any age) to go outside (even if it’s cold) and walk on their own, with a friend, or walk the dog. Take a bike ride, ride a scooter, play on the playground, hike, find indoor swimming (during the winter), join a gym, or create a home gym – anything that keeps the body moving and endorphins pumping.

Engage Your Child’s Teachers

If you notice your child is struggling in any subject, reach out to their teachers and ask for a meeting to discuss their academic skills. Ask:

• Is my child finishing assignments in class?
• How well can my child express herself in writing (spelling, grammar, etc.)?
• Is my child able to understand what he has read to himself?
• Is my child able to answer questions verbally in class?
• Is my child a multi-sensory learner or a child who learns best through hands-on, demonstration, or doing?
• How well can my child make inferences and connections between concepts?

If you suspect a learning disability, contact the Child Study Team (CST) or seek a private psycho-educational evaluation. If you don’t suspect a learning disability, find a tutor to build more foundational math, reading, or writing skills.

Just as long-COVID has been documented, we may be facing the long-term emotional and social impact of the pandemic. Ask questions and seek support and resources for you and your children.

To find a therapist, visit the Psychology Today Therapy Directory.