Evidence of Stress Reactions and Positive Changes in Primary School Children During the COVID-19 Pandemic

ABSTRACT

Theoretical Background: The COVID-19 pandemic is a global crisis, and international studies reveal the psychosocial effects on children from both the children's and the parents' perspectives. Objective: Because the COVID-19 pandemic is a novel crisis that affects everyone, the present qualitative substudy of the COVID-19 Children's Study explored the changes in children resulting from this emergency from the perspective of primary school pedagogues. Method: To this end, we conducted 11 focus-group discussions in spring 2021 with 31 primary school teachers and principals from North Tyrol. We analyzed the focus groups using thematic analysis. Results: The primary school pedagogues observed both stress reactions and positive changes in the pupils. Stress reactions were devided into behavioral, emotional and physical symptoms. Positive changes observed were behavioral changes, such as more independence;and emotional changes, such as more connectedness. Discussion and conclusion: It is important to take the numerous stress reactions of children described above seriously in schools and society. In addition to the negative effects, positive changes also took place in the children, and these should be promoted and strengthened as resources in the sense of resilience in the further course of the COVID-19 pandemic and beyond.