During lockdown and school closure children told Children’s Parliament about how they were feeling. As time passed children were generally less likely to feel cheerful and in a good mood and said they had less energy. Children told us they were increasingly feeling lonely and less sure they would be okay. For more on what children told Children’s Parliament during lockdown see Children’s Experiences of Lockdown.
As educators we know that low mood, anger, anxiety, sadness and loneliness have a negative impact on children’s engagement and attainment at school. To do their best at school children tell us that they need to be able to share their feelings and talk about things going on in their lives. These first days and weeks back are a time to recognise and respect the views of the child (UNCRC Article 12) and the right to recovery from trauma in an environment which fosters the health, self-respect and dignity of the child (UNCRC Article 39). It is also essential that we acknowledge the child’s right to the highest attainable standard of health, both physical and mental (UNCRC Article 24).
The activities provided here will support you to support communication and the development of emotional literacy, as well building kindness, trust, empathy and respect between children and with adults.
Activities
A rights-based approach to recovery 