Ever since the announcement came that primary schools will be the first to reopen, fears have been shared about the mental impact of socially distancing small children and of the other measures schools will have to employ.

But what is the truth behind these fears?

Grainne Hallahan asked Dr Rina Bajaj, a counselling psychologist who works with the Anna Freud National Centre for Children and Families, for her thoughts on what the impact might be, and how schools and parents can help.

Is there a danger that a return to a very different type of school experience could negatively impact the mental health of Reception and Year 1 pupils? 

It is important to prepare young children for transitions and changes as much in advance as possible. It is unlikely that, if young children are prepared in advance, [the changes] will have a long-lasting impact on their mental health.

However, as all children will have individual differences, it is also useful to be aware of those more vulnerable children who may need additional support.

Schools should work with parents and families as part of the preparation process. They will need to offer clear communication about timelines for opening the school, and clear guidelines around what social distancing measures will be put into place. These can then be consistently reinforced by school staff when children return to school.

Before June, during this preparation phase, adults must explain to children why social distancing is important. We need to keep having open and age-appropriate conversations about the coronavirus pandemic, and how to keep ourselves and each other safe.

Children are likely to already have some understanding of this from the lockdown phase, as they would have had to observe social distancing measures.

We can use this time of change to help children to develop new coping mechanisms and build their levels of resilience.

Will younger children find it frightening to see adults wearing face masks?

It is likely that most children will have already seen adults wearing face masks. However, understanding why this is the case may be important for children.

This can be framed in a positive way, using age-appropriate language that children may understand, eg, “It is to keep us all safe”. Parents and carers may wish to prepare their children for adults wearing face masks before they leave their homes.

That said, school is usually a familiar and containing space for children. Therefore, if the situation arises whereby adults in school have reason to wear face masks, this may feel unsettling to some pupils.

If this is the case, schools may wish to prepare children for this change through providing families with information about what changes they can expect when they come to school. An example of this may be to create a video placed on the school’s website that children, parents and carers can watch together.

There are also examples of children’s stories in relation to the coronavirus, which can be accessed via the Mentally Healthy Schools website.

In order to help children make sense of this “new normal”, parents, carers and school staff should allow children the opportunity to ask questions before and after the return to school, as they are still likely to be curious about the changes they are experiencing.

Checking in with children regularly about how they are feeling can also be reassuring. It can also provide a space to normalise a range of different feelings and emotions.

Could returning to school and socially distancing be more psychologically distressing for children than staying at home?

If the return to school is managed and contained, then it is likely that children will be able to find ways to manage any psychological distress - even if some children do require additional specialist support.

The aim is to try to establish some consistency and containment for children as we transition through this change into the “new normal”. Overcoming challenges can help children to develop their levels of resilience, and potentially learn new life skills and coping mechanisms.

It can be useful to focus on strength building. Instead of reassuring the young person that nothing bad will happen, ask things like “What have you learned about your strengths in this situation?” or “What did you do well today?”

This can help them to begin to challenge their anxieties. You could also reinforce ways that they are still managing to connect with others, even during times of social distancing.

There is good-quality evidence that those with high levels of mental health literacy are more likely to seek help. Therefore, schools may wish to encourage children to understand anxiety and a range of emotions. This can also help to challenge and break down any stigma around talking about mental health or accessing support.

What else can teachers do to assist with minimising pupil anxiety?

Children look to the adults in their lives as role models. Therefore, it is important to avoid catastrophising, keep a balanced perspective in life and maintain a hopeful outlook. This can help create a sense of acceptance around change and it can provide a space for children to begin to problem solve.

It is important to be truthful, but also to reassure. Maintain consistent boundaries, as this can provide feelings of safety. Continue consistent routines as much as possible, but remember that it is also OK to have some flexibility. Model good self-care, focus on wellbeing and limit children’s exposure to constant talk about the virus.

Will asking children not to touch each other cause problems with their friendships?

We do know that children’s peers play a substantial role in their lives, and touch can be one way to express feelings and a connection.

However, arguably, connection is more important than touch. Touch is one way to signal something (eg, caring, kindness, affection), but children can also be shown other non-verbal or verbal ways to express and communicate how they are feeling.

Children can be shown that social distancing does not need to mean social disconnection. They may have already had experiences of this, eg, through virtual communication with their friends. We will need to explain to children why it is important not to physically touch their peers at this point in time, so that they do not experience this as a rejection. Help them to understand that they are still valued, important, cared for and held in mind.

School staff can involve children in thinking about creative ways that they can connect with their peers. At the same time, it is OK to acknowledge that this may initially feel difficult and there may be an element of loss around this.

The important thing is that children know that they are held in mind by the adults who support them.

Will it be possible for meaningful learning to take place under these circumstances? 

In order to aid pupils in their learning, it is important to ensure that they feel emotionally safe. This can take them out of “fight or flight” or survival mode, which means that the thinking and processing part of their brain is activated. They will then be more able to focus, process information and store new learning.

Schools can help this process by providing a learning environment that is containing, and which feels as predictable and familiar as possible. Providing clear, factual information will also be key in helping children to manage the transition to a new learning environment. It will also help them to regulate and process a range of emotions, so that they are able to manage any overwhelming feelings and engage more fully in their learning.

Returning to learning will be a process and it is useful to have realistic expectations around this. A part of this process is accepting that children may not immediately return to “learning” as it was before, and that’s OK.

To begin with, children will need to re-establish relationships and feel safe back in school.

Will children find it confusing if they return and find that their teacher is no longer at the school, or is remaining at home due to shielding rules? 

Confusion usually arises from not knowing. Therefore, children are less likely to feel confused if they know in advance (via parents and school staff) that they may have different teachers when they return to school. Clarity and consistency is important during these times of change.

Children may have questions about why their teacher has changed and, if possible, it can be useful to provide an explanation. If known, explain why this change has happened and how long it may be for. If this is not possible, let the children know this, as well as letting them know that you will keep them updated.

Provide the space for them to reflect on a range of feelings this change may bring, eg, loss, confusion, anger or excitement, and allow a space for this to be processed.

For some children, you may wish to talk to them about this on an individual basis, if they are likely to find this change more difficult. Help them to process it. Identify a consistent key adult in the school whom each child can speak to if they need to.

For children who have had a trusted go-to member of staff who is now absent, make sure they know who else they can turn to.

If a teacher is not returning to school, it is also important to let the children know this so that the ending can be marked in a safe and containing way.

Will the change to smaller classes be disruptive and distressing for the children?

Once again, this depends on how this transition is managed. If possible, it could be important for children to know in advance if the class size will change, to help them to prepare for this in their own minds.

Each child is likely to react differently to this change. Some children may find it daunting or more exposing, whereas others may find that having more attention is containing and aids their learning.

School staff can be more aware of the children in their class and offer support, where necessary. If possible, explain how classes are being organised for now and where the other class members are.

Inevitably some children won’t be returning with the rest of their class. Will students be very upset by this? 

For some children, this may be upsetting. Allow them space to acknowledge and understand this sense of loss. It is important that these emotions or feelings are not minimised, and that children are encouraged to express how they feel - perhaps in relation to not being able to see or say goodbye to friends. We cannot assume that all children will feel or respond in the same way.

If possible, provide appropriate factual information about what happened to their friends and whether they are likely to return. Schools and families can also provide reassurance to children if needed.

Help them to stick to the usual routines as much as possible, as this creates a sense of safety and containment for the child.

You may also want to think about other opportunities in school to discuss mental health and emotions, such as through assemblies, circle time, worry boxes, drop-in services, wellbeing notice boards, PSHE lessons and curriculum-based lessons, for example during art, music, drama and PE.

This array of options can be helpful in encouraging children to understand a wider range of emotions and to identify potential positive coping strategies - including talking to an adult, breathing techniques, creative expression of feelings and taking exercise.

Classic signs of distress might be crying, clingy behaviour and acting out - however, are these the only signs teachers should be looking for? Is a smiling child always a happy child?

There are many ways that children may process and express their levels of distress. This is influenced by a number of factors, including their age, stage of development, previous experiences, support networks, level of understanding, learned behaviour, and so on.

Teachers may notice a range of varying responses to change, which can include a child seeking reassurance or becoming more socially isolated or withdrawn.

There are also emotional signs of anxiety in children such as irritability, feeling overwhelmed, feelings of agitation or anger, becoming easily tearful, or feeling lower in mood and not being able to verbally express how they are feeling.  

Children can also experience a lack of concentration, a shorter attention span or a lack of attention, or we may notice an impact on retaining information. In children, we may also see an increase in behavioural issues. Added to this, there can be changes to sleep patterns or eating habits.

The range of responses is as unique as the individuality of each child. Therefore, it is important to normalise a range of emotions and to highlight both the internal and external support networks open to children.

However, teachers are usually well connected to their pupils. They are best placed to notice changes in their usual way of relating to others, and changes to their behaviour. It can also be useful to check in with parents or carers to see if they have noticed any recent changes in their child. This may help to build a more holistic picture of the child, which can also help to identify appropriate support options, if needed.

Some schools will opt for rota system whereby children attend school part time. Will that disrupted routine be worse than being in every day but in a smaller classroom?​

During uncertain times, having some predictability and routine can help to create feelings of containment and safety. If we feel emotionally safe, we are less likely to feel anxious. It is not usually a change to the routine alone, but a change to a routine with a sense of “not knowing” that can increase levels of uncertainty, anxiety and/or distress.  

Therefore, if schools are choosing to opt for a rota system, it would be useful to have clear and transparent communication about this process - both for parents and for children. If possible, provide information about when and how updates will be provided, which children will be in the school and when, and who parents and carers can speak to if they have any questions.

Reopening schools is being done on the proviso that the R rate stays under 1. If it rises, and schools close again, is it likely this will cause children to become more anxious about their health?

It is important for schools and families to normalise that it’s OK to feel anxious during these times, as this may be the experience of some children.

It can also be useful for children to understand that things are changeable, but if they are worried they can speak to identified trusted adults in their life (both at school and at home) about how they are feeling.

Providing clear, factual information about what changes are occurring, and why, is important in helping to contain potential anxiety.

If a child is feeling anxious, here a few tips that may be of use:

• Normalise anxiety as a reaction to not knowing. Help them to identify their physical signs of anxiety and the support options available to them. Communicate clearly and consistently.
• Help them to identify positive strategies that help them to manage, eg, taking regular breaks, breathing exercises, taking exercise, talking about or expressing their emotions, having a regular routine, and connecting with others.
• Stay calm but supportive, and try not to get drawn into their emotions. It helps if you are supportive but that you also stay practical. Model positive ways for managing anxiety.
• Praise and reward the small (and big) successes when they face their anxieties. This can help them to remain positive.
• Remind them of the support options available to them in school and beyond, and refer them to specialist support if needed. Help them to identify staff members who they would seek support from.

Some strategies will be unhelpful to a child who is feeling anxious. These include:

• Dismissing or minimising their feelings.
• Blaming, criticising or adding more pressure on them.
• Overwhelming them with an excessive number of strategies or advice - it’s best to keep it simple.