Children born during the course of the COVID-19 pandemic are struggling developmentally as they enter school, according to a recent survey.

New research from Mary Immaculate College (MIC), which surveyed more than 100 junior infant teachers, showed in December 2024 that there was a reported increased in behavioural and emotional problems in students.

More than 80% of teachers who responded said that anxiety levels, classroom behaviour and attention spans in children had worsened since the COVID-19 pandemic.

Consultant child and adolescent psychiatrist Doctor Patricia Byrne told Newstalk Breakfast that there are a number of factors that have likely contributed to these issues.

“So, the survey itself doesn’t give an answer, but there are certainly a number of areas that we can think about that may impact this,” she said.

“In order for children to develop, they need three things, they need optimal conditions to develop their own potential - so play and nurture - they need early identification and assessment of any developmental differences.

“And three, for those children who are having difficulties, they need early intervention for those difficulties.”

Primary school children reading in a classroom in the UK.

Dr Byrne said the cohort of children examined in the survey had deficits in all of these areas.

42% of teachers highlighted issues relating to children not being able to manage personal care; for example, putting on their coat or using a knife and fork.

More than half of junior infant classes also reported having three children or more in their class with emotional or behavioural issues and learning or intellectual difficulties, or limited knowledge of the main language of instruction.

According to Dr Byrne, this may not all be directly related to COVID-19.

“It’s unclear about how significant [the pandemic] is,” she said.

“However, we do know that for children, the most important way for them to develop their skills – emotional, social, fine motor skills – is through play, and these children had less opportunities to play with other young children.

“So, they had less opportunities to play with other children, less opportunities for early education - so that certainly means they experienced less developmental opportunities than other young people.

“And potentially, although there were many parents at home, many parents were at home trying to work, so it’s not the same as potentially being there to be able to play and develop a child.”

Student leaning on the desk in a classroom. Image: Alamy

Dr Byrne said it should also be highlighted that public health nursing resources have gone "right down” in recent years, which led to many of these children not receiving developmental checks.

"Many parents, even when they had children that they identified concerns, have not been able to access early assessment or intervention," she said.

According to Dr Byrne, teachers are acting as “canaries in the coal mine” and witnessing the results of a range of issues that have plagued these children’s development.

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Main image: A classroom, © PA Archive/PA Images