Isolated, Limited, and Depressed: The Impact of COVID on School Connectedness and Peer Relationships

Background and Purpose: School connectedness is a protective factor for youth, associated with reduced delinquency, substance use, and teen pregnancy and refers to youth’ relationships with school personnel and peers; their commitment to learning; and participation in school activities. A sense of connectedness in school may allow youth in foster care to more effectively navigate challenges and stressors related to trauma and loss, build competencies, achieve academic success, and start a successful transition to adulthood. However, frequent placement and school changes can undermine this process. The present study examines how COVID related school closures, shifts to online learning, and social distancing measures impact school connectedness.

Methods: Participants constituted a subsample of the Texas Youth Permanency Study, a longitudinal study of child-welfare involved youth. Youth were contacted via phone, text and email. Semi-structured interviews were conducted about six months after the start of the COVID pandemic. Interview participants included 54 youth (ages 14-19; M=16.7, SD=1.2); 87% were in foster care, 4% had emancipated, and 8% had achieved legal permanency; 46% had lived in their current placement for less than nine months. The sample was 56% female, 57% Hispanic, 56% White, and 19% Black.

Interviews elicited participants’ experiences in school, their relationships with teachers and peers, and the impact of COVID. Interviews were transcribed verbatim and coded by two research team members following best practices in Consensual Qualitative Research. Themes were formulated, first by discussing ideas for each case, and then analyzing ideas across cases.

Results: When reflecting on their experiences prior to the COVID pandemic, the majority of youth with relative placement stability reported that support from teachers and counselors was essential for helping them feel connected and catch up academically. Positive peer relationships were another important aspect of school connectedness. In contrast, youth with frequent placement and school changes reported withdrawing from the school environment and falling behind academically. In addition, these youth expressed a pervasive sense of loss and described themselves as anti-social, socially awkward, and uncomfortable with peer interactions.

COVID related shifts to online learning eliminated the direct interactions with teachers and counselors that had previously been a stabilizing factor and youth struggled academically. Social distancing measures severely disrupted their connections with peers and added another layer of isolation and loss, resulting in feelings of depression. Placement changes during the pandemic made it difficult to forge or maintain connections especially when access to phone and internet were limited.

Conclusions and Implications: Findings from this study suggest both the importance of school connectedness as a protective factor and the enormous toll of placement and school changes on the educational achievement and social development of youth in care. The COVID pandemic disrupted school connectedness and furthered already existing isolation and pervasive sense of loss.

Child welfare practice should prioritize placement and school stability and support youth’ social networks at school and in the community. In light of the COVID pandemic, additional programming and resources are needed to support youth to reengage with school and stay connected with peers.