The COVID-19 lockdowns impacted families around the globe, particularly young children who experienced unprecedented disruptions in their routines, social interactions, and access to early development support. In response to these unique challenges, researchers in the UK launched “The Bicycle (Born in Covid Year, Core Lockdown Effects) Study” in July, led by London’s City University in collaboration with five other English universities. This study aims to understand how the pandemic may have impacted children’s language and cognitive skills, highlighting the wide range of effects on development and the need for targeted support.
How Lockdowns Affected Early Development
The pandemic’s impact on children’s language and cognitive development varies, with some children benefiting from more time at home while others faced significant setbacks. Professor Lucy Henry from City University explains that many children may have slowed in their language acquisition or experienced delays in fine motor skill development due to limited opportunities for social interaction. “The real question is: who was affected, and what can we do to support them as they go into their school lives?” says Prof. Henry, underscoring the urgent need to identify at-risk children and provide tailored support as they transition to school.
Initial findings from the University of Leeds suggest that reduced interactions with extended family members, limited access to healthcare, and fewer community services have significantly impacted speech and language development for some children. For instance, pre-pandemic resources like health visitors and early childhood programs were largely inaccessible during lockdowns, leaving many families isolated and without essential support.
A Family’s Story: The Impact of Lockdowns on Everyday Life
Fahmeda Ahmed’s experience in Bethnal Green, London, exemplifies the struggles many families faced. With twins Aqil and Fawaz just weeks old when lockdown began, Fahmeda and her husband, along with their two other young children, endured the monotonous, isolating days of lockdown in a small, second-floor flat. “It was just the same day over and over again,” she recalls. With social gatherings off-limits, Fahmeda found creative ways to entertain her children, setting up a small pool on the balcony. However, despite her efforts, her four-year-old son, Hasan, stopped speaking entirely, and baby Aqil was later diagnosed with tracheomalacia after months of seeking medical support.
The lack of in-person support for young children like Aqil highlights a broader issue: essential safety nets for families were stripped away. Prof. Catherine Davies from the University of Leeds points out that families lost access to critical educational, health, and social resources. This gap in support is evident in schools, too. For example, Bethnal Green’s Elizabeth Selby School saw a sharp rise in speech and language needs among preschoolers, increasing from 25% in 2020 to 34% last school year.
Overwhelming Demand for Speech and Language Therapy Support
The rise in developmental delays has created a surge in demand for speech and occupational therapy, leaving many families waiting months or even over a year for appointments. In June, NHS England reported that nearly 23,000 children were waiting between 19 to 52 weeks for a speech therapy appointment, with almost 6,000 children waiting over a year. In response, the Department for Education has extended the Nuffield Early Language Intervention programme, but the demand continues to outstrip available resources.
Shahi Ahmed, headteacher at Elizabeth Selby School, has seen the impact of these delays firsthand, explaining that even with a speech and language therapist on staff, the school still maintains a waiting list. “If I could, I’d have a speech and language teacher in five days a week,” Ahmed says, noting that limited funding constrains the school’s ability to fully meet students’ needs.
Meeting Children’s Developmental Needs in a Post-Pandemic World
Beyond language and cognitive skills, educators are also addressing basic developmental milestones that may have been delayed, such as toilet training, which increasingly occupies teachers’ time. As these challenges mount, Ahmed emphasizes that regular school attendance is vital, as it establishes a routine and fosters social skills essential for healthy development. However, attendance is falling, with many children still struggling to adapt to the routines and social expectations of school.
The Bicycle Study’s findings could pave the way for more targeted support systems. By identifying the children most affected by lockdowns, the research aims to guide policymakers and educators in creating more effective early intervention strategies to help children thrive as they enter school. The pandemic has revealed the vital role of early childhood support systems and the challenges that arise when they are disrupted. With continued investment in early education and accessible speech and language services, we can help bridge the developmental gaps created by the lockdown and provide children with the support they need for a successful future.
Growing Demand for Online Speech and Language Support
As these developmental needs have grown, so has the demand for speech and occupational therapy. In response, Exceptional Speech Therapy (based in Miami, FL) expanded its services to include a teletherapy department (for the entire state of Florida), offering both online speech and occupational therapy. Since opening, this department has grown annually, helping many families who lack access to in-person therapy. Even with COVID no longer the primary driver, teletherapy (online speech and occupational therapy) remains an essential option for families in need. If you’re interested in learning more, contact us, 888-EST- TELE (888-378-8353) today to explore how teletherapy can support your child’s development.
Source: BBC News Article on The Bicycle Study
