Introduction
Throughout human history, several critical pandemics have affected people in different ways, including cholera, smallpox, and influenza. Many records have been preserved to demonstrate how governments, doctors, and ordinary citizens addressed these challenges, helping future generations cope with similar problems. However, despite the level of knowledge, experience, and readiness to resist illnesses, coronavirus disease, also known as COVID-19, was unexpected for the whole globe. Its newness and fast spread took the world by surprise: being officially declared in Wuhan, China, in December 2019, the pandemic caused thousands of deaths during the next month (Jones et al., 2021).
Older adults were at higher mortality and morbidity risks related to the pandemic, and much attention was paid to their protection and well-being. However, the effects of COVID-19 challenged the mental health of many teenagers globally. Schools were closed, extracurricular activities were canceled, and young people had to stay home, isolated and deprived of options. Pandemic restrictions, poor time management, and academic stress provoked increased mental health problems in teenagers, namely anxious and depressive states, as well as self-harm and suicidal thoughts.
COVID-19 Pandemic Basics
The spread of a virus called SARS-CoV-2 is the primary cause of COVID-19 in people of any age, race, or ethnicity. It did not take long for a person to be exposed to a virus and develop the basic symptoms of the disease, including fever, cough, shortness of breath, and muscle aches. Healthcare providers conduct specific tests to diagnose an individual and develop the most effective treatment. However, even if a patient recovers from coronavirus disease, other adverse outcomes must be predicted and managed. Addressing mental health issues in teenagers, such consequences as social restrictions (isolation), school closures, and limited activities outside the home have to be recognized.
Social Restrictions
The idea of social restrictions is one of the standard solutions to predict the negative impact of the COVID-19 pandemic. In 2020, most countries implemented strategies to control the transmission of the coronavirus, including contact restrictions, social distancing, and travel bans (Riiser et al., 2020). As a result, many individuals had to adjust to new living conditions in a short period, which affected their outlooks and newly imposed obligations.
The reasons for increased stress and loneliness in teenagers vary even before the pandemic, depending on their personal issues, attitudes toward reality, and the presence or absence of family and friend support (Temple et al., 2022). Social restrictions enhanced the risks of mental health problems and the inability to seek help face-to-face. Most questions remained open, and all solutions had to be solved distantly and individually controlled.
School Closures
Another outcome of the COVID-19 pandemic was the necessity to close schools and consider the possibility of remote learning and work. Such restrictive measures changed people’s lifestyles and overall emotional resilience (Panagouli et al., 2021). Parents had to balance their household and job obligations, and increase their presence in their children’s lives, as it was impossible to contact all teachers quickly.
Students were responsible for learning new material distantly and relying on the offered material. Teachers needed to understand how to cooperate with their students from their homes without damaging their learning progress. Learning differences introduced additional challenges for families during COVID-19 (Hoofman & Secord, 2021). Education took on a new form within the shortest deadlines, but it was challenging to address all issues, and many problems remained unsolved.
Limited Activities
Finally, COVID-19 dramatically limited access to various extracurricular activities and entertainment options. People could not visit restaurants and other establishments to relax and have fun. Household settings were not enough to meet the population’s emotional needs, and the use of online services increased (Chavira et al., 2022).
The pandemic made millions of people lazy and dependent on the information they found online. Communication via Skype or similar programs was the only opportunity to exchange their ideas and worries, and a few physical activities could be done at home (Hoofman & Secord, 2021). Those limitations disrupted the established routines and negatively impacted time management and motivation.
Mental Health Problems
Even before the pandemic, teenagers were at high risk of developing mental health problems and seeking help from experts to improve their well-being and find solutions to their personal or academic concerns. The rise of the pandemic was associated with the increased number of distant services and online help that was not convenient for all individuals. Many adults were able to accept social restrictions and predict the progress of mental health changes due to their experience and endurance. Children and adolescents faced new requirements and restrictions, which provoked a serious psychological toll and poor mental health outcomes (Jones et al., 2021).COVID-19-related anxiety, depression, self-harm, and suicidal ideation were observed as common mental health diagnoses.
Depression
Depression is among the most common mental health disorders diagnosed in American children and adolescents. It is typically characterized by a feeling of sadness and hopelessness about changing something (Centers for Disease Control and Prevention [CDC], 2021). Mental illness might affect children at any stage of their development, causing new academic challenges and inabilities (Jones et al., 2021).
For example, the prevalence of depression in adolescents between 13 and 18 years is high compared to other age groups (Ma et al., 2021). In 2011, approximately 21% of American students reported feeling sad or hopeless on a daily basis, compared to about 42% in 2021 (CDC, 2021). This statistical change demonstrates that the pandemic had an impact on people; however, more attention was paid to the correlation between COVID-19 and depression, revealing that not the disease itself, but its outcomes, were significant (Jones et al., 2021; Temple et al., 2022). Depression due to the pandemic stress, isolation, and limitations was indicated.
Anxiety
The main difference between depression and anxiety is the quality and content of feelings in patients. Anxiety is associated with feelings that something is wrong, and people cannot eliminate worries. Rates of anxiety have continued to grow during the last several years because of the necessity to follow new rules and guidelines and the fear of being exposed to a dangerous virus (Riiser et al., 2020).
As well as in the case of depression, anxiety is not related to the direct impact of COVID-19 but to experiencing different forms of restrictions and the lack of social support (Jones et al., 2021). Adolescents cannot cope with the release of hormones due to psychological difficulties during their biological transformations and puberty-related concerns (Hadhazy, 2020). However, in most cases, anxiety is underdiagnosed because families have worries about their health and neglect mental health changes in their children.
Self-Harm and Suicidal Behaviors
Mental health improvements after the pandemic should be directed to identify and manage cases of self-harm and suicidal thoughts. According to the CDC report (2021), about 19% of teenage girls and about 13% of teenage boys made serious suicidal attempts for different reasons. The number of cases in the same age groups increased in 2021, with 30% of females and 14% of males affected (CDC, 2021).
Many students created their suicidal plans and believed self-harm was the only solution to their problems. The ideas to harm themselves could be different: physical injuries, poor nutrition, neglect of physical exercise, and total isolation. In addition, parents lost their jobs, the number of family conflicts increased, and parental stress hurt children (Temple et al., 2022). Suicidal behaviors are not always officially reported, but their effects on adolescents’ well-being and mental health cannot be ignored, relating to imposed obligations and limitations.
Social Isolation Effect
One of the most evident effects of the COVID-19 pandemic was social isolation, which caused mental health changes in many adolescents. At the beginning of the pandemic, it was challenging to predict the duration of isolation, and many families had to follow continuously evolving guidelines and recommendations (Jones et al., 2021). On the one hand, the government and healthcare organizations identified populations and communities at risk of infection and developed approaches to support vulnerable groups. On the other hand, the virus was not the only dangerous aspect, and its outcomes on socialization remained neglected (Jones et al., 2021). Many young people stayed at home and continued their communication online.
In contrast, others were unable to do the same due to family problems, low incomes, and other challenges that limited their online presence. Individuals could purchase the required devices, participate in online discussions, and stay informed through the news. Still, the financial and emotional burdens emerged from time to time, provoking new emotional and psychological challenges.
Despite the intention to create the same learning conditions, teachers faced additional concerns of families and particular students. School is one of the most critical elements in human life, as it contributes to the formation of social connections and fosters a deeper understanding of friendship (Hoofman & Secord, 2021). When students attend school, they not only learn new material but also apply their theoretical knowledge in practice.
In adolescent development, peer relationships play a crucial role because they foster social competence and networking, contribute to intimate relationships, and facilitate the exploration of basic needs (Temple et al., 2022). When teenagers are deprived of schools and their direct contact with peers and teachers, they experience a significant lack in their lives and start to feel depressed, anxious, or uncomfortable with the new conditions. They need school to predict the adverse effects of social isolation and strengthen their relationships and attitudes toward reality. A school is a place for personal and professional development; even the best homes cannot complete the same functions as a school.
School closures and the cancellation of extracurricular activities were among the first decisions made by governments and specialized organizations. In a short period, students were isolated to protect themselves from the virus and prevent it from spreading to their family members. Enforced social distancing cut off many young people from their psychological support and put them at risk of developing severe mental health disorders, including depression and anxiety (Hadhazy, 2020). Adolescents experienced emotional difficulties and had no one to talk to when necessary; specifically, the situation was dire for students prone to stress.
The pandemic lockdown heightened the importance of self-reports and parental participation from March 2020 onwards, enabling the identification of groups that required additional support in adapting to new challenges (Hadhazy, 2020). Compared to adults who had resistance to unexpected changes and obligations, most young people were not ready for social isolation. Adolescents were more vulnerable to prolonged home staying, the lack of food, water, masks, and other protective measures, and inconsistent information about the virus severity, which increased their mental health risks (Bai et al., 2022). A few guidelines were established to support children and adolescents during the pandemic and its aftermath.
Social isolation turned out to be one of the causes of progressing depression, anxiety, and consequent self-harm, or even suicidal ideation. It seemed that young people got more time and space to think over their problems and limited resources to find solutions. Online information was uncontrolled, and students were exposed to personal opinions and negative experiences. The increase of false reports about COVID-19 or disinformation about recent statistics was evident, and adolescents’ anxiety symptoms grew (Bai et al., 2022).
In addition, not all families had access to credible resources on how to maintain emotional stability and improve their awareness properly. Digital mental health interventions were offered to improve professional service availability for young populations, but most modalities were self-directed (Chavira et al., 2022). As a result, adolescents and other inexperienced users faced logistical barriers and high costs to engage in care (Chavira et al., 2022). Isolation was no longer a requirement for well-being but a concern that made people anxious and depressed about their inability to control their lives.
Lack of Structure
The lack of structure in their regular activities and schedules can also affect teenagers’ mental health in different ways. The COVID-19 pandemic prompted millions of people to adjust the format of their work and education, with social distancing becoming the primary requirement for maintaining safety. The lack of structure may be characterized by both positive and negative outcomes, depending on an individual’s personal characteristics and social or financial aspects.
On the one hand, staying at home allows students to do what they like and want at the moment, focusing on increased reading, media entertainment, and cooperation with parents (Bai et al., 2022). Teenagers have the opportunity to identify their needs and interests and make informed choices. On the other hand, factors such as low motivation, inexperience in managing time, access to multiple sources, and technical awareness are associated with stress, depression, and anxiety. Young people need more attention to self-care, rather than being obsessed with online activities.
When students had to continue their education distantly, some concerns about their technical background and readiness emerged. Chavira et al. (2022) noted that some low- or middle-income families may not have stable access to the Internet or recent technological devices, which can hinder students’ ability to complete their tasks or attend online meetings. They could not follow the structure or missed deadlines, which affected their desire to cooperate and ask for help.
The poor organization of distance learning at the beginning of the pandemic was inevitable because the population was not prepared for such lockdowns. However, poor mental health outcomes in students could be predicted if more attention were paid to their needs. As a result, teenagers’ possibilities were compared, and those who did not meet the standards lagged behind the group, feeling depressed, misunderstood, or misjudged. Instead of getting additional help or explanations, adolescents had to deal with their problems alone, contributing to self-harm and suicidal thoughts.
If students had the chance to cooperate with their tutors and discuss their challenges related to distance learning, they would have needed more time to address current problems and adjust to the offered conditions. Unfortunately, even this kind of help caused additional damage to teenagers’ mental health. For example, adolescents spend much time in front of a screen, which contributes to increased risks of anxiety and depression at this age (Panagouli et al., 2021).
Social adjustments to their new routines disrupted their sense of predictability, and students struggled to balance their time between studying and relaxing (Jones et al., 2021). On the one hand, teachers and instructors tried not to remove all old activities and tasks to support their students. However, online learning is never the same as learning at school. Combining different approaches was another source of stress among teenagers. While teachers had to learn how to provide the necessary material online, students were concerned about their ability to access such information.
The lack of routine damaged adolescents’ behaviors and changed attitudes toward their families, friends, and education. For example, parents spent more time at home, caring for their children, completing their household duties, and working distantly, which increased their stress and negatively affected their relationships with their children (Bai et al., 2022). Families could not manage their daily routines quickly when all members are at home. They needed to examine the environment and divide time and space.
Another effect of the pandemic restrictions was their separation from friends and peers and increased anxiety (Jones et al., 2021). Instead of exchanging sights and using body language to share their opinions, they had nothing to do but watch on the screen and listen to the material. The lack of emotional experience negatively affected teenagers and led to depression. Even if electronic conferences helped unite students from different locations and provided them with more flexibility, not all adolescents understood how to utilize these options (Hoofman & Secord, 2021). Thus, despite their intention to get more freedom and flexibility, students cannot ignore the fact that routine, order, and structure are critical elements of education.
Academic Stress
Academic stress is another psychological state that may be observed in students during the pandemic. Although young people can take more responsibility for their learning activities and decisions, deadlines and instructions cannot be neglected or misunderstood. Teachers and instructors were not allowed to skip tasks or tests, and students had to work under the continuous social and distant pressure of the school environment (Temple et al., 2022).
At the same time, many students could not shake off their desire to remain the best in their class and achieve perfect results in all areas. Hard work and commitment are the primary sources of academic stress, and in isolation, there are not many opportunities to recognize this problem. Students completed their projects by the deadline, and teachers assessed the results; however, most working details were never disclosed, creating an unfavorable environment for addressing mental health concerns.
Modern teenagers want to have as much information as possible about how their projects are assessed, how much time they have to complete their work, and what benefits can be obtained. School closures were associated with limited access to libraries and real-life teachers’ support and consultations, which led to intolerance and uncertainty regarding exams among students (Chavira et al., 2022). Compared to children who could expect parental support, enjoy family interaction, and avoid academic stress, adolescents tended to hide their emotions, increasing the prevalence of undiagnosed depression and anxiety (Ma et al., 2021). They were emotionally and academically challenged, deprived of everyday educational environments, and had to step from common forms of education to new requirements.
The transition from traditional to remote learning was not easy for many students and tutors, which could serve as an explanation for increased stressful situations. It was essential to change the time dedicated to online activities and completing tasks independently, without regular communication with educators. Students had to make decisions and choices relying on their experience and knowledge, which was significantly affected by the pandemic-related instability and uncertainty.
Hoofman and Secord (2021) acknowledge that it was challenging to overlook how COVID-19 exacerbated the existing educational gaps caused by socioeconomic differences and physical or learning disabilities. In other words, distance learning did not solve the problem of academic stress but instead exacerbated concerns, with no possibility of facilitating smooth transitions. Parents observed the expressions of clinginess and irritability in their children during the early shutdown periods (Hoofman & Secord, 2021). Instead of consulting experts to support their children, most families used online services to find answers, often receiving misinformed or inadequate information.
The progression of academic stress in adolescents was closely related to how individuals utilized internet sources and filtered online information. According to Bai et al. (2022), social media is helpful for adolescents to maintain their relationships with peers and teachers and cope with anxiety and social isolation. However, it is also necessary to understand the adverse effects of increased screen time and online socialization on sleep quality and emotional or behavioral problems, such as inattention, overeating, and delinquency (Bai et al., 2022). When young people got unrestricted access to the Internet, such threats as cyberbullying, unsuitable material, and violent (sexual content) became evident (Bai et al., 2022). All these risks contributed to academic stress and fostered negative emotions and feelings in interpersonal relationships.
Conclusion
In conclusion, COVID-19 had multiple effects on teenagers and caused mental health problems like depression, anxiety, self-harm, and suicidal ideation. The reasons for emotional and behavioral challenges include school closures, the need to transition from traditional forms of education to remote learning, and the inability to cope with new responsibilities and requirements. Family social statuses and personal characteristics also contributed to the progress of depression and anxiety because teenagers lacked professional support and had to make independent decisions and manage their time. While some students were glad to spend more time with their families at home, many adolescents faced additional challenges because of parental neglect or financial problems.
Social isolation, the lack of structure and order, and academic stress remained the primary outcomes during the pandemic across the globe. Adolescence is a period when young people develop their communication skills, socialize, and begin to define their lifelong goals and interests. Lockdowns were initially obligatory to prevent the spread of the virus at the beginning of 2020, but these decisions had a significant impact on teenagers and their attitudes toward reality.
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