Pandemic Impacts on Older Kids and Teens

Montessori School of Louisville • May 1, 2023

While there has been a certain amount of awareness of how COVID has impacted young children, we thought it would be helpful to shift our attention toward those in their elementary and adolescent years. While the impacts may manifest differently, those in the middle of their school years also experienced considerable disruptions from COVID. From increased anxiety and physicality to challenges in social interactions and work engagement, elementary-aged children and adolescents are facing their own share of struggles.

 

Social Development

 

Those who experienced the start of the pandemic during their elementary and early adolescent years were at home during a time when developmentally they needed to connect with peers and figure out their social identity. It’s during this time that our kids develop their own sense of individuality within the context of community. This interplay amongst peers allows older children to both develop their ability to communicate with others while processing how their individual actions impact those around them. The result? Our young people begin to learn how to practice empathy for others while also advocating for themselves.

 

During the locks-downs and distancing from COVID, many children missed out on key formative experiences, like how to join a group, how to invite others into a group, and even how to have positive conversations. Without some of these skills, navigating social situations, especially those that involve more than one other person, can be trickier. 

 

Even children’s awareness of others’ physical space has been impacted, perhaps due to maintaining six feet of distance or even having more time in close proximity to screens. As children have been able to be together again, the boundary line of what is too close or what is too physical is something they are having to discover. 

 

Direct instruction and guided practice can help. Elementary-age children love to role-play, so even acting out different scenarios can be beneficial. To foster developing friendships and healthy peer interactions, have conversations with your children and teens about the qualities of a good friend and how to be a good friend to others.

 

Regulating Emotions & Managing Anxiety

 

During the elementary time period, our children are developing their emotional skills, which provide an important base before young people enter their more tumultuous adolescent years. Major emotional skills mastered during this stage include how to adjust to different rules and social norms for behavior, understand others’ feelings, acquire more control and management of emotions, and develop strategies for patience and general adaptability.

 

In addition to not having as much opportunity to flex these social-emotional muscles, so much was outside of our children’s control during the early COVID years. As a result, more young people have developed increased anxiety, which can manifest in a multitude of ways.

 

For some children, just the transition into the school building and away from parents or caregivers can cause anxiety to flare up. For others, trying to figure out how to interact with peers in-person can be anxiety-provoking. 

 

To help, we can focus on communication and collaboration. This can range from recognizing and discussing emotions when children are calm, to remaining open and empathetic when strong emotions surface. It’s essential that, as adults, we model emotional regulation so our young people can see how we use coping strategies, like taking deep breaths or stepping away from a situation, rather than just reacting.

 

We can also be sure to address our kids’ behavior rather than their emotions. This helps young people understand the distinction between their feelings and their actions. For example, if someone feels angry, that is just a feeling, which is neither good nor bad. However, if someone acts on that feeling by hitting another person, the behavior of hitting is unacceptable. When we handle disciplinary situations, our responses can help our kids begin to internalize that it is okay to experience a range of emotions and that they have choices and limits in terms of how they behave. 

 

Involving our children in the conversation is essential. They might need help voicing or expressing their emotions and anxieties so worries don’t stay hidden inside where they can easily proliferate. Most importantly, we need to help ensure that children don’t keep avoiding whatever is causing them stress or anxiety.

 

Getting Back Into the Rhythm

 

Healthy routines are important for older children and teens, who need structure and predictability to offset the stress associated with the changes they begin to experience in their social lives, their bodies, and even their emotional experiences. With all the disruptions of the pandemic, we need to be especially sensitive to the importance of following through and following up. Our children need us, as adults, to hold consistent, firm, and kind boundaries, so that they can feel secure and settled. 

 

From regular sleep and predictable mornings to completing chores and finishing assignments, routines can be the guide. With older children and teens, we also need to engage in respectful, curious conversations about what causes them to feel stressed, tired, or overwhelmed. Ideally, we are encouraging our young people to take an active role in planning routines that will help them manage themselves better. If we brainstorm with our kids and write down the plan together, we can more easily revisit what is going well and what might need to be modified. Also be sure to celebrate the wins and compassionately communicate if something isn’t working well.

 

Above all, our young people need our patience and understanding. This requires us, as adults, to practice our own mindfulness and grounding so we can be present and supportive. If concerns arise, we can work in harmony to compassionately identify possible problems and strategize practical solutions. 

 

To see how we support students' emotional regulation, social development, and intellectual engagement, come visit our school. We love to share what we do!

From Independence to Interdependence
September 15, 2025
Explore how each stage of Montessori development nurtures independence as a step toward interdependence, purpose, and meaningful connection.
Unlocking the Power of Language
September 8, 2025
Discover how Montessori’s joyful, hands-on language activities help young children build deep understanding and set the stage for lifelong literacy.
More Than a Method: Honoring the Legacy of Dr. Maria Montessori
September 1, 2025
August 31 marked the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward. At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs. It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer. A Discovery That Changed Everything In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools. Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school? This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here in Louisville, Kentucky, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!
More Posts