Study Finds COVID Lockdowns May Have Stunted Children's Brain Development

Research suggests pandemic disruptions impacted crucial social and cognitive skills in young students.

Published on Mar. 5, 2026

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A growing body of research indicates the COVID-19 pandemic and resulting lockdowns may have had a significant and lasting impact on the cognitive and emotional development of children. New studies highlight potential setbacks in executive functions, with the most pronounced effects seen in children entering kindergarten as lockdowns began in 2020. Researchers found these children exhibited slower growth in self-regulation abilities compared to peers, likely due to disruptions in crucial social development and learning routines.

Why it matters

The research underscores the vital role of peer interaction in early childhood development. The lack of these experiences during the critical first year of school appears to have significantly impacted the development of executive functions, which are essential skills for regulating behavior, focusing attention, and adapting to change. This suggests schools, healthcare providers, and families may need to provide additional support to this generation in the coming years.

The details

A study led by the University of East Anglia, involving 139 children aged 2.5 to 6.5, tracked development over several years, including families who participated before the pandemic. Using the Minnesota Executive Function Scale, researchers found that children who were in their first year of school during the lockdowns exhibited slower growth in crucial self-regulation abilities. Beyond executive functions, reports indicate an increase in attention difficulties, disruptive behavior, and emotional dysregulation in classrooms post-lockdown. Previous research has also raised concerns about potential accelerated brain aging in adolescents during the pandemic, with MRI studies showing increased cortical thinning linked to stress and anxiety.

  • The most pronounced effects appear to have occurred in children entering kindergarten (ages 4-5) as lockdowns began in March 2020.
  • These children are now reaching the end of elementary school (ages 10-11), and research indicates a slower development of self-regulation skills and cognitive flexibility compared to children who were in preschool during the initial stages of the pandemic.
  • A 2023 report by Speech and Language UK found children missed an average of 84 school days due to COVID-19, contributing to these challenges.

The players

University of East Anglia

The institution that led a study tracking the development of 139 children aged 2.5 to 6.5, including families who participated before the pandemic.

Professor John Spencer

The lead author of the University of East Anglia study, who emphasized the importance of the first year of school for socializing with peers and building confidence.

Speech and Language UK

The organization that published a 2023 report finding children missed an average of 84 school days due to COVID-19, contributing to challenges in the classroom.

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What they’re saying

“This is a critical year for socializing with peers and building first friendships, which boosts confidence.”

— Professor John Spencer, Lead author of the University of East Anglia study (University of East Anglia)

What’s next

Continued monitoring and support will be essential to ensure this generation reaches its full potential. Increased investment in early childhood education programs, targeted support for students struggling with self-regulation and attention, and mental health services for children and families will be crucial in addressing the challenges.

The takeaway

The research highlights the vital role of peer interaction in early childhood development and the significant impact the pandemic's disruptions may have had on a generation of children. Proactive interventions and additional support will be necessary to help this generation overcome the potential setbacks in their cognitive and emotional development.