Covid School Closures in UK Severely Disrupted Children’s Lives, Inquiry Finds

Published: 30 September ‘2025. The English Chronicle Desk

The Covid-19 pandemic inflicted profound and lasting damage on the lives of children in the United Kingdom, a public inquiry has heard, describing the school closures and lockdown measures as having disrupted the “very fabric of childhood.” On the opening day of a four-week session examining the pandemic’s impact on children and young people, Clair Dobbin KC, counsel to the inquiry, cautioned that much of the evidence to be presented would be “difficult to listen to,” reflecting the severe consequences endured by young people over the past several years.

Dobbin explained that some children lost parents, grandparents, and other close family members to the virus, while others themselves succumbed to Covid-19 or continue to experience serious, often long-term, effects from the illness. Beyond the immediate health consequences, she emphasized the dramatic toll on children’s social, emotional, and educational development, highlighting that many missed key milestones and rites of passage that form the foundation of childhood. Birthday celebrations, school proms, sports activities, trips, and exams were all curtailed, and the absence of these formative experiences has had lasting repercussions on young people’s mental health and social skills.

The inquiry also heard troubling evidence about children who suffered harm at home during lockdown, as the closure of schools removed an important layer of protection normally offered by teachers and school staff. Some children were exposed to risks including violent pornography and other online dangers, while many struggled to access education remotely. For some, daily life was dominated by video gaming, with one child recalling spending six months playing Animal Crossing instead of attending school, and another reporting up to 19 hours per day on Roblox. Dobbin quoted a student who described attending online lessons from bed, often keeping the camera off while simultaneously posting on social media or watching reality television.

Dobbin described the loss of play, learning, and social interaction as a deprivation of “much of the fun that makes a childhood,” highlighting that everyday activities—playing sport, celebrating birthdays, going on school trips, and attending holidays—comprise what she called the “very fabric of childhood.” The inquiry was told that the decision to close schools in March 2020 had consequences that are difficult to overstate.

Evidence presented to the inquiry indicated that the Department for Education (DfE) had undertaken no contingency planning for school closures before lockdown was declared. “In England, evidence that the DfE did not start planning for the closure of schools until after 16 March 2020 is a cause for alarm,” Dobbin said. She outlined that Jonathan Slater, then permanent secretary to the DfE, testified that from January to mid-March 2020, the department’s contingency plans assumed that schools and other educational institutions would remain open. This approach aligned with the government’s broader pandemic preparedness strategy at the time.

Gavin Williamson, the education secretary then in office, confirmed this perspective but described a sudden shift in strategy on 17 March, just one day before schools were ordered to close. Dobbin noted Williamson’s characterization of a “discombobulating 24-hour sea change” in policy, moving abruptly from plans to keep schools open to discussions about closing them. By 18 March, the government mandated school closures across England. Dobbin added that Williamson did not request an assessment of the potential impact of such closures, nor did Downing Street officials commission advice from the DfE regarding the consequences for children and families.

The inquiry also explored evidence from former Prime Minister Boris Johnson, who reportedly challenged Williamson’s account, suggesting that the DfE had been aware of the potential for school closures. Dobbin noted that the discrepancy in recollections raises concerns about the adequacy of government planning for such a significant event. “It’s my respectful submission that it’s significant that there should be a dispute about whether planning for so seismic an event existed,” she said. She added that the notion of waiting for official commissioning of planning by the DfE, rather than taking proactive steps, is “perhaps alarming.”

Chair of the inquiry, Heather Hallett, described the pandemic’s impact on children as “severe and, for many, long-lasting.” She emphasized that many young people missed critical educational opportunities and social interactions, and for those most at risk, school closures eliminated essential protections from abuse and neglect. An impact film shown at the start of proceedings highlighted some of these experiences, narrated by adults to preserve the anonymity of the children involved. Stories included children who lost friends or family members, suffered significant weight loss due to illness, or required ventilation to survive severe cases of Covid-19.

Parents and guardians also provided testimony about the immense challenges of managing children’s education at home. One single parent recounted the difficulties of attempting to educate and care for three children at different educational stages, ultimately conceding that homeschooling had become unmanageable. “In the end I just said we’re not doing it,” the parent said, reflecting the pressures and emotional strain of confinement. Another mother spoke of her son, who had been out of school since February 2022, noting the profound disruption to family life and expressing concern about his future independence and wellbeing. “We should not sacrifice children. Children are the future,” she stated.

The inquiry’s initial session underscored not only the educational setbacks but also the social and psychological consequences of prolonged isolation, lack of structured learning, and diminished opportunities for peer interaction. Dobbin highlighted that some young people experienced severe disruptions to their daily routines, became increasingly isolated, and faced risks exacerbated by the digital shift, including exposure to harmful content and online exploitation. These effects, combined with the loss of conventional schooling and social milestones, have left an enduring mark on a generation of children in England.

The evidence presented illustrates the wide-ranging effects of Covid-19 school closures, from interrupted education and lost childhood experiences to emotional trauma and exposure to online risks. Dobbin and the inquiry chair stressed the need to understand these consequences fully to inform future policy decisions and preparedness strategies. By documenting the stories of children and families, the inquiry aims to provide a comprehensive record of the human impact of the pandemic and ensure that lessons are learned to prevent similar disruptions in the future.