Coronavirus: Parents report closer bonds developing with children in lockdown

Increased levels of parental attention during lockdown has resulted in generally happier children and improved developmental outcomes for some pre-school children, according to the findings presented in British Families in Lockdown (BFiL), a qualitative study led by Leeds Trinity University.

The report has been included in evidence to the Education Committee's inquiry into the impact of Covid-19 on education and children's services.

Spending time together as a family has increased parent-child bonds, which is another positive benefit of lockdown, the report revealed. Several families have been able to focus on their children’s needs and education in a way that they had not been able to do before, which resulted in reports of positive child outcomes.

Fifty-six families from a diverse set of socio-economic backgrounds, geographies, religions and cultures participated in interviews during the first seven weeks of lockdown. Family members shared their detailed, personal stories and experiences of employment, children’s schooling, health, well-being, family life, leisure time and technology use during the first phase of lockdown when restrictions were at their severest.

Dr Carmen Clayton, principal investigator and reader in family and cultural dynamics at Leeds Trinity University, said, ‘We have found that some families are doing well and many are having positive experiences, particularly in terms of strengthening family bonds. Whilst others are facing difficulties and lockdown has had negative impacts for them; particularly when additional pressures have occurred. These dichotomic experiences for UK families are providing questions about modern families and new lines of inquiry into British family lives are emerging.’

Marie Potter, senior lecturer in childhood, early learning and development studies at Leeds Trinity University, added, ‘To some [parents] it came as a surprise that babies and toddlers could learn and develop by taking part in the day-to-day activities of the family and play opportunities around the home.   They witnessed learning and development taking place which they had previously thought would occur only through more formal, planned activities provided by those working in early years settings.’

The report also demonstrated that lockdown has given families the opportunity to reflect on many aspects of their day-to-day life and the experience has changed outlooks, attitudes and expectations for the majority of participants. Here are some of the changes that families plan to make: