How the Pandemic Slowed Key Thinking Skills in Children

By Gloria Lancer for Ravoke.com

A lasting effect on young minds

Emerging research continues to reveal how deeply the COVID-19 pandemic affected children’s development—particularly in areas tied to thinking, behavior, and self-control. Scientists are finding that many kids experienced setbacks in core cognitive abilities that help them stay organized, make decisions, and adjust to change.

These abilities, known as executive functioning, include skills such as memory retention, flexible thinking, and impulse control. They are essential for everyday tasks, from completing schoolwork to managing emotions in social situations.

Why structure matters for development

In early childhood, these skills typically grow rapidly—especially once kids begin attending school. Classrooms provide structured routines and social environments that naturally strengthen executive function.

Simple daily habits—like keeping track of personal belongings, following instructions, and waiting to speak—help children practice discipline and focus. Over time, these repeated behaviors build a strong foundation for learning and independence.

Research reveals a significant setback

One extensive study tracking over 3,100 children in Massachusetts sheds light on how the pandemic disrupted this progress. The research followed children ages three to eleven between 2018 and 2023, offering a rare before-and-after comparison.

Prior to the pandemic, participants were performing at or above expected levels for their age. But once COVID-19 altered daily life, researchers observed a noticeable decline in performance.

On average, eight-year-olds scored about 7.5 points lower on a standardized 100-point executive function scale. This drop represents a meaningful shift, indicating slower development compared to typical benchmarks.

Disruptions that changed everything

Although researchers cannot definitively attribute the decline solely to the pandemic, the circumstances strongly suggest a connection. School closures, limited social interaction, and disrupted routines removed many of the experiences that support cognitive growth.

At the same time, families faced unprecedented stress—from health concerns to financial instability—which likely added another layer of difficulty for children trying to develop these skills.

Additional studies echo these findings. Research in Oklahoma found that children lost nearly a year of expected progress in executive functioning during school shutdowns. Even after returning to classrooms, recovery has been gradual and incomplete.

Experts believe that the absence of structured environments played a major role. Classrooms offer constant opportunities for children to practice self-regulation, cooperation, and attention control—experiences that were largely missing during lockdowns.

Ripple effects on mental health

The slowdown in cognitive development appears alongside broader concerns about children’s mental health. Rates of ADHD diagnoses have risen, and more children are experiencing anxiety and depression than in previous years.

Because executive functioning is closely tied to emotional regulation, disruptions in one area often affect the other. Children who struggle to focus or manage impulses may also find it harder to cope with stress or navigate social situations.

Can children catch up?

Despite these challenges, experts remain cautiously optimistic. Children are resilient, and with the right support, many can rebuild and strengthen these essential skills over time.

Creating consistent routines, encouraging interactive learning, and providing opportunities for social engagement can all help accelerate recovery. Schools and caregivers play a critical role in reestablishing the structure children need.

However, not all children will have the same path forward. Access to resources such as tutoring, extracurricular programs, and individualized attention can make a significant difference. Those without these supports may face a longer road to recovery.

Moving forward with intention

As researchers continue to study the long-term effects, one thing is clear: the pandemic has reshaped the developmental landscape for many children.

Addressing these gaps will require thoughtful strategies, including increased educational support and policies that prioritize early childhood development. With focused effort and sustained attention, there is hope that this generation can regain lost ground and continue building the skills necessary for lifelong success.

Frequently Asked Questions (FAQ)

What are executive functioning skills in children?

Executive functioning skills are mental abilities that help children plan, focus, remember instructions, and control their behavior. These include working memory, flexible thinking, and self-control, all of which are essential for learning and everyday tasks.

How did the COVID-19 pandemic affect children’s development?

Research suggests that the pandemic disrupted normal routines, schooling, and social interaction, which slowed the development of important cognitive skills. Many children experienced delays in areas like focus, problem-solving, and emotional regulation.

What age groups were most affected?

Studies show that younger children, especially those between ages two and five, may have been more impacted because they missed critical early learning experiences. However, school-aged children also showed noticeable declines in cognitive performance.

Can children recover from these developmental delays?

Yes, many experts believe children can catch up over time. With consistent support, structured routines, and opportunities to practice learning and social skills, children can rebuild and strengthen their cognitive abilities.