Sometimes it feels like the COVID-19 pandemic was yesterday, but the truth is that yesterday was the six-year anniversary that the World Health Organization declared COVID-19 a pandemic. We were told shortly after that the effects of the lockdowns would be short-lived and we could weather it because nothing was worse than COVID-19. We all know how that safetyism turned out!
In the years following the pandemic, researchers have been trying to discern what the tradeoffs of the lockdowns were. The body of research continues to grow and show how the lockdowns were far from being harmless, especially for children.
Last December, I wrote about research that indicates that lockdowns may have contributed to language and social-cognitive delays in young children. A new study from the University of East Anglia (Johns et al., 2026) shows how the lockdown's effect on children is much worse than previously thought.
The new study did not simply compare outcomes before and after the pandemic. This study tracked the same children over time, allowing researchers to measure how quickly their cognitive skills developed and how entering school during the lockdowns affected that growth. Not only does the study show that the lockdowns caused lower growth in executive-function skills and that the impacts were more greatly felt by children in low-income households. That gap persists years after the lockdown and those students still struggle to catch up.
This study cannot tell us whether the delays from the COVID lockdowns are permanent because only time can tell. Even so, this study shows something fundamental. Lockdowns slowed the rate at which key cognitive skills developed during one of the most formative periods of childhood.
Executive function, which includes such skills as self-control, attention regulation, and flexible thinking, normally grows rapidly when children first enter school and begin interacting regularly with peers. When those experiences are interrupted, development slowed. Even if some of that is made up, it is not as simple as doubling down efforts to make up for lost time. It simply does not work that way. And this is not a trivial development because it is executive function that plays a major role in academic and social success down the road.
That is what makes this whole debate even more striking. Much like I brought up last December, lockdowns that disrupted children's lives so profoundly and had such adverse effects were often justified by people who spoke passionately about income inequality in the pre-COVID era. Yet policies that shut down schools and isolate children from an environment where they normally develop those skills was asking for trouble.
Studies like this show that the costs of lockdowns were not temporary or merely inconvenient. The lockdowns are such a calamity where they still have caused considerable harm years later. Draconian COVID measures were not simply a matter of children missing a few classes. These children have been deprived of an important part of growing up and what it means to be a kid.


