COVID-19 School closures and children's social and emotional functioning: the protective influence of parent, sibling, and peer relationships.

The current study explored how children's social interactions during a six-month period of school closures impacted the development of their social and emotional functioning on return to school. A sample of 81 primary school children (age 8–12 years) in Ireland completed measurements of social and emotional functioning before and after the school closure period, and a measure of the types of social interactions they experienced with parents, siblings, and peers, during school closures. Playing outside with friends, playing with siblings, and spending quality time with parents, protected children from declines in social and emotional functioning. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]