Impact of covid19 (lockdown) on students

Mental health is state of dual well-functioning and wellbeing of the mind faculties and its associations within and outside a person. It is the greatest predictor of wellbeing.


It ensures rationality and meaningful associations to minimise trauma, defective functioning and maladjustment and long-term mental disorders with manifestations on the physical, social, educational, and occupational spheres, as impacted or predispositional, or both.


The mental health of students is one the areas of interest during crisis times.


The specifics of mental health of students are well analysed and understood under educational psychology, which pays special attention to matters of mental health in learning and development settings.


However, personality and development psychology offer foundation in breaking down and synthesizing mental health issues to best conclusions.


During Covid19 crisis, the mental health of students has been most least explored in comparison to family or its particulars, like children, adolescent, and marriage aspects of mental health, in spite of the inevitable associations they have to mental health of students.


The focused view of mental health relating to students always provides appropriate analysis and recommendations to address it.


It can be noted that Covid19 caused widespread disruption across sectors all sectors.


The second wave of Covid19 pushed people means to survive, especially those who rely on their own time, brains, and efforts to make a living without external aid. This compromised their immunities from opportunistic infections and attacks by severe forms of non-communicable diseases.


Unfortunately, the nation, like the worldover paid attention to only sets of complications related to Covid19, even when any compromises to the immune system through opportunistic attacks by hard-to-resist diseases and death, exposed victims to symptoms related to Covid19.


Some sectors were most affected than others. For instance, educational sector continues to be under lockdown.


The innovations suggested and implemented like self-assessment printouts and online teaching have been ineffective and limited in reaching out to learners and facilitating learning processes.


The learners missed (still miss) opportunities to interact with educator and ask questions in order to understand what is written or said.


Besides, access to Internet and coverage are a privilege of the rich and middle class, who too find the learning methods ineffective.


For that matter, the coping strategy provided by government fails as much as the adjustment of students itself. This has had far reaching consequences on the mental health of students.


The disrupted routines led to boredom and adoption of primary emotional drives and behavioural tendencies, which were under control, suspension or postponement to give education a chance.


Moreover, the greater the concentration on education, the far least likelihood to respond to primary emotional drives and corresponding behaviours, while ensuring highest possible prospects of great performance at school.


The primary emotional drives implied here are picking interest in inappropriate sexual activities and developing obsession for, or preoccupation with them, despite having serious risks to health like increase of the risk to catch sexually transmitted diseases, involvement in scandalous sexual activities, and facing relationship based conflicts and extreme consequences as murders.


The obsession could take form of hobbies that act as coping strategies, however, negative in nature, especially, if such a hobby is unproductive in a short or longterm. They maybe heavy drinking, high-risk house-breaking missions or acts of terrorism.


The students may be unlucky if parents are insensitively authoritarian or uncaring at all. For the former, such a student is most likely to develop extremist views, poor decisions, and behaviours that society pays heavily for in a mid and longterm future.


further, they are likely to join gangs and engage socially destabilizing activities. For the latter (with uncaring parents), they easily join groups or gangs  to survive and serve gangs for a living and assurances of security and protection that parents failed to give.


Even when easily taken advantage of group members, they feel safer with them than at under uncaring parents.


For more functional,  productive and financially able families, crises as Covid19 are assimilated and innovatively developed productive ways to cope such as learning new skills (computer, carpentry, cookery, gardening etc), setting up home business, and supplying products and services from home. But, those are  for the very fortunate ones.


There is a category of students who are bosses in their families and exert extreme pressure on them to meet most pleasures of life.


The parents of such students face alot of pressure and unpredictability. They risk physical harm if such a student is using addictive  drugs as usually the case.


By the end of the lockdown and endless future Covid19, as dictated by climatic seasons, the future generation will be no more, until we begin to focus on the welfare of individual citizens, healthy living (reforming defective lifestyles of individuals), inclusive, and sustainable development. This will help build resilience and support restoration of immune systems, naturally.


In circumstances, where such students do not externalize their feelings to cause social disharmony to meet limitless desires and uncontrolled feelings,  they ‘dive’ in deep depression and suicide tendencies.


In addition, the extremes, especially, without early intervention, are total mental breakdown of such individual and spreading secondary effects to the rest of the family, often of mild and manageable levels.


There are interesting cases of students, who are so vulnerable but have successful people they look at as role models, around whom they shape their behaviour.


It is often with greater strain compared to those (students from meaningful families).


In fact, even when they succeed, nurse some psychological trauma injuries to deal with.


So, the Covid19 impact of mental health varies from student to student basing on pre-existing vulnerabilities and nature of family or social support systems in place.


Therefore, it is important that lockdown ends as soon as possible from the worst happens to students, including registering  loss of such a valuable generation and future of a Nation.


This Covid19, like pre-existing crises worse than it, can co-exist with students without undermining their future and that of the country or Nation.


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