The COVID-19 pandemic disrupted children’s daily lives in unprecedented ways, limiting opportunities for social interaction and raising concerns about their social and emotional well-being.
A new study led by Dr. Susan Birch, an associate professor in UBC’s department of psychology, explored why some children fared better than others during this challenging time.
Dr. Birch and the research team at UBC’s K.I.D. Studies Centre found that children whose peer interactions were greatly reduced during the COVID-19 pandemic were more likely to experience social and emotional difficulties, such as behavioural issues, hyperactivity, and relationship challenges.
Their research highlights the role of theory of mind — the ability to understand the thoughts and feelings of other people — as a psychological protective factor in helping children cope with stress, isolation, and adversity.
We spoke with the research team about this research, and how parents and educators can help children build these important skills.
What motivated you to examine theory of mind as a protective factor during the COVID-19 pandemic?
Our lab has been interested in the social and emotional benefits of children’s theory of mind for a long time. Theory of mind is the capacity to understand and make sense of what other people are thinking or feeling, and research has shown that individuals with a stronger theory of mind often experience more positive relationships, better communication skills, and are more prosocial. We were particularly inspired by a 2016 study done in Italy after a natural disaster which found that children with better theory of mind showed greater resilience against secondary post-traumatic stress. When the pandemic hit we wondered whether theory of mind could offer a similar buffer against the unique and sometimes quite devastating effects of social isolation.
What did you notice about how reduced social interaction affected children’s social-emotional development?
It goes without saying that humans are social beings and have a primary need for social interactions and connections. Even at moderate levels, social isolation can have extremely harmful effects on someone’s physical and social-emotional health. For instance, a study of over 1,000 children found that those with fewer social interactions had poorer health 20 years later. In our study, we found that reductions in children’s in-person peer interactions during the pandemic were associated with increased conduct problems, greater inattention and hyperactivity, as well as poor peer relationships. They were also at higher risk for emotional symptoms such as negative affect and sadness. Our findings highlight the negative impact reduced social interactions can have on children’s social and emotional well-being.
How does a child’s theory of mind help buffer against social and emotional difficulties?
This study showed strong evidence that children’s theory of mind acts as a protective factor in times of stress or social upheaval. But, exactly how it protects children’s social and emotional well-being remains somewhat unclear. That being said, we believe there are a few key elements involved in theory of mind that may be particularly helpful in times of stress. Individuals who are more skilled at reasoning about the minds of others are better at predicting, interpreting, and influencing their behaviour, all of which can lead to stronger relationships and social skills. They are also often more able to ask for help when they need it, resulting in better stress management and greater resilience.
What are some simple ways parents or educators can help build these skills in children?
One of the ways we can help build these skills in children is talking to them more often about the thoughts, feelings, beliefs, and intentions of others. For example, children whose parents talk to them about emotions, desires, and intentions during play time or while reading to them, are more likely to show greater theory of mind. Another way to foster theory of mind in children is to respond to their transgressions by asking them to think about the victim’s feelings; asking them “How would you feel if they did that to you?”. These strategies encourage children to recognize and fully consider the thoughts and feelings of others, which can often lead to improved communication and social skills, fewer relationship problems, more prosocial behaviour, and better quality of life.
The study The Resilient Mind: Children’s Theory of Mind as a Protective Factor Against Social Emotional Problems during the Pandemic was published in Psychology Journal: Research Open and was conducted by Birch, S., vanMarle, K., Stewardson, C. I., Craig, S. M., Passacantilli, A. F., Rho, K., & Kataria, A.
