ArticlePLOS global public health2025
Elementary students' social, emotional, and cognitive development during the COVID- 19 pandemic in North America: A scoping review.
Article in PLOS global public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- The Effect of the COVID-19 Pandemic on School Readiness and Mental Health Concerns: A Prospective Cohort Pilot Study.Children (Basel, Switzerland) · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID- 19 pandemic and subsequent disruptions to in-person learning presented unanticipated challenges to elementary school systems across North America. Elementary students are particularly vulnerable to the negative outcomes of extended online learning, as this developmental stage is crucial for the social, emotional, and cognitive growth of students. To date, no research has synthesized what we currently know about the impacts of the pandemic on these developmental outcomes among students. As such, this scoping review explores and synthesizes what is currently known regarding elementary students' social, emotional, and cognitive development during the COVID- 19 pandemic in North America. In accordance with the Joanna Briggs Guide, three databases were searched in September 2024, and results were uploaded into Covidence wherein they were screened for eligibility. A total of 13 peer-reviewed articles met the inclusion criteria for this review (i.e., included elementary students, spoke to social/emotional/cognitive development, peer-reviewed articles written in English and conducted in North America). Thematic analyses revealed four themes including (1) lack of socialization opportunities; (2) emotional regression; (3) cognitive gaps in learning; and (4) inequitable impacts on development. School-based supports are needed for all students, but particularly those facing multiple, intersecting health and social disparities, to bolster positive development post-pandemic and to mitigate long-term negative health outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.