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COVID-19-Induced Educational Disruptions and Children's Executive Functioning: A Longitudinal Cohort Study

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Title: COVID-19-Induced Educational Disruptions and Children's Executive Functioning: A Longitudinal Cohort Study
Language: English
Authors: Anna Wright (ORCID 0000-0002-2452-8120), Anne Martin (ORCID 0000-0001-9392-4234), Seth D. Pollak (ORCID 0000-0001-5184-9846), Deborah A. Phillips, Gabriela L. Stein (ORCID 0000-0002-7365-5169), Anna D. Johnson (ORCID 0000-0002-9832-6724)
Source: Developmental Psychology. 2026 62(4):830-847.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Institute of Mental Health (NIMH) (DHHS/NIH)
Contract Number: R01HD092324
R01MH130705
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: COVID-19, Pandemics, Executive Function, Elementary School Students, Low Income Students, School Closing, Distance Education, Student Participation, Inhibition, Self Control, Cognitive Processes
Geographic Terms: Oklahoma (Tulsa)
DOI: 10.1037/dev0002113
ISSN: 0012-1649
1939-0599
Abstract: Literature suggests that the COVID-19 pandemic may have disrupted children's executive functioning (EF) development, but most studies rely on caregiver reports, cross-sectional data, or comparisons across cohorts. We build on the existing literature with repeated, direct assessments of EF from longitudinal pre-post COVID-19 data on a race-ethnically diverse cohort of elementary-aged children (N = 667) from low-income families. Random-intercept models estimate children's growth in two key EF skills between the fall of kindergarten (2018) and fifth grade (2023) as a function of school closures. We also test for moderation in children's growth trajectories by teachers' reports of children's compliance with remote learning expectations. Results indicate that children's EF growth stagnated during school closures, resulting in an estimated 11-12 months of lost growth compared to prepandemic trends. Postreopening, EF growth continued but at a 65%-74% slower rate than preclosures. Children who completed insufficient remote work demonstrated less stagnation in their inhibitory control/attention growth, which may have been driven by selection. Changes otherwise did not vary according to children's level of participation in remote learning during school closures. Findings underscore the need for interventions to support children's recovery of EF growth, as well as more research on the roles of school closures versus other pandemic-related stressors in the observed patterns.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503366
Database: ERIC
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  Data: COVID-19-Induced Educational Disruptions and Children's Executive Functioning: A Longitudinal Cohort Study
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Anna+Wright%22">Anna Wright</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2452-8120">0000-0002-2452-8120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anne+Martin%22">Anne Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9392-4234">0000-0001-9392-4234</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seth+D%2E+Pollak%22">Seth D. Pollak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5184-9846">0000-0001-5184-9846</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deborah+A%2E+Phillips%22">Deborah A. Phillips</searchLink><br /><searchLink fieldCode="AR" term="%22Gabriela+L%2E+Stein%22">Gabriela L. Stein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7365-5169">0000-0002-7365-5169</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+D%2E+Johnson%22">Anna D. Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9832-6724">0000-0002-9832-6724</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2026 62(4):830-847.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)
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  Data: R01HD092324<br />R01MH130705
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oklahoma+%28Tulsa%29%22">Oklahoma (Tulsa)</searchLink>
– Name: DOI
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  Data: 10.1037/dev0002113
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  Data: 0012-1649<br />1939-0599
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Literature suggests that the COVID-19 pandemic may have disrupted children's executive functioning (EF) development, but most studies rely on caregiver reports, cross-sectional data, or comparisons across cohorts. We build on the existing literature with repeated, direct assessments of EF from longitudinal pre-post COVID-19 data on a race-ethnically diverse cohort of elementary-aged children (N = 667) from low-income families. Random-intercept models estimate children's growth in two key EF skills between the fall of kindergarten (2018) and fifth grade (2023) as a function of school closures. We also test for moderation in children's growth trajectories by teachers' reports of children's compliance with remote learning expectations. Results indicate that children's EF growth stagnated during school closures, resulting in an estimated 11-12 months of lost growth compared to prepandemic trends. Postreopening, EF growth continued but at a 65%-74% slower rate than preclosures. Children who completed insufficient remote work demonstrated less stagnation in their inhibitory control/attention growth, which may have been driven by selection. Changes otherwise did not vary according to children's level of participation in remote learning during school closures. Findings underscore the need for interventions to support children's recovery of EF growth, as well as more research on the roles of school closures versus other pandemic-related stressors in the observed patterns.
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  Data: 2026
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  Data: EJ1503366
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      – Type: doi
        Value: 10.1037/dev0002113
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 830
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Low Income Students
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      – SubjectFull: School Closing
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      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Inhibition
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Oklahoma (Tulsa)
        Type: general
    Titles:
      – TitleFull: COVID-19-Induced Educational Disruptions and Children's Executive Functioning: A Longitudinal Cohort Study
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              Y: 2026
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              Value: 1939-0599
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