Psychosocial challenges and support for learners during crises: A literature review

Abstract

This literature review paper investigates the psychosocial challenges experienced by learners during the COVID‑19 pandemic and evaluates the psychological support measures implemented in schools. Drawing on desk-based analysis of peer-reviewed empirical studies, literature, and policy reports published between 2019 and December 2025, the study synthesises evidence from approximately 30 sources across diverse geographical and educational settings. Data extraction followed a structured framework, identifying themes related to: (a) increased incidences of sexual abuse and maltreatment, (b) mental health and psychosocial well‑being impacts, and (c) implemented psychosocial support interventions. Thematic content analysis revealed widespread rises in anxiety, depression, school dropouts, and domestic violence in learners, coupled with uneven access to support services. Only a minority of countries deployed proactive psychological counselling, anxiety-management programs, or contingency planning on a large scale. The results indicate that pandemic-related school closures had a significant impact on children. However, these findings must be interpreted with caution, as learners’ mental status might be influenced by other factors and this prevents definitive causal conclusions. From these findings, the paper proposes a multidimensional crisis‑response model that integrates decentralized contingency planning; universal screening for psychosocial risk; school‑based counselling teams; family‑community partnerships; and curriculum‑embedded resilience training. The model aims to inform policymakers and educators when designing robust support systems for school‑aged children in future emergencies. The study concludes with recommendations that governments institutionalise crisis preparedness in education sectors and prioritise mental‑health infrastructure to mitigate future disruption.