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Read these 12 moving essays about life during coronavirus

Artists, novelists, critics, and essayists are writing the first draft of history.

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The world is grappling with an invisible, deadly enemy, trying to understand how to live with the threat posed by a virus . For some writers, the only way forward is to put pen to paper, trying to conceptualize and document what it feels like to continue living as countries are under lockdown and regular life seems to have ground to a halt.

So as the coronavirus pandemic has stretched around the world, it’s sparked a crop of diary entries and essays that describe how life has changed. Novelists, critics, artists, and journalists have put words to the feelings many are experiencing. The result is a first draft of how we’ll someday remember this time, filled with uncertainty and pain and fear as well as small moments of hope and humanity.

At the New York Review of Books, Ali Bhutto writes that in Karachi, Pakistan, the government-imposed curfew due to the virus is “eerily reminiscent of past military clampdowns”:

Beneath the quiet calm lies a sense that society has been unhinged and that the usual rules no longer apply. Small groups of pedestrians look on from the shadows, like an audience watching a spectacle slowly unfolding. People pause on street corners and in the shade of trees, under the watchful gaze of the paramilitary forces and the police.

His essay concludes with the sobering note that “in the minds of many, Covid-19 is just another life-threatening hazard in a city that stumbles from one crisis to another.”

Writing from Chattanooga, novelist Jamie Quatro documents the mixed ways her neighbors have been responding to the threat, and the frustration of conflicting direction, or no direction at all, from local, state, and federal leaders:

Whiplash, trying to keep up with who’s ordering what. We’re already experiencing enough chaos without this back-and-forth. Why didn’t the federal government issue a nationwide shelter-in-place at the get-go, the way other countries did? What happens when one state’s shelter-in-place ends, while others continue? Do states still under quarantine close their borders? We are still one nation, not fifty individual countries. Right?

Award-winning photojournalist Alessio Mamo, quarantined with his partner Marta in Sicily after she tested positive for the virus, accompanies his photographs in the Guardian of their confinement with a reflection on being confined :

The doctors asked me to take a second test, but again I tested negative. Perhaps I’m immune? The days dragged on in my apartment, in black and white, like my photos. Sometimes we tried to smile, imagining that I was asymptomatic, because I was the virus. Our smiles seemed to bring good news. My mother left hospital, but I won’t be able to see her for weeks. Marta started breathing well again, and so did I. I would have liked to photograph my country in the midst of this emergency, the battles that the doctors wage on the frontline, the hospitals pushed to their limits, Italy on its knees fighting an invisible enemy. That enemy, a day in March, knocked on my door instead.

In the New York Times Magazine, deputy editor Jessica Lustig writes with devastating clarity about her family’s life in Brooklyn while her husband battled the virus, weeks before most people began taking the threat seriously:

At the door of the clinic, we stand looking out at two older women chatting outside the doorway, oblivious. Do I wave them away? Call out that they should get far away, go home, wash their hands, stay inside? Instead we just stand there, awkwardly, until they move on. Only then do we step outside to begin the long three-block walk home. I point out the early magnolia, the forsythia. T says he is cold. The untrimmed hairs on his neck, under his beard, are white. The few people walking past us on the sidewalk don’t know that we are visitors from the future. A vision, a premonition, a walking visitation. This will be them: Either T, in the mask, or — if they’re lucky — me, tending to him.

Essayist Leslie Jamison writes in the New York Review of Books about being shut away alone in her New York City apartment with her 2-year-old daughter since she became sick:

The virus. Its sinewy, intimate name. What does it feel like in my body today? Shivering under blankets. A hot itch behind the eyes. Three sweatshirts in the middle of the day. My daughter trying to pull another blanket over my body with her tiny arms. An ache in the muscles that somehow makes it hard to lie still. This loss of taste has become a kind of sensory quarantine. It’s as if the quarantine keeps inching closer and closer to my insides. First I lost the touch of other bodies; then I lost the air; now I’ve lost the taste of bananas. Nothing about any of these losses is particularly unique. I’ve made a schedule so I won’t go insane with the toddler. Five days ago, I wrote Walk/Adventure! on it, next to a cut-out illustration of a tiger—as if we’d see tigers on our walks. It was good to keep possibility alive.

At Literary Hub, novelist Heidi Pitlor writes about the elastic nature of time during her family’s quarantine in Massachusetts:

During a shutdown, the things that mark our days—commuting to work, sending our kids to school, having a drink with friends—vanish and time takes on a flat, seamless quality. Without some self-imposed structure, it’s easy to feel a little untethered. A friend recently posted on Facebook: “For those who have lost track, today is Blursday the fortyteenth of Maprilay.” ... Giving shape to time is especially important now, when the future is so shapeless. We do not know whether the virus will continue to rage for weeks or months or, lord help us, on and off for years. We do not know when we will feel safe again. And so many of us, minus those who are gifted at compartmentalization or denial, remain largely captive to fear. We may stay this way if we do not create at least the illusion of movement in our lives, our long days spent with ourselves or partners or families.

Novelist Lauren Groff writes at the New York Review of Books about trying to escape the prison of her fears while sequestered at home in Gainesville, Florida:

Some people have imaginations sparked only by what they can see; I blame this blinkered empiricism for the parks overwhelmed with people, the bars, until a few nights ago, thickly thronged. My imagination is the opposite. I fear everything invisible to me. From the enclosure of my house, I am afraid of the suffering that isn’t present before me, the people running out of money and food or drowning in the fluid in their lungs, the deaths of health-care workers now growing ill while performing their duties. I fear the federal government, which the right wing has so—intentionally—weakened that not only is it insufficient to help its people, it is actively standing in help’s way. I fear we won’t sufficiently punish the right. I fear leaving the house and spreading the disease. I fear what this time of fear is doing to my children, their imaginations, and their souls.

At ArtForum , Berlin-based critic and writer Kristian Vistrup Madsen reflects on martinis, melancholia, and Finnish artist Jaakko Pallasvuo’s 2018 graphic novel Retreat , in which three young people exile themselves in the woods:

In melancholia, the shape of what is ending, and its temporality, is sprawling and incomprehensible. The ambivalence makes it hard to bear. The world of Retreat is rendered in lush pink and purple watercolors, which dissolve into wild and messy abstractions. In apocalypse, the divisions established in genesis bleed back out. My own Corona-retreat is similarly soft, color-field like, each day a blurred succession of quarantinis, YouTube–yoga, and televized press conferences. As restrictions mount, so does abstraction. For now, I’m still rooting for love to save the world.

At the Paris Review , Matt Levin writes about reading Virginia Woolf’s novel The Waves during quarantine:

A retreat, a quarantine, a sickness—they simultaneously distort and clarify, curtail and expand. It is an ideal state in which to read literature with a reputation for difficulty and inaccessibility, those hermetic books shorn of the handholds of conventional plot or characterization or description. A novel like Virginia Woolf’s The Waves is perfect for the state of interiority induced by quarantine—a story of three men and three women, meeting after the death of a mutual friend, told entirely in the overlapping internal monologues of the six, interspersed only with sections of pure, achingly beautiful descriptions of the natural world, a day’s procession and recession of light and waves. The novel is, in my mind’s eye, a perfectly spherical object. It is translucent and shimmering and infinitely fragile, prone to shatter at the slightest disturbance. It is not a book that can be read in snatches on the subway—it demands total absorption. Though it revels in a stark emotional nakedness, the book remains aloof, remote in its own deep self-absorption.

In an essay for the Financial Times, novelist Arundhati Roy writes with anger about Indian Prime Minister Narendra Modi’s anemic response to the threat, but also offers a glimmer of hope for the future:

Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.

From Boston, Nora Caplan-Bricker writes in The Point about the strange contraction of space under quarantine, in which a friend in Beirut is as close as the one around the corner in the same city:

It’s a nice illusion—nice to feel like we’re in it together, even if my real world has shrunk to one person, my husband, who sits with his laptop in the other room. It’s nice in the same way as reading those essays that reframe social distancing as solidarity. “We must begin to see the negative space as clearly as the positive, to know what we don’t do is also brilliant and full of love,” the poet Anne Boyer wrote on March 10th, the day that Massachusetts declared a state of emergency. If you squint, you could almost make sense of this quarantine as an effort to flatten, along with the curve, the distinctions we make between our bonds with others. Right now, I care for my neighbor in the same way I demonstrate love for my mother: in all instances, I stay away. And in moments this month, I have loved strangers with an intensity that is new to me. On March 14th, the Saturday night after the end of life as we knew it, I went out with my dog and found the street silent: no lines for restaurants, no children on bicycles, no couples strolling with little cups of ice cream. It had taken the combined will of thousands of people to deliver such a sudden and complete emptiness. I felt so grateful, and so bereft.

And on his own website, musician and artist David Byrne writes about rediscovering the value of working for collective good , saying that “what is happening now is an opportunity to learn how to change our behavior”:

In emergencies, citizens can suddenly cooperate and collaborate. Change can happen. We’re going to need to work together as the effects of climate change ramp up. In order for capitalism to survive in any form, we will have to be a little more socialist. Here is an opportunity for us to see things differently — to see that we really are all connected — and adjust our behavior accordingly. Are we willing to do this? Is this moment an opportunity to see how truly interdependent we all are? To live in a world that is different and better than the one we live in now? We might be too far down the road to test every asymptomatic person, but a change in our mindsets, in how we view our neighbors, could lay the groundwork for the collective action we’ll need to deal with other global crises. The time to see how connected we all are is now.

The portrait these writers paint of a world under quarantine is multifaceted. Our worlds have contracted to the confines of our homes, and yet in some ways we’re more connected than ever to one another. We feel fear and boredom, anger and gratitude, frustration and strange peace. Uncertainty drives us to find metaphors and images that will let us wrap our minds around what is happening.

Yet there’s no single “what” that is happening. Everyone is contending with the pandemic and its effects from different places and in different ways. Reading others’ experiences — even the most frightening ones — can help alleviate the loneliness and dread, a little, and remind us that what we’re going through is both unique and shared by all.

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COVID-19 Lockdown: My Experience

When the lockdown started, I was ecstatic. My final year of school had finished early, exams were cancelled, the sun was shining. I was happy, and confident I would be OK. After all, how hard could staying at home possibly be? After a while, the reality of the situation started to sink in.

The novelty of being at home wore off and I started to struggle. I suffered from regular panic attacks, frozen on the floor in my room, unable to move or speak. I had nightmares most nights, and struggled to sleep. It was as if I was stuck, trapped in my house and in my own head. I didn't know how to cope.

However, over time, I found ways to deal with the pressure. I realised that lockdown gave me more time to the things I loved, hobbies that had been previously swamped by schoolwork. I started baking, drawing and writing again, and felt free for the first time in months. I had forgotten how good it felt to be creative. I started spending more time with my family. I hadn't realised how much I had missed them.

Almost a month later, I feel so much better. I understand how difficult this must be, but it's important to remember that none of us is alone. No matter how scared, or trapped, or alone you feel, things can only get better.  Take time to revisit the things you love, and remember that all of this will eventually pass. All we can do right now is stay at home, look after ourselves and our loved ones, and look forward to a better future.

View the discussion thread.

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C 2019 Voices of Youth. All Rights Reserved. 

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“My Life during the Lockdown”: Emotional Experiences of European Adolescents during the COVID-19 Crisis

Alberto forte.

1 European Network for Psychodynamic Psychiatry, 00154 Rome, Italy; [email protected] (C.I.); [email protected] (P.V.); [email protected] (D.L.); [email protected] (C.B.); [email protected] (I.N.-G.)

2 Department of Psychiatry and Substance Abuse, ASL Roma 5, 00019 Rome, Italy

Massimiliano Orri

3 McGill Group for Suicide Studies, Douglas Mental Health University Institute, Department of Psychiatry, McGill University, Montreal, QC H3A 0G4, Canada; [email protected]

4 Bordeaux Population Health Research Centre, Inserm U1219, Université de Bordeaux, 30072 Bordeaux, France

Martina Brandizzi

5 Department of Psychiatry, ASL Roma 1, 00193 Rome, Italy; [email protected]

Cecilia Iannaco

Paola venturini, daniela liberato, claudia battaglia.

6 Policlinico Umberto I, 00185 Rome, Italy; [email protected]

Isabel Nöthen-Garunja

Maria vulcan.

7 Timișoara 2021—European Capital of Culture Association, 300057 Timișoara, Romania; [email protected]

Asja Brusìc

8 Rijeka 2020—European Capital of Culture, Croatian Cultural Centre, 51000 Rijeka, Croatia; rh.akejir-dkh@ajsA

Lauro Quadrana

9 Department of Neurosciences and Mental Health, Section of Child and Adolescent Neuropsychiatry, Sapienza University of Rome, 00185 Rome, Italy

10 Faculty of Medicine and Psychology, Sapienza University, 00185 Rome, Italy; moc.liamg@39xocillo (O.C.); moc.liamg@29irbbafaras (S.F.)

Sara Fabbri

Elena monducci.

11 Department of Human Neurosciences, Sapienza University, 00185 Rome, Italy; [email protected]

Associated Data

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

This study investigates, using an online self-report questionnaire, adolescents’ emotional reactions during the lockdown in a sample of 2105 secondary school students (aged 14–19) in Italy, Romania, and Croatia. We used a self-reported online questionnaire (answers on a 5-point scale or binary), composed of 73 questions investigating the opinions, feelings, and emotions of teenagers, along with sociodemographic information and measures of the exposure to lockdown. The survey was conducted online through a web platform in Italy (between 27 April and 15 June 2020), Romania, and Croatia (3 June and 2 July 2020). Students aged >14 years, living in a small flat, and not spending time outside were more likely to report anger, sadness, boredom/emptiness, and anxiety. Boys were significantly less likely than girls to report all measured emotional reactions. Those who lost someone from COVID-19 were more than twice as likely to experience anger compared to those who did not. Our findings may help identifying adolescents more likely to report negative emotional reactions during the COVID-19 pandemic and inform public health strategies for improving mental health among adolescents during/after the COVID-19 crisis.

1. Introduction

The COVID-19 epidemic started in China in December 2019 and rapidly spread worldwide [ 1 ]. To respond to the public health crisis, many countries introduced severe lockdown measures such as school closure, social distancing, interruption of sports activities, and quarantine/isolation [ 1 ]. These restrictive measures may have serious psychological consequences in young individuals [ 2 ], especially among the more vulnerable.

Moreover, according to UNESCO, schools were closed in 188 countries between April and May 2019, leaving about 1.5 billion students out of the school system, representing 60% of the world student population [ 3 ]. School closures and decreased educational opportunities due to the pandemic might have a great impact on youths’ mental health [ 4 ], exposing young individuals to a higher risk of physical and/or sexual violence at home and, together with the economic damage caused by the crisis, may lead to increased mental health issues and suicide rates [ 5 ]. Furthermore, a recent systematic review of the literature showed a strong association between isolation/loneliness and depression in children and adolescents [ 6 ]. Additionally, schools play a fundamental role in the prevention and early recognition of mental disorders [ 7 ], especially for those with social and economic disadvantages [ 8 ], adding to the potential negative impact of COVID-19 on youth mental health.

Recent studies have shown increased levels of depressive, anxiety, and post-traumatic stress symptoms among adolescents in the context of the COVID-19 pandemic [ 9 ], particularly among girls, senior high school/college students, and those with economic disadvantages [ 6 , 10 , 11 , 12 , 13 , 14 ]. However, only a few of them focused on the emotional reactions of adolescents during the COVID-19 outbreak [ 15 ] and on psychological distress [ 16 , 17 , 18 ]. Understanding the emotional reactions of secondary school students during the lockdown might help us to identify students at risk of psychological distress and inform preventive actions. In this study, we developed an online survey involving secondary school students from three European countries (Italy, Croatia, and Romania). The aim was to investigate the associations between several sociodemographic and lockdown-related factors with several emotional reactions (anger, anxiety, sadness, and boredom/emptiness).

2. Materials and Methods

2.1. study design.

An international cross-sectional study was performed in three European countries (Italy, Romania, and Croatia) based on a questionnaire developed by the Department of Human Neurosciences/Section for Child and Adolescent Psychiatry, Sapienza University (Rome, Italy) and distributed by The European Network for Psychodynamic Psychiatry (Netforpp Europa, Rome, Italy) a non-profit organization, during and immediately after the lockdown.

2.2. Recruitment Procedure

As described elsewhere [ 19 ] the survey was conducted online through a web platform (SurveyMonkey ® ) in Italy (between 27 April and 15 June 2020), Romania, and Croatia (between 3 June and 2 July 2020). Data collection was coordinated by Netforpp Europa in Italy and the associations Timisoara 2021 in Romania and Hrvatski Kulturi Dom in Croatia. The survey was conducted in a population of secondary school students as an extension of a previous project on mental health literacy, which had been conceived and implemented by Netforpp Europa, in collaboration with the Department of School Services of Rome (Italy), in several high schools in the cities of Rome and Florence in January 2020. Schools were recruited based on a previous EU funded project “ Mai Più Memory against Inhumanity: People with Mental Disorders under Totalitarian Regimes in Europe ”, which involved several schools in different European countries [ 20 ].

The Croatian coordinator collaborated with the Departments of Education and Schooling of the City of Rijeka and Primorsko-goranska County, which distributed the questionnaire among schools in Rijeka and its region. In order to obtain a nationwide coverage and adequate distribution of age groups, the coordinator in Romania collaborated with the “Europe Direct” network of information centers in Arad and Bucharest, the Timis Sibiu County School Inspectorates and several media partners. About half ( n = 508) of the total number of 1004 responses in Romania was collected in the “Elena Ghiba Birta” National College in Arad. The other half of responses came from schools in Timișoara, Sibiu, and Resifa.

Every school was contacted 2 weeks before the survey started and the study protocol was outlined in detail to head and class teachers. In Italy, approximately 7500 students were invited to participate (response rate 12.3%). Each participant of the questionnaire remained anonymous and respondents’ IP addresses could not be disclosed. Participation was entirely voluntary and without any compensation. Participants over the age of 18 years gave their voluntary informed consent to participate in the research before taking part in the study. For students under 18 years of age, participating schools entered the questionnaire in the school’s electronic parental platform, together with a cover letter in which all the information on the study protocol and the survey’s objectives were given. Schools included in the study uploaded the questionnaire to the school electronic parental platform along with a cover letter explaining in detail the study protocol. The letter contained the purpose of the study, the study procedure, and information about data protection and privacy. The school electronic parenting platform is an electronic classroom-board that can only be accessed by parents with a personal password. Only after parental acknowledgment and consent were their children able to complete the questionnaire.

2.3. Measures

“My life during lockdown” is a self-reported online questionnaire, which is composed of 73 questions investigating the opinions, feelings, and emotions of teenagers, along with sociodemographic information and measures of the exposure to lockdown. Types of questions differed within the survey, and were either on a 5-point Likert scale or binary questions. The questionnaire was completed anonymously, and the respondents’ IP address was hidden. The questionnaire was developed in Italian and translated into the Romanian, Croatian, and English languages using a translation and back-translation procedure. Measured variables are listed in Table 1 . We classified municipalities into three degrees of urbanization, according to EUROSTAT [ 21 ]; metropolitan areas (cities/large urban areas), medium-size urban areas (towns and suburbs/small urban areas), and rural areas. Parents socioeconomic status (SES) were classified according their occupation into low (i.e., (unskilled manual, non-manual low, farmer, fisher, retired/social welfare, or non-workers) vs. non-low (i.e., non-manual high, employee, self-employed and skilled worker, skilled manual, professional/managerial, or technical/skilled) [ 22 ]. Housing characteristics considered were: size of the house/apartment (> or <60 m 2 ), possibility of spending time outside, and whether it was possible to have privacy in the apartment during the lockdown (binary questions). We also asked about COVID-19-related information (“Has somebody important to you contracted SARS-CoV2?” “Have you experienced the loss of a loved one because of SARS-CoV2?”). Moreover, we asked whether parents were still working during the lockdown (answers: yes, no but they kept their job, no and their have lost their job), and whether they were worrying for the economic situation (“Are you worried about economic problems during this period?”). We also included questions about: relationships (“Has your relationship with your parents/friends/partner changed during the lockdown?”, answered as no, yes negatively, yes positively); social media (“Has your use of social media increased during the lockdown?”, answered on a 5-point scale ranging from Not at all to A lot); the importance of family or professional support (“Do you think that being with your family helped you to overcome this period?”, “Have you ever thought it would help you to talk to a professional about your feelings?”); and the positive impact of the lockdown (“Did you discover new interests/hobbies or talents during this period?”, “Do you think that you have spent this period of time in a productive and creative way?”). Finally, students’ emotional reactions were assessed by asking students if they were experiencing feelings of anxiety, sadness, anger, and persistent boredom/emptiness during the lockdown period (binary questions).

Characteristics of the Sample.

All variables are described as n (%), except for the variables with an * that are described as mean (SD).

2.4. Data Analysis

The study variables were described using mean and standard deviation (for continuous variables) and count and percentage (for categorical variables). First, descriptive statistics were estimated in the whole sample and by country, and the comparison across countries was performed using t-tests and chi-square tests. Second, associations of sociodemographic and lockdown-related variables with the four measured emotional reactions were estimated using univariable logistic regressions. Third, the variables that were associated with the emotional reactions at p < 0.05 were entered in multivariable logistic regression models to estimate their independent associations with emotional reactions. All tests were 2-tailed and considered statistically significant at p < 0.05.

2.5. Ethical Issues

All subjects gave their written informed consent for inclusion before they participated in the study. Participation was voluntary and without compensation. The study was conducted in accordance with the Declaration of Helsinki. Moreover, the study followed the privacy recommendation released by the Italian Ministry of Education, University, and Research (MIUR) ( https://www.miur.gov.it/privacy-tra-i-banchi-di-scuola (accessed on 15 July 2020)). The project received Institutional approval by the Municipality of Rome, Department of School and Education (institutional authorization number n.987 06/05/2019), and was considered in line with GDPR 2016/679 (General Data Protection Regulation).

3.1. Participants’ Characteristics

A detailed description of the participants’ characteristics is presented in Table 1 . Most of the participants were 14–16 years old (44.4%) or 16–18 years old (35.9%), and 68.7% were female. Of the respondents, 87.3% were from a densely populated area, and 86.7% reported living in an apartment of >60 m 2 . Regarding COVID-19-related variables, 6.7% indicated knowing people with COVID-19 (family members, relatives, and/or friends), while 1.5% reported knowing someone who had died from COVID-19. Several variables significantly differed among countries. Among sociodemographic variables, the degree of urbanization significantly differed among countries ( p < 0.001); adolescents living in rural areas were mainly from Croatia and Romania, and none were from Italy (26.6%, 5.8%, and 0%, respectively), while Italian respondents were mainly from a densely populated area (97.5%). Additionally, housing variables significantly differed among countries for both the house size and the time spent outside: Italian respondents were more likely to live in larger houses ( p < 0.001) and less likely to spend time outside ( p < 0.001). Moreover, the fear of getting infected with COVID-19 was significantly higher among Italian adolescents compared to Romanian and Croatians (50.5%, 46.8%, and 27.7%, respectively, p < 0.001).

3.2. Univariable Analyses

Boredom/emptiness was the most frequently reported emotional reaction ( n = 1504, 71.7%) followed by sadness ( n = 1062, 50.5%), anxiety ( n = 786, 37.3%), and anger ( n = 698, 33.2%). Italian adolescents were more likely to report boredom/emptiness, anxiety, and sadness ( p < 0.001), whereas no significant difference between countries emerged for anger. Among sociodemographic variables, we found that age was significantly associated with all outcomes; emotional reactions were more frequently reported by adolescents aged more than 16 years and 14–16 years, compared with those younger than 14 years ( Table 2 ). Boys were less likely than girls to report all measured emotional reactions (anger: OR: 0.64; 95% CI: 0.52–0.79; sadness OR: 0.35; 95% CI: 0.28–0.42; boredom/emptiness: OR: 0.56; 95% CI: 0.46–0.68; and anxiety: OR: 0.42; 95% CI: 0.34–0.52). Similarly, adolescents living in rural areas were less likely to report all emotional reactions than those living in urban areas (anger: OR: 0.51; 95% CI: 0.31–0.83; sadness OR: 0.53; 95% CI: 0.34–0.83; boredom/emptiness: OR: 0.59; 95% CI: 0.37–0.94; and anxiety: OR: 0.28; 95% CI: 0.15–0.51).

Univariable Analysis. Logistic regression models estimating the association between each variable in column 1 and the outcomes in the last four columns (Anger, Sadness, Boredom/emptiness, and Anxiety). All analyses are adjusted for country. Boredom/emptiness has been categorized as follows: always, often = 1; never, rarely, sometimes = 0. Statistically significant variables are in bold.

Having a small house was significantly associated with anger (OR: 1.3; 95% CI: 1.00–1.69), while not spending time outside was significantly associated with anger, sadness, and boredom/emptiness (anger: OR: 1.4; 95% CI: 1.14–1.73; sadness OR: 1.27; 95% CI: 1.04–1.55; and boredom/emptiness: OR: 1.26; 95% CI: 1.03–1.54) ( Table 2 ). Interestingly, several lockdown-related and COVID-19-related variables were associated with emotional reactions, and thus included in the multivariable analysis ( Table 2 ).

3.3. Multivariable Analyses

Table 3 reports the results of the multivariable analyses including only variables that were significantly associated with the outcomes in the univariate analysis.

Multivariable Analysis. Logistic regression models estimating the independent association between all the variables in column 1 (associated at p < 0.05 in the univariable analyses) and the outcomes in the last four columns; all models are also adjusted for country. Statistically significant variables are in bold.

Sociodemographic variables. Among sociodemographic variables, we found that the likelihood of reporting anger (OR: 1.59; 95% CI: 1.19–2.11), sadness (OR: 1.67; 95% CI: 1.28–2.18), boredom/emptiness (OR: 1.41: 95% CI: 1.06–1.87), and anxiety (OR: 1.59: 95% CI: 1.18–2.13) were higher among adolescents aged 14–16 years and among those older than 16 years, compared to those aged <14 years, in line with the univariable analyses. Similarly, being a boy was still independently associated with a lower likelihood of reporting all emotional reactions ( Table 3 ). Living in a rural area was associated with a decreased likelihood of experiencing anxiety (OR: 0.41; 95% CI: 0.21–0.78), but the association with anger, boredom/emptiness, and sadness/depression were no longer significant in the multivariable analysis.

Housing. Adolescents reporting not spending time outside their home during the lockdown were significantly more likely to experience anger (OR: 1.33; 95% CI: 1.06–1.66) and sadness (OR: 1.3; 95% CI: 1.04–1.63).

COVID-19-related variables. We found that adolescents who reported that a loved person had died from COVID had a more than two times higher risk of reporting feelings of anger (OR: 2.74; 95% CI: 1.29–5.81) compared with an adolescent who did not. Interestingly, strongly trusting the government was found to be significantly protective against experiencing anger (OR: 0.52; 95% CI: 0.35–0.76), sadness (OR: 0.62; 95% CI: 0.43–0.89), and boredom/emptiness (OR: 0.62; 95% CI: 0.42–0.91).

Relationships with parents and peers. We found that those reporting a negative impact of the lockdown on their relationships with friends were at higher risk of experiencing all emotional difficulties (e.g., OR for anxiety: 1.7; 95% CI: 1.26–2.30). Additionally, adolescents reporting a negative impact on their relationships with parents were more likely to experience sadness (OR: 1.55; 95% CI: 1.10–2.20).

Social media. We found a significantly increased likelihood of experiencing all emotional reactions among adolescents who reported increased use of social media ( Table 3 ), especially boredom/emptiness (OR: 1.44; 95% CI: 1.32–1.57).

Support. We found that those who believed that family support was important during the lockdown were less likely to report both boredom/emptiness (OR: 0.66; 95% CI: 0.52–0.84) and anxiety (OR: 0.61; 95% CI: 0.48–0.78) compared to those who did not believe so. In contrast, those who considered external support as important were more likely to report all emotional difficulties except anger. Notably, those reporting to be in psychotherapy were more likely to report boredom/emptiness (OR: 1.72; 95% CI: 1.08–2.74).

The positive impact of the lockdown. Adolescents who reported to spend time creatively were significantly less likely to experience anger (OR: 0.78; 95% CI: 0.64–0.96), sadness (OR: 0.66; 95% CI: 0.54–0.81), and boredom/emptiness (OR: 0.51; 95% CI: 0.41–0.63) than those who did not spend time creatively.

4. Discussion

The present study reports the findings from a survey on the emotional reactions of a large sample of European secondary school students during the COVID-19 crisis. We found that the likelihood of experiencing anger, sadness, boredom/emptiness, and anxiety was higher among oldest (>14 years) and female adolescents, and related to housing characteristics and time spent outside. This is partly consistent with other studies where the female gender was found to be related to higher levels of psychological distress [ 23 , 24 , 25 ]. Additionally, recent studies on Chinese adolescents showed that older girls (15–18 years) were more likely to present depressive/anxious symptoms [ 11 , 26 ]. This might be, in part, explained by the fact that girls are generally more prone to internalizing-spectrum symptoms [ 27 ], while boys might be more likely to show externalizing behaviors and underreport internalizing emotions [ 28 ]. This gender difference might inform school-based preventive, gender-targeted interventions; it might also suggest that the detection of internalizing emotional difficulties might be underestimated among boys, who are at higher risk of developmental difficulties and negative later mental health outcomes than girls [ 29 ], including a higher risk of suicide [ 30 , 31 ]. Notably, even if boys were often less likely to express emotional distress, this might be related to societal and cultural constraints resulting in underreporting of emotional difficulties [ 29 ]. This might also suggest a need for addressing healthy masculinities and gender equality in emotional expressions [ 32 ]

We also found several protective factors. Living in a rural area was protective against experiencing anxiety, while spending time creatively during the lockdown was significantly protective of experiencing anger, sadness, and boredom/emptiness. Consistently, living in an urban area was already found to be a risk factor for experiencing anxiety among college students [ 33 ]. Thus, societal disparities, such as housing characteristics, might exacerbate the adverse emotional effects of the COVID-19 pandemic and have an impact on the emotional reactions of adolescents [ 34 ]. Our findings expand the knowledge on the protective effect of daily routine and positive reframing [ 35 ], which have been found to be protective factors against perceived stress and emotional difficulties [ 24 ]. This was also found in a previous Italian survey, which reported that reconstructing a sort of daily “agenda” during the lockdown helped the overall emotional balance of children [ 36 ].

Results from the present survey provide important insights into adolescents’ emotional reaction after losing someone from COVID-19; we found that young individuals who lost a loved one from COVID-19 were at twice the risk of experiencing anger compared to those who did not (OR: 2.74; 95% CI: 1.29–5.81). The feeling of anger was already found to be a common emotional reaction among adolescents during lockdown [ 24 ], but our study expands the knowledge by suggesting that it is important to address the feeling of anger among young people who have lost someone from COVID-19. Indeed, reacting with anger might suggest that COVID-19 related grief among adolescents is experienced with a sense of injustice, which is typical of conflict-related trauma [ 37 ]. Future research is necessary to better understand the complexity of grief reactions among adolescents who lost someone from COVID-19, as this may inform preventive and therapeutic interventions. A previous study also reported that anger was found as a traumatic reaction among the general population of the Czech Republic, and that this was related to mass media pessimism [ 38 ]. Thus, our findings also suggest that future research studies are needed to clarify the association between mass media reporting and adolescent emotional reactions.

Interestingly, we also found that increased use of social media was significantly associated with all negative emotional reactions investigated, consistently with previous studies [ 10 , 39 ]. However, the direction of this association is difficult to interpret, as adolescents experiencing emotional difficulties might use social media more frequently [ 40 ]. Further studies are needed, aimed at understanding the role of social media in identifying youth in need of help, who are more likely to report negative emotional reactions.

Our findings also highlight the importance of the relationship with peers; those reporting a negative impact of the lockdown on their relationship with peers were at higher risk of experiencing negative emotional reactions, particularly more anxiety. This finding is in line with previous evidence highlighting the important role of peer relationships in the development of anxiety among adolescents [ 41 , 42 ]. Moreover, this suggests the importance of establishing peer support networks, either facilitated by peers or by professional interventions [ 43 , 44 , 45 ].

Notably, our findings also showed that trusting government decision-making could be considered a protective factor against negative emotional reactions among young students; strongly trusting the government was found to be significantly protective against experiencing anger, sadness, and boredom/emptiness. Previous findings also suggested that improving knowledge and positive attitudes toward the crisis among young people might enhance their resilience and reduce the risk of the psychological burden of restrictive measures [ 26 ].

5. Limitations

The present findings should be interpreted in light of several limitations. First, the cross-sectional design; emotional difficulties were measured at the same assessment, during the lockdown, thus the directions of the associations described are uncertain. Moreover, students were not randomly selected, and this might limit the generalizability to the entire population. Furthermore, the overall mental health status of the respondents is not known prior to the pandemic, so self-selection to complete the survey and participate may be taken into account in interpreting the results. Finally, in the absence of pre-pandemic data, we cannot know if several of the reported associations (e.g., between social media and anxiety) are specifically related to the current COVID-19 crisis or are more general associations that we would have observed independently from the crisis.

6. Conclusions

The present survey demonstrated that the risk of experiencing anger, sadness, boredom/emptiness, and anxiety was higher among older adolescents, females, and adolescents living in a small flat, not spending time outside, and reporting increased use of social media. Losing a loved one from COVID-19 was specifically associated with anger among affected adolescents, suggesting a specific reaction to such a tragic event. Nonetheless, several protective factors were identified, such as spending time creatively during the lockdown and trusting the government’s decisions. The present findings might help to identify adolescents more likely to report negative emotional reactions during the COVID-19 pandemic and inform policymakers and future public health strategies on improving mental health among adolescents. Additionally, the present study might inform future research on school-based preventive interventions, suggesting that improving trust in public health policies, social connectedness, as well as improving knowledge and positive attitudes toward the health crisis, might enhance resilience and reduce the risk of psychological burden among school students.

Acknowledgments

The authors would like to thank Giuseppina Pica and the Department for School Politics of the City of Rome, Marco Gusman, Alessia Barbagli, Valentina Bianchini, Marijana Gasparovic, Mirela Groza, Hanny Karlic, Miljana Kukic, Christina Kulterer, Mirela Lăpugean, Caterina Medici M.D., Francesca Padrevecchi, Fabiana Piccinini, Cecilia Santi, Sandra Santomauro, Carla Severini, Laura Soave, Andrew Stephens, Ramona Daniela Varga, Melanie Vicevic, and Lorenzo Webster for their helpful contribution in translating and distributing the questionnaire. A special thanks to headteachers, teachers, and students who took part in the present survey.

Author Contributions

Conceptualization, A.F., M.O., M.B. and E.M.; methodology, A.F., M.O., E.M., L.Q., S.F., O.C.; software, A.F., M.O., M.B. and P.V.; validation, A.F., M.O., M.B. and E.M.; formal analysis, A.F., M.O. and M.B.; investigation, all authors; resources, all authors; data curation, all authors; writing—Original draft preparation, A.F., M.O., M.B., P.V., C.I. and E.M.; writing—Review and editing, A.F., M.O., M.B. and E.M.; visualization, A.F., M.O., M.B., P.V., D.L. and E.M.; supervision, M.O.; and project administration, all authors. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

The project received Institutional approval by the Municipality of Rome, Department of School and Education (institutional authorization number n.987 06/05/2019), and was considered in line with GDPR 2016/679 (General Data Protection Regulation).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Seven short essays about life during the pandemic

The boston book festival's at home community writing project invites area residents to describe their experiences during this unprecedented time..

My alarm sounds at 8:15 a.m. I open my eyes and take a deep breath. I wiggle my toes and move my legs. I do this religiously every morning. Today, marks day 74 of staying at home.

My mornings are filled with reading biblical scripture, meditation, breathing in the scents of a hanging eucalyptus branch in the shower, and making tea before I log into my computer to work. After an hour-and-a-half Zoom meeting, I decided to take a long walk to the post office and grab a fresh bouquet of burnt orange ranunculus flowers. I embrace the warm sun beaming on my face. I feel joy. I feel at peace.

I enter my apartment and excessively wash my hands and face. I pour a glass of iced kombucha. I sit at my table and look at the text message on my phone. My coworker writes that she is thinking of me during this difficult time. She must be referring to the Amy Cooper incident. I learn shortly that she is not.

I Google Minneapolis and see his name: George Floyd. And just like that a simple and beautiful day transitions into a day of sorrow.

Nakia Hill, Boston

It was a wobbly, yet solemn little procession: three masked mourners and a canine. Beginning in Kenmore Square, at David and Sue Horner’s condo, it proceeded up Commonwealth Avenue Mall.

S. Sue Horner died on Good Friday, April 10, in the Year of the Virus. Sue did not die of the virus but her parting was hemmed by it: no gatherings to mark the passing of this splendid human being.

David devised a send-off nevertheless. On April 23rd, accompanied by his daughter and son-in-law, he set out for Old South Church. David led, bearing the urn. His daughter came next, holding her phone aloft, speaker on, through which her brother in Illinois played the bagpipes for the length of the procession, its soaring thrum infusing the Mall. Her husband came last with Melon, their golden retriever.

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I unlocked the empty church and led the procession into the columbarium. David drew the urn from its velvet cover, revealing a golden vessel inset with incandescent tiles. We lifted the urn into the niche, prayed, recited Psalm 23, and shared some words.

It was far too small for the luminous “Dr. Sue”, but what we could manage in the Year of the Virus.

Nancy S. Taylor, Boston

On April 26, 2020, our household was a bustling home for four people. Our two sons, ages 18 and 22, have a lot of energy. We are among the lucky ones. I can work remotely. Our food and shelter are not at risk.

As I write this a week later, it is much quieter here.

On April 27, our older son, an EMT, transported a COVID-19 patient to the ER. He left home to protect my delicate health and became ill with the virus a week later.

On April 29, my husband’s 95-year-old father had a stroke. My husband left immediately to be with his 90-year-old mother near New York City and is now preparing for his father’s discharge from the hospital. Rehab people will come to the house; going to a facility would be too dangerous.

My husband just called me to describe today’s hospital visit. The doctors had warned that although his father had regained the ability to speak, he could only repeat what was said to him.

“It’s me,” said my husband.

“It’s me,” said my father-in-law.

“I love you,” said my husband.

“I love you,” said my father-in-law.

“Sooooooooo much,” said my father-in-law.

Lucia Thompson, Wayland

Would racism exist if we were blind?

I felt his eyes bore into me as I walked through the grocery store. At first, I thought nothing of it. With the angst in the air attributable to COVID, I understood the anxiety-provoking nature of feeling as though your 6-foot bubble had burst. So, I ignored him and maintained my distance. But he persisted, glaring at my face, squinting to see who I was underneath the mask. This time I looked back, when he yelled, in my mother tongue, for me to go back to my country.

In shock, I just laughed. How could he tell what I was under my mask? Or see anything through the sunglasses he was wearing inside? It baffled me. I laughed at the irony that he would use my own language against me, that he knew enough to guess where I was from in some version of culturally competent racism. I laughed because dealing with the truth behind that comment generated a sadness in me that was too much to handle. If not now, then when will we be together?

So I ask again, would racism exist if we were blind?

Faizah Shareef, Boston

My Family is “Out” There

But I am “in” here. Life is different now “in” Assisted Living since the deadly COVID-19 arrived. Now the staff, employees, and all 100 residents have our temperatures taken daily. Everyone else, including my family, is “out” there. People like the hairdresser are really missed — with long straight hair and masks, we don’t even recognize ourselves.

Since mid-March we are in quarantine “in” our rooms with meals served. Activities are practically non-existent. We can sit on the back patio 6 feet apart, wearing masks, do exercises there, chat, and walk nearby. Nothing inside. Hopefully June will improve.

My family is “out” there — somewhere! Most are working from home (or Montana). Hopefully an August wedding will happen, but unfortunately, I may still be “in” here.

From my window I wave to my son “out” there. Recently, when my daughter visited, I opened the window “in” my second-floor room and could see and hear her perfectly “out” there. Next time she will bring a chair so we can have an “in” and “out” conversation all day, or until we run out of words.

Barbara Anderson, Raynham

My boyfriend Marcial lives in Boston, and I live in New York City. We had been doing the long-distance thing pretty successfully until coronavirus hit. In mid-March, I was furloughed from my temp job, Marcial began working remotely, and New York started shutting down. I went to Boston to stay with Marcial.

We are opposites in many ways, but we share a love of food. The kitchen has been the center of quarantine life —and also quarantine problems.

Marcial and I have gone from eating out and cooking/grocery shopping for each other during our periodic visits to cooking/grocery shopping with each other all the time. We’ve argued over things like the proper way to make rice and what greens to buy for salad. Our habits are deeply rooted in our upbringing and individual cultures (Filipino immigrant and American-born Chinese, hence the strong rice opinions).

On top of the mundane issues, we’ve also dealt with a flooded kitchen (resulting in cockroaches) and a mandoline accident leading to an ER visit. Marcial and I have spent quarantine navigating how to handle the unexpected and how to integrate our lifestyles. We’ve been eating well along the way.

Melissa Lee, Waltham

It’s 3 a.m. and my dog Rikki just gave me a worried look. Up again?

“I can’t sleep,” I say. I flick the light, pick up “Non-Zero Probabilities.” But the words lay pinned to the page like swatted flies. I watch new “Killing Eve” episodes, play old Nathaniel Rateliff and The Night Sweats songs. Still night.

We are — what? — 12 agitated weeks into lockdown, and now this. The thing that got me was Chauvin’s sunglasses. Perched nonchalantly on his head, undisturbed, as if he were at a backyard BBQ. Or anywhere other than kneeling on George Floyd’s neck, on his life. And Floyd was a father, as we all now know, having seen his daughter Gianna on Stephen Jackson’s shoulders saying “Daddy changed the world.”

Precious child. I pray, safeguard her.

Rikki has her own bed. But she won’t leave me. A Goddess of Protection. She does that thing dogs do, hovers increasingly closely the more agitated I get. “I’m losing it,” I say. I know. And like those weighted gravity blankets meant to encourage sleep, she drapes her 70 pounds over me, covering my restless heart with safety.

As if daybreak, or a prayer, could bring peace today.

Kirstan Barnett, Watertown

Until June 30, send your essay (200 words or less) about life during COVID-19 via bostonbookfest.org . Some essays will be published on the festival’s blog and some will appear in The Boston Globe.

How to Write About Coronavirus in a College Essay

Students can share how they navigated life during the coronavirus pandemic in a full-length essay or an optional supplement.

Writing About COVID-19 in College Essays

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Experts say students should be honest and not limit themselves to merely their experiences with the pandemic.

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many – a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them – and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic – and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

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12 Ideas for Writing Through the Pandemic With The New York Times

A dozen writing projects — including journals, poems, comics and more — for students to try at home.

By Natalie Proulx

The coronavirus has transformed life as we know it. Schools are closed, we’re confined to our homes and the future feels very uncertain. Why write at a time like this?

For one, we are living through history. Future historians may look back on the journals, essays and art that ordinary people are creating now to tell the story of life during the coronavirus.

But writing can also be deeply therapeutic. It can be a way to express our fears, hopes and joys. It can help us make sense of the world and our place in it.

Plus, even though school buildings are shuttered, that doesn’t mean learning has stopped. Writing can help us reflect on what’s happening in our lives and form new ideas.

We want to help inspire your writing about the coronavirus while you learn from home. Below, we offer 12 projects for students, all based on pieces from The New York Times, including personal narrative essays, editorials, comic strips and podcasts. Each project features a Times text and prompts to inspire your writing, as well as related resources from The Learning Network to help you develop your craft. Some also offer opportunities to get your work published in The Times, on The Learning Network or elsewhere.

We know this list isn’t nearly complete. If you have ideas for other pandemic-related writing projects, please suggest them in the comments.

In the meantime, happy writing!

Journaling is well-known as a therapeutic practice , a tool for helping you organize your thoughts and vent your emotions, especially in anxiety-ridden times. But keeping a diary has an added benefit during a pandemic: It may help educate future generations.

In “ The Quarantine Diaries ,” Amelia Nierenberg spoke to Ady, an 8-year-old in the Bay Area who is keeping a diary. Ms. Nierenberg writes:

As the coronavirus continues to spread and confine people largely to their homes, many are filling pages with their experiences of living through a pandemic. Their diaries are told in words and pictures: pantry inventories, window views, questions about the future, concerns about the present. Taken together, the pages tell the story of an anxious, claustrophobic world on pause. “You can say anything you want, no matter what, and nobody can judge you,” Ady said in a phone interview earlier this month, speaking about her diary. “No one says, ‘scaredy-cat.’” When future historians look to write the story of life during coronavirus, these first-person accounts may prove useful. “Diaries and correspondences are a gold standard,” said Jane Kamensky, a professor of American History at Harvard University and the faculty director of the Schlesinger Library at the Radcliffe Institute. “They’re among the best evidence we have of people’s inner worlds.”

You can keep your own journal, recording your thoughts, questions, concerns and experiences of living through the coronavirus pandemic.

Not sure what to write about? Read the rest of Ms. Nierenberg’s article to find out what others around the world are recording. If you need more inspiration, here are a few writing prompts to get you started:

How has the virus disrupted your daily life? What are you missing? School, sports, competitions, extracurricular activities, social plans, vacations or anything else?

What effect has this crisis had on your own mental and emotional health?

What changes, big or small, are you noticing in the world around you?

For more ideas, see our writing prompts . We post a new one every school day, many of them now related to life during the coronavirus.

You can write in your journal every day or as often as you like. And if writing isn’t working for you right now, try a visual, audio or video diary instead.

2. Personal Narrative

As you write in your journal, you’ll probably find that your life during the pandemic is full of stories, whether serious or funny, angry or sad. If you’re so inspired, try writing about one of your experiences in a personal narrative essay.

Here’s how Mary Laura Philpott begins her essay, “ This Togetherness Is Temporary, ” about being quarantined with her teenage children:

Get this: A couple of months ago, I quit my job in order to be home more. Go ahead and laugh at the timing. I know. At the time, it was hitting me that my daughter starts high school in the fall, and my son will be a senior. Increasingly they were spending their time away from me at school, with friends, and in the many time-intensive activities that make up teenage lives. I could feel the clock ticking, and I wanted to spend the minutes I could — the minutes they were willing to give me, anyway — with them, instead of sitting in front of a computer at night and on weekends in order to juggle a job as a bookseller, a part-time gig as a television host, and a book deadline. I wanted more of them while they were still living in my house. Now here we are, all together, every day. You’re supposed to be careful what you wish for, but come on. None of us saw this coming.

Personal narratives are short, powerful stories about meaningful life experiences, big or small. Read the rest of Ms. Philpott’s essay to see how she balances telling the story of a specific moment in time and reflecting on what it all means in the larger context of her life.

To help you identify the moments that have been particularly meaningful, difficult, comical or strange during this pandemic, try responding to one of our writing prompts related to the coronavirus:

Holidays and Birthdays Are Moments to Come Together. How Are You Adapting During the Pandemic?

Has Your School Switched to Remote Learning? How Is It Going So Far?

Is the Coronavirus Pandemic Bringing Your Extended Family Closer Together?

How Is the Coronavirus Outbreak Affecting Your Life?

Another option? Use any of the images in our Picture Prompt series to inspire you to write about a memory from your life.

Related Resource: Writing Curriculum | Unit 1: Teach Narrative Writing With The New York Times

People have long turned to creative expression in times of crisis. During the coronavirus pandemic, artists are continuing to illustrate , play music , dance , perform — and write poetry .

That’s what Dr. Elizabeth Mitchell, an emergency room doctor in Boston, did after a long shift treating coronavirus patients. Called “ The Apocalypse ,” her poem begins like this:

This is the apocalypse A daffodil has poked its head up from the dirt and opened sunny arms to bluer skies yet I am filled with dark and anxious dread as theaters close as travel ends and grocery stores display their empty rows where toilet paper liquid bleach and bags of flour stood in upright ranks.

Read the rest of Dr. Mitchell’s poem and note the lines, images and metaphors that speak to you. Then, tap into your creative side by writing a poem inspired by your own experience of the pandemic.

Need inspiration? Try writing a poem in response to one of our Picture Prompts . Or, you can create a found poem using an article from The Times’s coronavirus outbreak coverage . If you have access to the print paper, try making a blackout poem instead.

Related Resources: 24 Ways to Teach and Learn About Poetry With The New York Times Reader Idea | How the Found Poem Can Inspire Teachers and Students Alike

4. Letter to the Editor

Have you been keeping up with the news about the coronavirus? What is your reaction to it?

Make your voice heard by writing a letter to the editor about a recent Times article, editorial, column or Opinion essay related to the pandemic. You can find articles in The Times’s free coronavirus coverage or The Learning Network’s coronavirus resources for students . And, if you’re a high school student, your school can get you free digital access to The New York Times from now until July 6.

To see examples, read the letters written by young people in response to recent headlines in “ How the Young Deal With the Coronavirus .” Here’s what Addie Muller from San Jose, Calif., had to say about the Opinion essay “ I’m 26. Coronavirus Sent Me to the Hospital ”:

As a high school student and a part of Generation Z, I’ve been less concerned about getting Covid-19 and more concerned about spreading it to more vulnerable populations. While I’ve been staying at home and sheltering in place (as was ordered for the state of California), many of my friends haven’t been doing the same. I know people who continue going to restaurants and have been treating the change in education as an extended spring break and excuse to spend more time with friends. I fear for my grandparents and parents, but this article showed me that we should also fear for ourselves. I appreciated seeing this article because many younger people seem to feel invincible. The fact that a healthy 26-year-old can be hospitalized means that we are all capable of getting the virus ourselves and spreading it to others. I hope that Ms. Lowenstein continues spreading her story and that she makes a full recovery soon.

As you read, note some of the defining features of a letter to the editor and what made these good enough to publish. For more advice, see these tips from Thomas Feyer, the letters editor at The Times, about how to write a compelling letter. They include:

Write briefly and to the point.

Be prepared to back up your facts with evidence.

Write about something off the beaten path.

Publishing Opportunity: When you’re ready, submit your letter to The New York Times.

5. Editorial

Maybe you have more to say than you can fit in a 150-word letter to the editor. If that’s the case, try writing an editorial about something you have a strong opinion about related to the coronavirus. What have you seen that has made you upset? Proud? Appreciative? Scared?

In “ Surviving Coronavirus as a Broke College Student ,” Sydney Goins, a senior English major at the University of Georgia, writes about the limited options for students whose colleges are now closed. Her essay begins:

College was supposed to be my ticket to financial security. My parents were the first ones to go to college in their family. My grandpa said to my mom, “You need to go to college, so you don’t have to depend on a man for money.” This same mentality was passed on to me as well. I had enough money to last until May— $1,625 to be exact — until the coronavirus ruined my finances. My mom works in human resources. My dad is a project manager for a mattress company. I worked part time at the university’s most popular dining hall and lived in a cramped house with three other students. I don’t have a car. I either walked or biked a mile to attend class. I have student debt and started paying the accrued interest last month. I was making it work until the coronavirus shut down my college town. At first, spring break was extended by two weeks with the assumption that campus would open again in late March, but a few hours after that email, all 26 colleges in the University System of Georgia canceled in-person classes and closed integral parts of campus.

Read the rest of Ms. Goins’s essay. What is her argument? How does she support it? How is it relevant to her life and the world?

Then, choose a topic related to the pandemic that you care about and write an editorial that asserts an opinion and backs it up with solid reasoning and evidence.

Not sure where to start? Try responding to some of our recent argumentative writing prompts and see what comes up for you. Here are a few we’ve asked students so far:

Should Schools Change How They Grade Students During the Pandemic?

What Role Should Celebrities Have During the Coronavirus Crisis?

Is It Immoral to Increase the Price of Goods During a Crisis?

Or, consider essential questions about the pandemic and what they tell us about our world today: What weaknesses is the coronavirus exposing in our society? How can we best help our communities right now? What lessons can we learn from this crisis? See more here.

As an alternative to a written essay, you might try creating a video Op-Ed instead, like Katherine Oung’s “ Coronavirus Racism Infected My High School. ”

Publishing Opportunity: Submit your final essay to our Student Editorial Contest , open to middle school and high school students ages 10-19, until April 21. Please be sure to read all the rules and guidelines before submitting.

Related Resource: An Argumentative-Writing Unit for Students Doing Remote Learning

Are games, television, music, books, art or movies providing you with a much-needed distraction during the pandemic? What has been working for you that you would recommend to others? Or, what would you caution others to stay away from right now?

Share your opinions by writing a review of a piece of art or culture for other teenagers who are stuck at home. You might suggest TV shows, novels, podcasts, video games, recipes or anything else. Or, try something made especially for the coronavirus era, like a virtual architecture tour , concert or safari .

As a mentor text, read Laura Cappelle’s review of French theater companies that have rushed to put content online during the coronavirus outbreak, noting how she tailors her commentary to our current reality:

The 17th-century philosopher Blaise Pascal once wrote: “The sole cause of people’s unhappiness is that they do not know how to stay quietly in their rooms.” Yet at a time when much of the world has been forced to hunker down, French theater-makers are fighting to fill the void by making noise online.

She continues:

Under the circumstances, it would be churlish to complain about artists’ desire to connect with audiences in some fashion. Theater, which depends on crowds gathering to watch performers at close quarters, is experiencing significant loss and upheaval, with many stagings either delayed indefinitely or canceled outright. But a sampling of stopgap offerings often left me underwhelmed.

To get inspired you might start by responding to our related Student Opinion prompt with your recommendations. Then turn one of them into a formal review.

Related Resource: Writing Curriculum | Unit 2: Analyzing Arts, Criticizing Culture: Writing Reviews With The New York Times

7. How-to Guide

Being stuck at home with nowhere to go is the perfect time to learn a new skill. What are you an expert at that you can you teach someone?

The Times has created several guides that walk readers through how to do something step-by-step, for example, this eight-step tutorial on how to make a face mask . Read through the guide, noting how the author breaks down each step into an easily digestible action, as well as how the illustrations support comprehension.

Then, create your own how-to guide for something you could teach someone to do during the pandemic. Maybe it’s a recipe you’ve perfected, a solo sport you’ve been practicing, or a FaceTime tutorial for someone who’s never video chatted before.

Whatever you choose, make sure to write clearly so anyone anywhere could try out this new skill. As an added challenge, include an illustration, photo, or audio or video clip with each step to support the reader’s understanding.

Related Resource: Writing Curriculum | Unit 4: Informational Writing

8. 36 Hours Column

For nearly two decades, The Times has published a weekly 36 Hours column , giving readers suggestions for how to spend a weekend in cities all over the globe.

While traveling for fun is not an option now, the Travel section decided to create a special reader-generated column of how to spend a weekend in the midst of a global pandemic. The result? “ 36 Hours in … Wherever You Are .” Here’s how readers suggest spending a Sunday morning:

8 a.m. Changing routines Make small discoveries. To stretch my legs during the lockdown, I’ve been walking around the block every day, and I’ve started to notice details that I’d never seen before. Like the fake, painted window on the building across the road, or the old candle holders that were once used as part of the street lighting. When the quarantine ends, I hope we don’t forget to appreciate what’s been on a doorstep all along. — Camilla Capasso, Modena, Italy 10:30 a.m. Use your hands Undertake the easiest and most fulfilling origami project of your life by folding 12 pieces of paper and building this lovely star . Modular origami has been my absolute favorite occupational therapy since I was a restless child: the process is enthralling and soothing. — Laila Dib, Berlin, Germany 12 p.m. Be isolated, together Check on neighbors on your block or floor with an email, text or phone call, or leave a card with your name and contact information. Are they OK? Do they need something from the store? Help with an errand? Food? Can you bring them a hot dish or home-baked bread? This simple act — done carefully and from a safe distance — palpably reduces our sense of fear and isolation. I’ve seen the faces of some neighbors for the first time. Now they wave. — Jim Carrier, Burlington, Vt.

Read the entire article. As you read, consider: How would this be different if it were written by teenagers for teenagers?

Then, create your own 36 Hours itinerary for teenagers stuck at home during the pandemic with ideas for how to spend the weekend wherever they are.

The 36 Hours editors suggest thinking “within the spirit of travel, even if many of us are housebound.” For example: an album or a song playlist; a book or movie that transports you; a particular recipe you love; or a clever way to virtually connect with family and friends. See more suggestions here .

Related Resources: Reader Idea | 36 Hours in Your Hometown 36 Hours in Learning: Creating Travel Itineraries Across the Curriculum

9. Photo Essay

Daily life looks very different now. Unusual scenes are playing out in homes, parks, grocery stores and streets across the country.

In “ New York Was Not Designed for Emptiness ,” New York Times photographers document what life in New York City looks like amid the pandemic. It begins:

The lights are still on in Times Square. Billboards blink and storefronts shine in neon. If only there were an audience for this spectacle. But the thoroughfares have been abandoned. The energy that once crackled along the concrete has eased. The throngs of tourists, the briskly striding commuters, the honking drivers have mostly skittered away. In their place is a wistful awareness that plays across all five boroughs: Look how eerie our brilliant landscape has become. Look how it no longer bustles. This is not the New York City anyone signed up for.

Read the rest of the essay and view the photos. As you read, note the photos or lines in the text that grab your attention most. Why do they stand out to you?

What does the pandemic look like where you live? Create your own photo essay, accompanied by a written piece, that illustrates your life now. In your essay, consider how you can communicate a particular theme or message about life during the pandemic through both your photos and words, like in the article you read.

Publishing Opportunity: The International Center of Photography is collecting a virtual archive of images related to the coronavirus pandemic. Learn how to submit yours here.

10. Comic Strip

Sometimes, words alone just won’t do. Visual mediums, like comics, have the advantage of being able to express emotion, reveal inner monologues, and explain complex subjects in ways that words on their own seldom can.

If anything proves this point, it is the Opinion section’s ongoing visual diary, “ Art in Isolation .” Scroll through this collection to see clever and poignant illustrations about life in these uncertain times. Read the comic “ Finding Connection When Home Alone ” by Gracey Zhang from this collection. As you read, note what stands out to you about the writing and illustrations. What lessons could they have for your own piece?

Then, create your own comic strip, modeled after the one you read, that explores some aspect of life during the pandemic. You can sketch and color your comic with paper and pen, or use an online tool like MakeBeliefsComix.com .

Need inspiration? If you’re keeping a quarantine journal, as we suggested above, you might create a graphic story based on a week of your life, or just a small part of it — like the meals you ate, the video games you played, or the conversations you had with friends over text. For more ideas, check out our writing prompts related to the coronavirus.

Related Resource: From Superheroes to Syrian Refugees: Teaching Comics and Graphic Novels With Resources From The New York Times

11. Podcast

Modern Love Podcast: In the Midst of the Coronavirus Pandemic, People Share Their Love Stories

Are you listening to any podcasts to help you get through the pandemic? Are they keeping you up-to-date on the news? Offering advice? Or just helping you escape from it all?

Create your own five-minute podcast segment that responds to the coronavirus in some way.

To get an idea of the different genres and formats your podcast could take, listen to one or more of these five-minute clips from three New York Times podcast episodes related to the coronavirus:

“ The Daily | Voices of the Pandemic ” (1:15-6:50)

“ Still Processing | A Pod From Both Our Houses ” (0:00-4:50)

“ Modern Love | In the Midst of the Coronavirus Pandemic, People Share Their Love Stories ” (1:30-6:30)

Use these as models for your own podcast. Consider the different narrative techniques they use to relate an experience of the pandemic — interviews, nonfiction storytelling and conversation — as well as how they create an engaging listening experience.

Need ideas for what to talk about? You might try translating any of the writing projects above into podcast form. Or turn to our coronavirus-related writing prompts for inspiration.

Publishing Opportunity: Submit your finished five-minute podcast to our Student Podcast Contest , which is open through May 19. Please read all the rules and guidelines before submitting.

Related Resource: Project Audio: Teaching Students How to Produce Their Own Podcasts

12. Revise and Edit

“It doesn’t matter how good you think you are as a writer — the first words you put on the page are a first draft,” Harry Guinness writes in “ How to Edit Your Own Writing .”

Editing your work may seem like something you do quickly — checking for spelling mistakes just before you turn in your essay — but Mr. Guinness argues it’s a project in its own right:

The time you put into editing, reworking and refining turns your first draft into a second — and then into a third and, if you keep at it, eventually something great. The biggest mistake you can make as a writer is to assume that what you wrote the first time through was good enough.

Read the rest of the article for a step-by-step guide to editing your own work. Then, revise one of the pieces you have written, following Mr. Guinness’s advice.

Publishing Opportunity: When you feel like your piece is “something great,” consider submitting it to one of the publishing opportunities we’ve suggested above. Or, see our list of 70-plus places that publish teenage writing and art to find more.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

What Life Was Like for Students in the Pandemic Year

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In this video, Navajo student Miles Johnson shares how he experienced the stress and anxiety of schools shutting down last year. Miles’ teacher shared his experience and those of her other students in a recent piece for Education Week. In these short essays below, teacher Claire Marie Grogan’s 11th grade students at Oceanside High School on Long Island, N.Y., describe their pandemic experiences. Their writings have been slightly edited for clarity. Read Grogan’s essay .

“Hours Staring at Tiny Boxes on the Screen”

By Kimberly Polacco, 16

I stare at my blank computer screen, trying to find the motivation to turn it on, but my finger flinches every time it hovers near the button. I instead open my curtains. It is raining outside, but it does not matter, I will not be going out there for the rest of the day. The sound of pounding raindrops contributes to my headache enough to make me turn on my computer in hopes that it will give me something to drown out the noise. But as soon as I open it up, I feel the weight of the world crash upon my shoulders.

Each 42-minute period drags on by. I spend hours upon hours staring at tiny boxes on a screen, one of which my exhausted face occupies, and attempt to retain concepts that have been presented to me through this device. By the time I have the freedom of pressing the “leave” button on my last Google Meet of the day, my eyes are heavy and my legs feel like mush from having not left my bed since I woke up.

Tomorrow arrives, except this time here I am inside of a school building, interacting with my first period teacher face to face. We talk about our favorite movies and TV shows to stream as other kids pile into the classroom. With each passing period I accumulate more and more of these tiny meaningless conversations everywhere I go with both teachers and students. They may not seem like much, but to me they are everything because I know that the next time I am expected to report to school, I will be trapped in the bubble of my room counting down the hours until I can sit down in my freshly sanitized wooden desk again.

“My Only Parent Essentially on Her Death Bed”

By Nick Ingargiola, 16

My mom had COVID-19 for ten weeks. She got sick during the first month school buildings were shut. The difficulty of navigating an online classroom was already overwhelming, and when mixed with my only parent essentially on her death bed, it made it unbearable. Focusing on schoolwork was impossible, and watching my mother struggle to lift up her arm broke my heart.

My mom has been through her fair share of diseases from pancreatic cancer to seizures and even as far as a stroke that paralyzed her entire left side. It is safe to say she has been through a lot. The craziest part is you would never know it. She is the strongest and most positive person I’ve ever met. COVID hit her hard. Although I have watched her go through life and death multiple times, I have never seen her so physically and mentally drained.

I initially was overjoyed to complete my school year in the comfort of my own home, but once my mom got sick, I couldn’t handle it. No one knows what it’s like to pretend like everything is OK until they are forced to. I would wake up at 8 after staying up until 5 in the morning pondering the possibility of losing my mother. She was all I had. I was forced to turn my camera on and float in the fake reality of being fine although I wasn’t. The teachers tried to keep the class engaged by obligating the students to participate. This was dreadful. I didn’t want to talk. I had to hide the distress in my voice. If only the teachers understood what I was going through. I was hesitant because I didn’t want everyone to know that the virus that was infecting and killing millions was knocking on my front door.

After my online classes, I was required to finish an immense amount of homework while simultaneously hiding my sadness so that my mom wouldn’t worry about me. She was already going through a lot. There was no reason to add me to her list of worries. I wasn’t even able to give her a hug. All I could do was watch.

“The Way of Staying Sane”

By Lynda Feustel, 16

Entering year two of the pandemic is strange. It barely seems a day since last March, but it also seems like a lifetime. As an only child and introvert, shutting down my world was initially simple and relatively easy. My friends and I had been super busy with the school play, and while I was sad about it being canceled, I was struggling a lot during that show and desperately needed some time off.

As March turned to April, virtual school began, and being alone really set in. I missed my friends and us being together. The isolation felt real with just my parents and me, even as we spent time together. My friends and I began meeting on Facetime every night to watch TV and just be together in some way. We laughed at insane jokes we made and had homework and therapy sessions over Facetime and grew closer through digital and literal walls.

The summer passed with in-person events together, and the virus faded into the background for a little while. We went to the track and the beach and hung out in people’s backyards.

Then school came for us in a more nasty way than usual. In hybrid school we were separated. People had jobs, sports, activities, and quarantines. Teachers piled on work, and the virus grew more present again. The group text put out hundreds of messages a day while the Facetimes came to a grinding halt, and meeting in person as a group became more of a rarity. Being together on video and in person was the way of staying sane.

In a way I am in a similar place to last year, working and looking for some change as we enter the second year of this mess.

“In History Class, Reports of Heightening Cases”

By Vivian Rose, 16

I remember the moment my freshman year English teacher told me about the young writers’ conference at Bread Loaf during my sophomore year. At first, I didn’t want to apply, the deadline had passed, but for some strange reason, the directors of the program extended it another week. It felt like it was meant to be. It was in Vermont in the last week of May when the flowers have awakened and the sun is warm.

I submitted my work, and two weeks later I got an email of my acceptance. I screamed at the top of my lungs in the empty house; everyone was out, so I was left alone to celebrate my small victory. It was rare for them to admit sophomores. Usually they accept submissions only from juniors and seniors.

That was the first week of February 2020. All of a sudden, there was some talk about this strange virus coming from China. We thought nothing of it. Every night, I would fall asleep smiling, knowing that I would be able to go to the exact conference that Robert Frost attended for 42 years.

Then, as if overnight, it seemed the virus had swung its hand and had gripped parts of the country. Every newscast was about the disease. Every day in history, we would look at the reports of heightening cases and joke around that this could never become a threat as big as Dr. Fauci was proposing. Then, March 13th came around--it was the last day before the world seemed to shut down. Just like that, Bread Loaf would vanish from my grasp.

“One Day Every Day Won’t Be As Terrible”

By Nick Wollweber, 17

COVID created personal problems for everyone, some more serious than others, but everyone had a struggle.

As the COVID lock-down took hold, the main thing weighing on my mind was my oldest brother, Joe, who passed away in January 2019 unexpectedly in his sleep. Losing my brother was a complete gut punch and reality check for me at 14 and 15 years old. 2019 was a year of struggle, darkness, sadness, frustration. I didn’t want to learn after my brother had passed, but I had to in order to move forward and find my new normal.

Routine and always having things to do and places to go is what let me cope in the year after Joe died. Then COVID came and gave me the option to let up and let down my guard. I struggled with not wanting to take care of personal hygiene. That was the beginning of an underlying mental problem where I wouldn’t do things that were necessary for everyday life.

My “coping routine” that got me through every day and week the year before was gone. COVID wasn’t beneficial to me, but it did bring out the true nature of my mental struggles and put a name to it. Since COVID, I have been diagnosed with severe depression and anxiety. I began taking antidepressants and going to therapy a lot more.

COVID made me realize that I’m not happy with who I am and that I needed to change. I’m still not happy with who I am. I struggle every day, but I am working towards a goal that one day every day won’t be as terrible.

Coverage of social and emotional learning is supported in part by a grant from the NoVo Foundation, at www.novofoundation.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the March 31, 2021 edition of Education Week as What Life Was Like for Students in the Pandemic Year

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My life in lockdown

Life in lockdown is changing what we do and how we feel. This could be our reality for a while and it’s important that we begin to adapt and accept our new way of life.

I have recently begun to find a rhythm to my days, making my lockdown experience feel almost normal. I wanted to share my lockdown activities with you all, in the hope that it can give you some ideas on how to fill your days whilst ‘staying alert’.

1. Daily walks

Getting out of the house for some fresh air and movement is a non-negotiable part of my day. I use the time to explore areas of my local town that I haven’t had the chance to visit, catch-up on my favourite podcasts, and give various members of my family a call.

2. Keeping active and building on my fitness

Whether I’m competing for GBR or just keeping fit, I have always had a huge passion for fitness. During lockdown I have been incorporating running, cycling, weightlifting, yoga, and barre into my daily regimen. I never thought that I would enjoy home workouts but there is something agreeable about not having to travel to a gym to train. If you’re struggling to know how to get fit at home, read my April blog post for home workouts that require no equipment.

3. Rediscovering my love for art and craft

Being creative is one of my earliest passions and over the past few weeks I have been reunited with my sketch book and craft box. So far I’ve; created pieces of art for my home, started an embroidery book, crocheted a llama, used my weaving loom to create wall hangings, experimented with quilling, handcrafted greetings cards, started to make my own jewellery, tie-dyed a pair of old jeans, and learnt the art of needle felting.

4. Household DIY jobs

The additional free time has been instrumental in allowing me to get the house in order. I’ve been busy repainting the skirting boards, hanging up artwork, clearing and organising rooms, constructing furniture, and choosing new soft furnishing and home décor. I love a house that oozes style and personality and so I’m not stopping until every room is full of colours, prints, and furnishings.

5. Setting up virtual clubs

I really miss the dynamics of a social gathering. I thought that creating virtual spaces whereby individuals can meet up and partake in a common interest would be an acceptable replacement. Every Thursday I host a virtual baking club with members of my family, and we have all thoroughly enjoyed the successes (and failures) of our kitchen meet-ups. Additionally, I am currently working on curating a book club whereby a group of individuals will have weekly virtual meet-ups to discuss a book chosen for that month.

6. Engaging in extracurricular webinars

It is a rare occasion that my University work isn’t overwhelming my life and so I am utilising the free time to expand my knowledge of dentistry. I have been attending extra-curricular webinars by leading dental professionals which have filled a void that was left when the University closed.

7. Gardening

I’ve always envied people with gardens filled with colour and freshly grown vegetables. During lockdown I have dedicated the time to making my garden a haven of plants and vegetation. I have already created a herb garden that will soon be filled with delicious herbs ready to be used in the kitchen.

8. Participating and leading virtual family quizzes

Quizzes are the perfect way to stimulate conversation and keep things interesting during a virtual hangout. Every week I have two different family quizzes to keep me occupied. My favourite rounds so far have been; a mastermind round, whereby each participant answers questions on their specialist subject; a picture round that comprises an amalgamation of family members faces, whereby each participant must guess who the facial feature belongs to; and a sound round using famous voice clips, whereby participants must guess who is speaking. For more ideas on how to make the most out of virtual hangouts, read my April blog post .

9. Getting organised

It’s very comforting to have the time to spend getting my admin in order. A study revealed that more than half the country struggle to keep up with household ‘paperwork’, and tend to fail to complete important tasks by the required date. I have utilised my lockdown-induced free time to clear my inbox, organise files, update my CV, apply for a summer job, clear out my wardrobe, and get my finances in order.

10. Experimenting in the kitchen

Following a vegan diet can seem very restrictive to many and I often get asked how I manage to live without consuming animal produce. I have honestly never found it particularly challenging, but it is good to have the time to spend creating new recipes in order to keep my meals and snacks exciting and nutritious. My most recent creations have been; homemade healthy pot noodles, overnight blueberry breakfast oat cakes, and various different vegetable crisps.

11. Starting up an online business

It’s always a struggle trying to find a job that fits around my studies and the current economic halt has only made the task more difficult. With no luck in my job hunt, I’ve decided to utilise my skills in art and craft to produce handmade goods for sale. I have set up an Instagram page which is currently featuring the initial start-up of my new business, ‘Odd One Owt’. I endeavour to produce ethical and sustainable items which will include; greetings cards, jewellery, wall hangings, and pieces of artwork.

Getting immersed in my passions and keeping busy during lockdown has been integral to keeping my sanity and reducing my anxiety. I hope that you can take some inspiration from my blog to limit the inevitable boredom of lockdown.

It’s important to note that learning new skills and flexing your creative muscles should be a choice. The activities that you engage in should bring about joy and not add to this already stressful situation. For more information on the importance of looking after yourself during lockdown please my blog on ‘taking the pressure off during lockdown’.

Have fun filling your days and keep studenting (even in lockdown)!

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Home — Essay Samples — Nursing & Health — Covid 19 — My Experience during the COVID-19 Pandemic

My Experience During The Covid-19 Pandemic

• Categories: Covid 19

About this sample

Words: 440 |

Published: Jan 30, 2024

Words: 440 | Page: 1 | 3 min read

Table of contents

Introduction, physical impact, mental and emotional impact, social impact.

• World Health Organization. (2021). Coronavirus (COVID-19) Dashboard. https://covid19.who.int/
• American Psychiatric Association. (2020). Mental health and COVID-19. https://www.psychiatry.org/news-room/apa-blogs/apa-blog/2020/03/mental-health-and-covid-19
• The New York Times. (2020). Coping with Coronavirus Anxiety. https://www.nytimes.com/2020/03/11/well/family/coronavirus-anxiety-mental-health.html

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How do teenagers live in lockdown? – photo essay

Jean-Marc Caimi and Valentina Piccinni investigated how Italian teenagers were coping with the coronavirus lockdown, working with them to take pictures using video chat apps

S ome can’t wait to go out again, others don’t really want to, happy to stay home connected to the outside world only through their computer. Some are worried about the virus and others, instead, are more concerned about the climate crisis. To give an answer to this important question, we adopted the same means teenagers use to study and communicate within their community. Zoom, Skype, WhatsApp … these video chats were our eyes to take the pictures, remotely.

Teens (and their parents) allowed us to take snapshots using the camera of their computers, tablets or mobile phones, at home, in their bedroom or where they are spending the quarantine, while they study, read, chat, play music, watch TV or exercise.

This gives a unique portrait of generation Z.

Rami attends secondary school in Rome. He’s passionate about computers, gaming and app developing. Rami is 16 and was born in Jordan.

I consider myself a very sedentary person . Usually during the school holidays I tend to stay at home most of the time. Quarantine is not affecting what I would normally do with all this extra free time.

One of the things that changed is the shifting of my schedule . Since I don’t have to wake up at 6am , I started to wake up later and later, and as a result I ended up having lunch, dinner, and going to bed at least two hours after my usual time.

The last time I went out it was two days before the quarantine started, with some friends . I don’t feel the need to go out yet.

Viola, 15, attends the International School of Tanganyika in Dar es Salaam in Tanzania. She’s been living there for four years with her parents, who are doctors. She spends her quarantine days studying, learning guitar, listening to music and video chatting with friends.

From the reaction of the Tanzanians, it does not seem people are worried. Here people continue to go to the market, to church or mosques for religious celebrations, as if nothing happened. Unlike Europe , here it is very difficult to ask people to stay at home. Tanzania is a poor country and people live from day to day and earn the little money they will need to buy food. So it is very difficult to ask for a total closure. Here in Dar Es Salaam, water and soap dispensers have been put everywhere and in all the shops the temperature is checked before entering.

Viola sent us some photos that represent her life in quarantine in her house in Dar es Salaam: Viola attending an online class. Right; her father and little brother.

The school has been closed for three weeks. Yesterday, we were told it will be closed for the rest of the school year. Many of my classmates have returned to their countries and so have the teachers. We now do school online from 8.30am to 2.30pm on Zoom. Some of the teachers who have returned to the U S make video calls late in the evening, others have the backdrop of their hometown snowy landscapes, while it is very hot here in Dar!

During the day, apart from web-school and homework, I contact friends, both Italian and from my school here in Tanzania. I can read and listen to music much more than usual. In the afternoon I often take a walk with my dog.

From this experience I have noticed how we kids often don’t enjoy the simple things we have, such as going out with friends. Now that we can’t, we are realising the importance of these little things. Surely, when it’s all over, we’ll be more grateful for what we have.

Alice, 16, lives on the outskirts of Rome and has access to a big garden. This makes the quarantine days easier for her to stand. She’s very good at drawing, and has plans to move to Portsmouth in the autumn to attend an English school year-long programme.

Staying at home is difficult, more than anything else, because I can’t see my friends in person. Apart from not going to school and participating in extra-curricular activity, the only different thing is not going out with my friends.

The connection is often slow and the video freezes, so classes are much more difficult to follow. The upsides are probably the comfort of being at home and not being seen by teachers.

I worry a lot and also wonder whether this virus will ruin my summer . I ’m probably more concerned about the coronavirus than global warming .

Chiara connects with us via Zoom and selects her favourite TV series Money Heist as a background. She’s very good student, she’s a class representative and politically active.

Obviously I miss my friends and going out, but I get along well with my family and maybe I’ve always been a bit lazy, so adapting wasn’t difficult. Instead of going out with friends, on Saturday nights I watch movies or series with my family, something nobody had time to do before.

I spend most of my days studying, but I also have virtual meetings with my collective mates and chat with my friends, but physically it is different and I miss th at aspect.

At first it took me a while to realise what was really happening, but hearing the number of deaths on the news or listening to the stories of my uncle, who is a doctor in the Bergamo area – where the virus hit hardest – has frighten ed me. But I’m quite optimistic : if we all respect the rules, and stay at home we will be able to get out of this situation.

Chiara sent us some pictures representing her lockdown days.

W e feel the virus is hitting closer to home and therefore the instinctive reaction of fear is greater . It ’s more difficult to realise the damage climate breakdown will bring . The complications caused by the virus are perhaps a consequence of the climate crisis, as studies show the areas most affected are also the most polluted. On the other hand, the lockdown is reducing emissions and thus improving the health of our planet.

This experience made us realise our lives had become too hectic and consumerist, which is why we waited too long before completely block ing the economy. The courage to stop it earlier would have prevented many deaths.

Anita, 15, attends the second year of Pilo Albertelli high school in Rome. She is a brilliant student and spends most of her quarantine days doing web-schooling and homework. She loves writing and reading but also doing sports. She’s a long-jumper.

Sometimes I feel the lockdown is an opportunity to rest from the fren zy and to try things I didn’t have time to do before. Other times, I feel tired of living like this – and the fact that I can’t go out drives me crazy. I miss going to school, I miss athletics and seeing my friends, but I also feel lucky because I ’m healthy and in a comfortable home. Having lunch with my whole family is new – that was not a daily habit before.

During the day I read and watch TV series. Sometimes I make video calls with my friends, sometimes I draw. We are lucky at least to be able to continue to study and see our classmates and teachers, but there are internet connection problems and distance learning is more difficult .

I’m worried about the victims and that someone I know might get sick. I’m scared that hospitals are overloaded and there aren’t enough doctors . Despite the lock down we’re doing well in the family, but I’m amazed at how much I miss school.

I ’ve learned that life and our habits can change in a second. I have never thought about this before, but in many other parts of the world this often happens. Then I learned to wash my hands very well!

Chiara B attends the second year at the Italian school in Madrid, where she lives with her family. She’s a Hollywood film fan and she wants to become a director of photography. Spain is among the countries worst-hit by the pandemic. She spends her lockdown days learning to play the guitar, watching movies and studying.

Since I don’t go out of the house any more and I don’t have any more commitments, life is less hectic. This allows me to think more, but sometimes, I get lost in distressing thoughts ( for example, about our future). I miss being able to meet friends in person very much.

I have more time now. I can write more, work out every day, read and work on personal projects . Apart from web school and homework, I mostly video-chat to my friends.

At the beginning distance learning was exciting . I paid more attention to classes because it was new. But as the weeks go by, it gets harder to stay focused in front of a screen.

I am more concerned about the climate crisis tha n the virus, but it took a pandemic for this phenomenon to slow down, at least a little bit. I keep myself informed, but in a very superficial way. The numbers frighten me enough and frighten the whole of Spain .

Julien, 15, was born in Rome but has a French father. He’s passionate about maths and science. He spends his lockdown days mainly studying. He doesn’t feel the urge to go out. He just went jogging a couple of times to stay fit. He’s a high-jump athlete.

The obligation to stay at home does not cause me any stress at all: I am very homely and do not feel the need to go out. School and homework aside, I spend my days mainly on my mobile phone or computer. I seldom go jogging.

The web school works well, we have regular lessons every day (even too many!). It’s nice that it’s easier to consult books during the tests .

I don’t miss the fact that I can’t physically meet my friends . I’m happy even if we only see each other virtually during video calls.

The view from Julien’s room..

The living room where Julien does his homework and spends much of his time with his mum. The view from Julien’s living room window on to the courtyard of a residential area in Rome.

I ’m not very worried about what is happening because of the virus in the world. I ’m not too up to date on how the pandemic is developing; I watch the news from time to time. I think when this is over, everything will go back to the way it was before.

Sofia, 15, plays bass in a rock band. She’s loves horror movies.

I have more time to think and do what I want to do when I get back from school. On Fridays I play with a band, but now I can’t.

A screenshot of a chat with friends. Sofia is a keen photographer – this is the view from her room, where she spends most of the quarantine time.

Sofia is likes classical thrillers and horror movies..

The video lessons aren’t bad, the only thing I don’t like is that nobody shows their face – that would be nice . The way we do web schooling is like listening to a recorded voice and it’s boring.

I miss meeting my friends in person , also because I had just started to go out in the evening with friends and that felt good.

Michela has been reading a lot and keeping good care of her pet.

Being at home doesn’t bother me too much. The relationship with my parents hasn’t changed much, we live in the same house but we don’t see each other often, each of us has his own space in the house and we only get together to eat. At least once a week, I go out for a walk with my grandmother’s dog, so I’m not completely segregated like other people.

Michela sent us some snaps of her daily life in quarantine.

The daily routine hasn’t changed drastically, the main difference is when I play sport: I used to train in the evening for about two hours with my rugby team, now I do it in the morning for one hour at most, doing some exercises suggested by our coach.

School homework is the same as before, and the whole morning is occupied by video lessons. But I finally found some time for myself, for example to make a jewellery box to tidy up all my earrings and necklaces that were previously cluttered in a box.

I am more concerned about the climate crisis because the coronavirus is something to which we will eventually find a solution, even though it will take a long time . Climate breakdown, on the other hand, is a seemingly invisible enemy that we can’t stop, because it’s not as obvious as the coronavirus, because it doesn’t bring “imminent” deaths, but a slow death of the whole planet. It seems that the world is not focused in finding a real solution for that.

• The Guardian picture essay
• Coronavirus
• Photography
• Young people

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How Has Life Changed Under Lockdown?

The covid-19 lockdown has meant many of us have had to adapt to entirely new ways of being, therapist josh hogan  reflects on how professional and personal lives may change for good, our therapists and counsellors are available to see you online – find your therapist here .

It’s been a tough few months. In the UK we entered ‘lockdown’ on the 23rd March, following most European countries by requiring everyone to stay at home except for essential trips outside. Efforts to stem the spread of the coronavirus have forced the world to adopt social distancing and become more isolated. It’s been six weeks since the start of our lockdown but it feels like a lot longer.  When I think back to what I was doing in January, it doesn’t seem like three months ago, it seems like three years. 

When the lockdown started I was actually recovering from  the virus  myself, so I have been at home for the best part of six weeks, only stepping outside when it’s necessary. I think I’ve gotten used to the new way of living, but like everyone, I miss the freedoms that I was enjoying only a short time ago. I miss travelling to new places; I miss hugs from friends. As a therapist I miss being able to see my clients face-to-face.

The internet is brimming with guidance on how to cope during the current pandemic. Whether it’s doing yoga, baking a cake, learning to play an instrument or finally getting round to reading War and Peace, there are plenty of useful ways that one can spend one’s time at the moment, with plenty of encouragement in the form of articles, blogs and youtube videos.  In a previous blog  I wrote about the benefits of meditation and ‘going inside’ when you can’t go outside. Rather than sharing more tips on how to make the most of self-isolation, I wanted to follow that up with a more general reflection on how isolation is affecting me and those around me, and what it might say about how we come out of this.

Video conferencing comes into its own

We’ve all had to get used to platforms such as Zoom, Skype and FaceTime these last weeks as we seek to keep in touch with friends and work colleagues. Prior to  coronavirus  I was avoidant, perhaps wary of communicating online. My comfort zone always lay in face-to-face interactions, and I thought that something important was lost in talking to a computer screen. A famous study from the 1970’s asserts that 55% of communication is contained in body language, something that comes across only weakly online. The same study assigns 38% of communication to tone of voice and 7% to verbal content. If 55% of someone’s message is lost, can we really claim to hear them?

Whatever the answer, like all therapists I’ve had to move my work online in order to keep seeing clients. Once I’m online and in the sessionI try to keep the format as close to a normal session as possible. I don’t draw attention to the fact that we’re online; I sit facing the client, I listen, I reflect, I challenge and offer insights, all as I would in a face-to-face setting. My wariness around online connection came not just from what I thought was missing but from the everyday pitfalls such as slow internet, freezing and buffering too. When I’m trying to offer therapy, a sustained period of buffering is the last thing I or the client needs. But in the new world it’s something we have to put up with. And it’s something I need to learn to accept, and to embrace, if I’m to avoid adding to my client’s anxiety.

I’ve hooked into a lot of online meetings with friends recently outside of my therapy practice, and I’m happy to say that I am learning to accept this new style of interaction. The biggest benefit is that you can meet with anyone in any part of the world, at any time. It might sound obvious, but I hadn’t thought of this advantage much until I started experiencing it. I can provide therapy to clients who are not in the UK, and I can be much more flexible about my timings, given that I’m at home a lot more than usual. The time I’ve spent finding my way around these online platforms has made me realise that they can be a force for good in this crisis. They can bring the world closer together; they’ve certainly brought me closer to people I wasn’t seeing much of before.

The way forward

Of course there are many for whom isolation is not a new experience. Those who felt lonely and isolated prior to the lockdown are probably experiencing the same feelings now, just on a heightened level. When the rest of us eventually leave isolation and return to normality in the coming months, those who are always isolated may not see much change in their daily existence. Not everyone can use Zoom; not everyone can reach out to friends and family or the person behind the counter at the shop.

So many people come to therapy because of this loneliness. The human connection offered by therapy is special because in therapy we recognise that loneliness isn’t just something that passes quickly. It comes from a deep place and it can take a lifetime to grow and take hold.

I’ve used online video conferencing to stay connected with everyone, including my own therapist, to fend off the inevitable loneliness that this situation would entail. It has shown me how vital that connection is above everything else. Human beings are clearly social creatures and talking about our problems is, cliched as it might sound, a great solution to them. Many who never considered therapy before may find themselves considering it now as a path to connection. I believe they’re looking in the right place.

Josh Hogan is a verified welldoing.org therapist in Central London and online 

Further reading

Try this 4-step method to calm anxiety, 5 ways to hold without touch, the value of self-compassion in times of crisis, coronavirus and lockdown: a psychoanalytic perspective, lockdown mental health: accepting your emotions, find welldoing therapists near you, related articles, recent posts.

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Life During Lockdown Essay for Students – 100, 500, 1000+ Words, & 10 Lines

Life During Lockdown Essay for Students: Explore the challenges, experiences, and lessons learned during the pandemic with “Life During Lockdown Essay for Students.” Understand the impact on education, mental health, and daily life, as students navigate through this unprecedented period.

Reflect on resilience, adaptability, and the importance of community support. Discover insights into remote learning, coping mechanisms, and maintaining social connections in the face of isolation. This Life During Lockdown Essay for Students delves into the unique aspects of students’ lives during lockdown, offering a comprehensive perspective on this transformative period.

Table of Contents

Life During Lockdown Essay in English for Students in 10 Lines

Explore the transformative journey of students during lockdown in “Life During Lockdown Essay for Students.” This Life During Lockdown Essay for Students encapsulates the challenges, adaptations, and resilience displayed by students, providing a comprehensive Life During Lockdown Essay for Students in view of their unique experiences in just 10 lines.

• Shift to Online Learning: With schools and colleges closed, education shifted to virtual platforms like Zoom and Google Meet.
• Work from Home: Many adults adapted to remote work setups, blurring the lines between personal and professional spaces.
• Increased Family Time: Lockdowns brought families together, fostering stronger bonds and shared activities.
• Rediscovery of Hobbies: People explored new hobbies or revisited old ones, finding solace in activities like painting, reading, or gardening.
• Digital Fatigue: Excessive screen time for work, classes, and socializing led to digital fatigue and burnout.
• Heightened Awareness of Health: The pandemic underscored the importance of physical and mental health, leading to increased focus on well-being.
• Challenges of Isolation: Social distancing measures caused feelings of isolation, emphasizing the need for human connection.
• Economic Uncertainty: Many faced financial challenges due to job losses or economic downturns during the pandemic.
• Reflection and Self-Discovery: The quieter pace of life allowed individuals to reflect on their goals and priorities, prompting self-discovery.
• Community Support: Acts of kindness and community support became prominent, with neighbors helping each other during challenging times.

Also See – Beti Bachao Beti Padhao Essay – 100, 500, 1000 Words & 10 Lines

Life During Lockdown Essay for Students in 100 Words

Amidst the lockdown, students experienced a unique blend of challenges and opportunities. From adapting to virtual learning to discovering new hobbies, this Life During Lockdown Essay for Students delves into the multifaceted aspects of their lives during this unprecedented time.

The life of students during the lockdown was a paradigm shift, transforming traditional classrooms into virtual spaces. Adjusting to online learning, students navigated a digital landscape for education and social interaction. The challenges were met with innovation, as virtual classrooms became the new norm. Beyond academics, the lockdown encouraged self-reflection and personal growth.

Students adapted, honing their resilience and creativity. Despite the uncertainties, the experience unveiled new opportunities for learning, collaboration, and adapting to the evolving educational landscape. The lockdown period will be remembered as a time of transformation, where students not only faced challenges but also discovered their capacity to overcome and thrive in an ever-changing world.

Life During Lockdown in English Essay for Students in 500 Words

This Life During Lockdown Essay for Students explores the transformative journey of students during the lockdown, covering aspects such as online education, mental health, and personal growth. Life During Lockdown Essay for Students delves into the challenges faced and the resilience displayed, offering a comprehensive perspective on the student experience during this extraordinary period.

Life During Lockdown: Navigating Challenges and Discovering Resilience

The onset of the global COVID-19 pandemic triggered an unprecedented disruption to normal life, profoundly impacting students and their educational journeys. As classrooms shifted to virtual spaces, students faced a myriad of challenges, yet amidst the chaos emerged stories of resilience and personal growth.

The abrupt transition to online education was a significant hurdle for many students. Technological limitations, internet connectivity issues, and adapting to new learning platforms became recurrent obstacles. However, amidst these challenges, students displayed commendable adaptability. They quickly learned to navigate virtual tools, collaborate effectively in a digital environment, and manage their time efficiently.

The toll on mental health was palpable. Isolation, uncertainty about the future, and the pressure to adapt to new educational norms contributed to heightened stress levels among students. Yet, this period of upheaval also revealed the strength of the human spirit. Many students sought mental health support, and communities rallied together to foster emotional well-being.

The lockdown also provided a unique opportunity for personal reflection and growth. With the constraints of daily routines lifted, students delved into hobbies and passions, rediscovering interests that had been neglected in the hustle of pre-pandemic life. This newfound free time became a catalyst for personal development beyond academic pursuits.

Family dynamics underwent a significant transformation. With extended periods spent at home, students found themselves in the midst of increased family bonding. Shared experiences, conversations, and collaborative activities became integral to this period, fostering stronger familial ties and creating enduring memories.

As students navigated these challenges, they reflected on their priorities. The lockdown became a time of introspection, prompting individuals to reconsider their career goals, academic pursuits, and personal aspirations. Many emerged from this period with a more intentional approach to life, understanding the importance of balance and well-being.

The lessons learned during this period are invaluable, shaping not only the trajectory of education but also the personal development and priorities of students around the globe. As the world moves beyond the pandemic, these experiences will continue to influence how students approach education and life’s challenges in the future.

Life During Lockdown Essay for Students in 1000+ Words

This comprehensive Life During Lockdown Essay for Students delves into the multifaceted experiences of students during the global lockdown, exploring the challenges faced, the lessons learned, and the transformative journey towards personal and academic growth.

Introduction

The outbreak of the COVID-19 pandemic in 2019 led to unprecedented global challenges, prompting governments worldwide to implement lockdowns to curb the spread of the virus.

This essay delves into the multifaceted aspects of life during lockdown, exploring the challenges faced by individuals and communities, the shift to remote work and online education, the impact on mental health, and the resilience demonstrated in adapting to the “new normal.”

Challenges Faced During Lockdown

Social Isolation

One of the immediate and palpable challenges of lockdown was social isolation. The restrictions on movement and gatherings meant that people were cut off from their social circles, friends, and extended families. The absence of face-to-face interactions led to feelings of loneliness and a longing for human connection.

Economic Uncertainty

Lockdowns had a severe impact on the global economy, leading to job losses, furloughs, and economic uncertainty for millions. Small businesses faced closures, and various industries experienced significant setbacks. The sudden economic downturn left individuals and families grappling with financial stress and uncertainty about the future.

Education Disruption

Schools and universities worldwide had to adapt swiftly to the new reality of remote learning. The sudden shift to online education posed challenges for both students and educators. Limited access to resources, varying levels of technological proficiency, and the absence of the traditional classroom environment made the learning experience challenging for many.

Work-from-Home Challenges

Remote work became the norm for many professionals, introducing a new set of challenges. Balancing work responsibilities with household chores, the lack of a clear boundary between work and personal life, and the technological adjustments required for effective collaboration presented hurdles for individuals navigating this new work paradigm.

Adapting to Remote Work and Online Education

Remote Work Dynamics

While the sudden transition to remote work posed initial challenges, it also highlighted the adaptability and resilience of individuals and organizations. Video conferencing tools, collaborative platforms, and flexible work hours became integral to maintaining productivity and communication.

Online Education Innovations

Educational institutions embraced technology to ensure continuity in learning. Virtual classrooms, online assessments, and interactive learning platforms became essential components of the educational landscape. The pandemic accelerated the adoption of digital tools in education, prompting innovation in pedagogical approaches.

Digital Connectivity

The importance of digital connectivity became more apparent than ever. High-speed internet, online communication tools, and digital platforms became lifelines for individuals working and studying remotely. The digital divide, however, underscored the need for equitable access to technology.

Impact on Mental Health

Isolation and Anxiety

The isolation imposed by lockdowns took a toll on mental health. Anxiety, depression, and feelings of helplessness became prevalent as individuals grappled with uncertainties about the future, health concerns, and the disruption of routine.

Work-Life Balance Challenges

Remote work, while offering flexibility, also blurred the boundaries between professional and personal life. Many individuals found it challenging to establish a work-life balance, leading to burnout and increased stress levels.

Educational Stress

Students faced unique challenges, including the pressure of adapting to online learning, concerns about academic performance, and the absence of the social support traditionally provided by the school environment.

Resilience and Adaptability

Community Support

Communities around the world demonstrated resilience by coming together to support one another. Mutual aid groups, online forums, and community initiatives emerged to provide assistance, share resources, and foster a sense of solidarity.

Innovation and Creativity

The pandemic spurred innovation in various fields. From virtual events and conferences to innovative approaches in education, individuals and organizations showcased creativity in adapting to the constraints imposed by lockdown.

Digital Transformation Acceleration

Businesses and institutions accelerated their digital transformation efforts. E-commerce, telehealth, and virtual services saw increased adoption, reflecting the adaptability of industries in responding to the challenges posed by the pandemic.

Life during lockdown presented a myriad of challenges, from social isolation to economic uncertainties and disruptions in education and work. However, amidst these challenges, individuals and communities showcased remarkable resilience and adaptability. The embrace of remote work and online education, coupled with the acceleration of digital transformation, highlighted the capacity for innovation and creativity in the face of adversity.

As societies gradually emerge from the throes of the pandemic, the lessons learned during lockdown underscore the importance of building resilient systems, prioritizing mental health, and fostering a sense of community. The shared experience of navigating life during lockdown serves as a testament to the collective strength of humanity and the potential for positive transformation in the face of global challenges.

the Life During Lockdown Essay for Students serves as a poignant testament to the resilience and adaptability that define the human spirit. As students navigated the uncharted waters of remote learning, disrupted routines, and the emotional toll of isolation, they discovered hidden strengths within themselves. The challenges posed by the pandemic became catalysts for growth, fostering adaptability and fortitude.

The diverse narratives shared by students underscore the universality of the human experience during these trying times. From moments of frustration to unexpected joys and self-realization, the Life During Lockdown Essay for Students encapsulates the spectrum of emotions and lessons learned.

As the world gradually emerges from the shadows of the pandemic, these insights into life during lockdown become invaluable markers of endurance and perseverance.

This Life During Lockdown Essay for Students not only chronicles the challenges faced by students but also emphasizes the profound lessons embedded in adversity. Life During Lockdown Essay for Students stands as a testament to the resilience cultivated amid uncertainty, providing a hopeful outlook for the future.

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My Life During the Pandemic

COVID-19 has definitely taken a toll. This pandemic has caused many to lose their jobs, their homes, and their lives. We all hope for a vaccine soon, in the hopes that this virus can be brought under control. In the meantime, many of us have been practicing personal hygiene and social distancing to avoid getting infected. 

            The virus has impacted my life mentally. For the first three months I was worried and irritated with how this virus was being handled. I thought for sure that this virus would infect me and my family. Every time I spoke about it I was told to just practice personal hygiene and social distancing. Over the summer I used my free time to work on my mental health. Before I returned home from campus, my anxiety was at its peak. Realizing how anxious I was I wanted the feeling of panic to end. 

So, I started going to group therapy. I attended several different programs. All of them revolved around understanding anxiety and how to deal with it (link to a group I attended below). Throughout these three months, I developed a new relationship with my anxiety. This program taught me to detect early signs of a panic attack before it even occurs. The group therapist gave us useful tools to use when we feel our anxiety levels rising. Tools such as ten connected breaths and two minute imageries have helped me better control my anxiety. I feel very grateful for this result because I was patient with myself and completed my homework; which was to practice the imageries and ten connected breaths. There are plenty of other tools to use in order to combat a panic attack, but these are the ones that worked for me.

Being at home the entire summer also motivated me to exercise more. During my freshman year I barely worked out and I noticed how that affected my mood. Exercise not only helps me stay healthy and in shape, but it also helps me stay in a positive mindset. For three months I did Zumba and Yoga every week. Besides feeling happier I noticed that I was in better shape physically. Given the circumstances of the Pandemic, I was in lockdown for a month. I knew that I had to find a way to stay healthy without going to a gym, so I decided to work out at home. My body physically changed after exercising so much and I'm happy with the result. 

In the past month, the pandemic hit some of my family members pretty hard. Both financially and emotionally my family was affected. I am fortunate to have such a caring and generous family who will step up and help anyone in need. It’s tough seeing some family members struggling mentally and emotionally, though. Especially with a pandemic, previous feelings of anxiety and depression are amplified. Even though it hurts me to see my family going through difficult times, I try to do my part to help. Through this experience I've learned that having someone that will listen to you and comfort you is one of the greatest gifts to have. 

Throughout the entire summer, if there’s something I’ve learned, it’s to always try and find the light even in the darkest times.

“Island of Calm” Anxiety Breakthrough Program. Hosted by Sari Sack Terrusa, MS, LMHC.   https://www.tsijupiter.com/AnxietyBreakthroughProgram.en.html

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Essay on Impact of lockdown on Students and People

Nobody ever imagined that life could turn like this. Despite being most countries democratic, people are forced to live inside their homes. The basic freedom given to us by our constitutions is taken back from us. Nobody is free to move. If anyone is found breathing in the open air he is beaten by the police and imposed with heavy penalties. What has forced all the governments to take this dictator style decision? Why are people all over the world simultaneously forced to live a completely altered life during lockdown 2020? This Essay on the Impact of lockdown on Students and People will answer all the above questions.

Essay on Impact of lockdown | Coronavirus Impact on Students and other people

With the outbreak of covid 19, the world was locked down. The fast-paced life came to a standstill. Covid 19, a disease caused by Corona Virus, started in China initially and spread all over the globe. All were helpless because the medical fraternity could not invent its antidote. So, the safest and the only option seemed was world lockdown. All the national and international borders were sealed. Some countries announced a 3-6 months stay at home order while others declared complete lockdown in phases.

People, businesses, and governments around the world have changed the way they spend, move, communicate and travel because of COVID-19. Let’s see how life has changed during the lockdown period. Did it alter our life for the better?

Lockdown 2020 in India

Indian Prime Minister Mr Modi announced a country lockdown on 21st march 2020 for 21 days. Later it got extended for more and more days. As Indians are notorious for not following the rules, everyone expected it to last for 3-4 days. But the story was different this time. Police drove away from the people who ventured on roads by giving physical punishments and charging fines. Covid 19 triggered lockdown brought a significant change in the life of all.

Impact of Lockdown on Students in India

This disease has affected all segments of the population. And students are no exception. In India, a lockdown was announced just at the time when CBSE exams were going on. Students of the 10th and 12th classes got stuck in the middle. National level entrance exams had to be postponed. Generally, the months of March and April are very crucial for students preparing for these papers. The pandemic diverted students’ focus from their studies. It has created an atmosphere of anxiety and depression among some students and parents.

Seeing from another angle, Children were the happiest creature in the world after the announcement of lockdown. But due to the setting up of virtual classrooms, their happiness did not last long. Now regular classes were going on with no escape from home assignments. However, they learned a new way of education.

Although, schools and coaching institutes have started online classes. The devices required for attending virtual classrooms are not accessible to all in India. It might create a burden on students’ psychology.

Effect of Lockdown on Senior citizens

The government officials appealed that the elderly people stay inside the home during the period of lockdown. According to doctors adults were more vulnerable to coronavirus. Morning walks and evening strolls were their only way to bring some movement in their stiff bodies. This curtailment left them immobile. But they got the company of all the family members who were otherwise too busy to talk to them. Board games and mythological serial telecasts on national television came to their rescue.

Impact of lockdown on Women

A lockdown increases the burden of household work for all families.  While all the domestic helpers were stranded at home, there was no one to share the increased household chores. In Indian families, nobody is empathetic towards the mental and physical health of women due to the increased workload.

Impact of lockdown on Men

Men are the most deeply affected victim of this pandemic. Most of the men leave their homes in the morning to complete the task of bread earning for the family. They spend their whole day outside the house. Lockdown has put them inside the four walls of the house which they are not accustomed to. The absence of professional life is making them sick. Some are lucky to do their work from home with the help of computers.

With the extensions in lockdown, they are adapting to enjoy this altered version of life. Playing online ludo and tambola is a common scene in every house. Some gentlemen are trying their hands on cooking to share a story on Instagram. Watching movies and web series, growing a beard is more a compulsion than a hobby. Sharing basic household work to cheer their better halves makes their bonding even stronger.

Conclusion: Impact of lockdown and coronavirus on people

Today, humans are in cages to save themselves from highly contagious disease covid 19. We were so blindfolded in the race of development that we neglected our spouse, our family, our culture, our environment. We were urgently in a need of some change. But nobody knew that the change would appear like this in the disguise of the Corona Virus.

This period of crisis and global volatility is a once-in-a-lifetime opportunity and we should utilise it thoughtfully and productively.

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Paragraph on How I Spent the Lockdown Period

Global pandemic COVID-19 quarantine our lives at home. After the announcement of Lockdown, we got much time to spend time with our family. The lockdown period was not much gloomy and disappointing as I thought it would be. I developed so many new hobbies during this lockdown. Here I have discussed some of my lockdown activities.

Short and Long Paragraphs on What I did during Lockdown

Paragraph 1 – 100 words.

As the Lockdown period started, the news channels were flooded with global and national news of the infected ones. I watched the News every day to keep myself updated and connected to the world. It was very important to keep my dear ones updated and aware of the deadly virus infection.

The news about the essential service workers and their devotion towards our country in a time of crisis was giving a ray of hope. Being at home and surrounded by all family members was one of the best times I have ever spent. During the lockdown, I developed a habit of Yoga in the morning. I fed stray dogs and cows. As the roads were silent only a few animals like dogs, cows were seen roaming, I developed a habit of feeding them on a daily basis.

Paragraph 2 – 120 Words

The global pandemic Coronavirus was showing its worst phase across the globe, and there was an announcement of Lockdown in India. It was announced to control this deadly virus. All of us were at home and did various activities to spend our time in this lockdown.

I never get time to clean my bookshelf and some of my other belongings. I painted my bookshelf as per my room color and managed my books neatly. Now everything looks matching and I always wanted this kind of room. I also learned some gardening tricks from my grandfather and enjoyed my evening in planting trees and nurturing them. It was time to stay at home without any ground activity but I use to play badminton in my garden. I also had my online classes and in the remaining time, I use to dance, play, and spend time with my grandparents. I really enjoyed their company.

Paragraph 3 – 150 Words

Lockdown taught me so many things. One of the major things I learned from lockdown, that being at home is not as boring as I thought it could be. During this lockdown, I developed a good taste of reading. I went straight to my book stack and picked one of the Non- fiction novels by Robin Sharma. The content was very good and relatable to the contemporary world. I installed so many Yoga Videos and Online Television platforms for watching movies and series.

Apart from my personal stuff I also use to spend an hour in a nearby NGO. they use to cook for the poor and tried all their best to provide groceries and fulfilled all of their requirement. I helped them by working on online portals and provided information about needy people. Actually, I use to post it on my social media, and people used to send me the address of the poor people around them and we use to visit that place and helped people.

We helped Rickshaw pullers, street vendors, beggars, and other marginalized people around us. It was really a good experience to be its part of. Really it feels amazing while helping others and I have thought of continuing this work even after lockdown and now I will help others with my pocket money.

Paragraph 4 – 200 Words

During Lockdown, I developed a habit of rising early and spending some time with nature. Early morning yoga practice was one of the best ways to keep myself fit during this corona period. I also tried my hand at cooking, it was not a new experience for me but trying every day new recipes from YouTube and other social sites was also one of the hobbies I developed during this lockdown.

I also rearranged my home in a new way. Home decor is the best leisure activity one could include. I watched so many home decor videos and tried to give a new look to my traditionally built house. I also got engaged in gardening and watering plants. During the lockdown, I cleaned the garden area and rearranged all pots in the array. Now they really look systemized and amazing together.

I really missed my school days and friends during this lockdown. I played online Ludo with my friends and we enjoyed ourselves a lot. Thanks to technology that rather than being apart we were able to have our online classes, we played and also had video chats.

Lockdown was special in many ways because it taught me the importance of school, friends, and freedom. Really, we are blessed to have whatever we want otherwise life is not so easy for everyone especially for the poor and daily wage workers. I felt sorry for them because I was financially not so capable of helping each and every one. Still, I and my family managed food and grocery for some of them.

Paragraph 5 – 250 Words

When you have to stay at home for more than a month, you have to find some engaging activities. Here I have discussed some of the activities that I did during the lockdown period:

Spending Quality Time with Family : Due to our busy schedule, we never stayed together for so long. It was a long time since all the family members together had our dinner or lunch at our dining table. It was the best part of this lockdown; all the members were under a roof and supporting each other during this global pandemic.

Fitness Activities : I decided to focus on my health and I downloaded so many workout videos and regularly followed them. I found many helpful apps that you can also find on the play store. These apps helped me a lot and also use to alarm the entire day to drink water.

Photography : I have a keen interest in photography, and I polished this skill during lockdown; I downloaded some of the editing apps and clicked many photos, and edited them. I also learned new capturing and editing technics on YouTube.

Certificate Courses and Webinar : I attended some of the Online Webinars and a certificate computer course. These courses helped to reduce the habit of unnecessary scrolling of social sites and I learned some new technics like Mail merge, Powerpoint, etc. and they are amazing.

Cooking : It is the best way to reduce boredom. So, I spent most of the time in cooking and I tried new recipes. I learned some smart tricks that I never knew before and really my mother is a genius because she knows many tricks.

Reading and Writing : Reading fiction and non-fiction stories and novels were also part of my routine during the lockdown. Sometimes I also tried my hands at poetry.

Feeding Animals : I regularly kept some food and water in my garden for stray animals, birds, squirrels, etc. They use to party there and it was very satisfying to see these animals so happy.

FAQs: Frequently Asked Questions

Ans. In India, the biggest show watched was the Ramayana.

Ans. We can watch shows, read books and learn new things in a lockdown.

Ans. In Lockdown, we can keep ourselves fit by exercising and meditating daily.

Ans. Money Heist and Asur were the most loved Web Series watched during the lockdown.

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Essay on What I Did During Lockdown

We had faced a long lockdown amid the outbreak of Coronavirus or COVID-19. Post the lockdown, everyone is back in business to bring the life back on track. People are also getting interested in knowing how everyone spent their lockdown days.

Short and Long Essay on How I Spent Lockdown Period in English

I have compiled some essays on How I Spent Lockdown Period under words limit of 120 words, 250 words, 400 words and 600 words to provide a glimpse of how I spend my lockdown days.

What I Did During Lockdown Essay 10 Lines (100 – 150 Words)

1) Lockdown was a critical and terrifying time for all the people.

2) Initially when the lockdown started, it felt joyful.

3) During lockdown my mother taught me cooking.

4) I also learned many things regarding gardening during this lockdown period.

5) I have also done many good activities like helping the poor and needy during the lockdown.

6) I read many books and novels during this leisure time.

7) Most of the time, we watched television for Covid news throughout the world.

8) I also studied a lot during this lockdown period.

9) I love sketching, so I made many sketches during his period.

10) I utilized the lockdown period by taking dance and music classes.

Essay 1 (250 Words)

Introduction

The outbreak of Coronavirus (COVID-19) across the globe in the first quarter of 2020 has taken the world by surprise. There is no vaccine as yet and the disease was also highly contagious. It spreads like fire in the wild and soon took the whole world in its grasps. Governments imposed lockdown to keep people from socializing. I have given below a detail of ho I had spent my lockdown.

Fed the Animals

With the hotels and eateries shut down and people forbidden from moving out, the roads were stranded and so were the animals like dogs, cows, and oxes, etc. They were the most vulnerable as they can’t speak for themselves and suffer in hunger almost silently. I made it a routine to find out such animals and feed them to the best I can. I must admit that it was a very contenting gesture.

Helped the Poor

There are billions of daily earners who earn every day to fill their stomachs. People like rickshaw pullers, barbers, auto drivers, daily laborers, etc. earn every day to eat a square meal a day. These people were the most impacted by the lockdown and it became a matter of life and death for them. I also helped the poor by resolving to feed at least one person every day.

The lockdown was a bitter experience but wasn’t actually that much bitter after all. I also did many good things that made me content and others happy. It’s always how you face the adversities thrown at you. It is rather a matter of attitude than anything else.

Essay 2 (400 Words)

Recently the country went through nearly two months of lockdown. As you know that, during the lockdown socializing was prohibited and only those facing some kind of medical emergency or engaged in relief works were permitted to go outside. I have compiled in this essay some of my most important lockdown activities.

Adhered to Safety Norms

The first and most important thing I did during the lockdown was to strictly follow the guidelines issued by the government and also the instructions given by doctors and officials.

I adherently followed every instruction that the respondent gave to the public on television. Washing hands often and wearing masks were the most important of them all. I washed my hands too often and also asked other family members to do the same. Whenever I got out for buying essential groceries, I wore a mask and maintained a good distance from everyone. It was essential in order to prevent the spread of COVID-19.

Joined Relief Works

As the lockdown was mandatory and was also imposed countrywide, there were many who lost their jobs or were stranded hundreds or even thousands of miles from home. All the means of livelihood and transportation closed, such people were faced with a life and death situation.

The government had made extensive arrangements for the distribution of food packets and groceries to such needy people. I contacted a local politician as I felt an urged to help out in some way or the other. I am glad that he respected my feelings and allowed me to volunteer. Thereby, I joined the relief work of reaching out to the poor and stranded and distributing food packets.

It became a normal routine for every day to start with my team in the morning and go to the designated spots. As there was always a risk of getting infected, we had all our PPEs (Personal Protective Equipments) on and practiced all safety guidelines. I must admit that despite the risks involved, it was the most contenting and satisfying decisions I have ever made in my life. It is something that could only be experienced rather than told.

One may think that there is not much to do during a lockdown, but it is a fallacy. There are many sensible things to do during a lockdown than you would ever do during the normal days. What actually matters is how you approach and see it.

Essay 3 (500 – 600 Words)

Recently we went through a tough and rather challenging phase of lockdown. It was never experienced before occurrence and most of us were not sure about how to respond to it. The first thing everyone did was to lock him and her in the house and practice social distancing as the doctors and authorities suggested in the wake of COVID-19 spread. In the essay, I have narrated the things I did to spend my time in lockdown.

Read a Book

Apart from the grievances, this lockdown has also taught me some good things. For instance, I have developed a habit of book reading and to my surprise, it’s as better for your mind as it is for your knowledge. After spending a good amount of lockdown on reading books, I could confidently say that book reading is a matter of wisdom – It makes you wise and keeps your brain active during comparatively lethargic times. You can choose from a range of books of your choice but as I like adventure and jungle lore, I read books written by the famous hunter and naturalist Jim Corbett.

In House Socialization

Before lockdown, my life had been as usual busy for years. There was hardly any time to spend with my own family. I was rather spending more time with those who didn’t matter than those who really mattered. But that’s how life is when you work for a living and sustain your needs.

I am glad that lockdown gave me an opportunity to spend quality time with my family, a lack of which I was seriously regretting before. The time that I had spent with my family during the lockdown, was a memorable and enriching experience. I call that in house socialization. In our daily lives we socialize with everyone else but seldom talk to our own family members. This is a harsh truth, I am glad I was able to negate this lockdown.

Called up Old Friends

One thing that I did during this lockdown, and am glad about is, calling up some good old friends of mine. They were my college friends and also the colleagues I had worked with. Speaking to some of them after a long time was really an enriching and blessed experience. I was actually worried about their health amid the Coronavirus outbreak and called up to know how they are doing.

I am glad that each one of them was faring well in good health and spending time with family. One more thing that I learned is that – even if you don’t call a friend for a long time, the friendship very much remains in the hearts of both of you. I also requested my friends to adhere to the guidelines issued by the government from time to time, regarding COVID-19.

Watched NEWS

Last but not least – I watched the news every day and at definite intervals to keep myself informed on the COVID-19 updates. It was very much needed to keep my family informed about it and also the methods to prevent getting infected.

Also, as a responsible citizen, I felt the need to know how the country is dealing with the pandemic and what steps the government has taken to support daily wage labors and petty traders amid the crisis. I was happy to see that many government officials and people from essential services risked their own lives to keep others safe.

There is no doubt that lockdown was a financial and social crisis brought in good faith to keep the pandemic at bay. But as a coin has two sides, so does the lockdown also had both good and bad attributes. During the lockdown, I tried to keep all the good things and filter out the bad.

FAQs: Frequently Asked Questions on What I Did During Lockdown

Ans . Lockdown is a protocol in which the movement of people is restricted and they have to stay in one place.

Ans . China was the first country in the world to implement lockdown during the Covid-19 pandemic.

Ans . The first complete lockdown was implemented in the Rajasthan state of India.

Ans . Lockdown was implemented by different nations of the world to curb the spread of Covid-19 infection.

Ans . The first lockdown was implemented in America after September 2011 attack.

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