New research reveals a significant rise in developmental health challenges among children entering kindergarten following the COVID-19 pandemic, raising alarms about long-term impacts on learning, emotional wellbeing, and future life outcomes.
The findings come from Early Years Disrupted, a comprehensive study conducted by the Human Early Learning Partnership (HELP) at the School of Population and Public Health (SPPH), University of British Columbia. Researchers assessed 33,625 kindergarten children using the well-established Early Development Instrument (EDI), which measures core areas of developmental health.
The data shows that 35.8% of children are now vulnerable in at least one key developmental domain, compared to about 32% before the pandemic—a record high since monitoring began nearly 24 years ago.
Dr. Martin Guhn, associate professor at HELP and SPPH, said the findings reveal the profound ripple effects of COVID-19 on the lives of young families.
“This is the highest vulnerability rate we have seen since we began collecting this data. The pandemic disrupted employment, child care, social interactions and community supports, and we are now seeing these impacts reflected in the classroom.”
Developmental health challenges rise across all core areas
The EDI measures five essential areas of early childhood development. All five showed post-COVID-19 increases:
- Communication skills and general knowledge
- Social competence
- Emotional maturity
- Language and cognitive development
- Physical health and wellbeing
The largest spike occurred in communication skills and general knowledge, followed by social competence and emotional maturity, all of which are critical for navigating relationships, managing emotions, and succeeding in early learning environments.
Most concerningly, the report notes a 14% increase in children vulnerable across three or more developmental areas, affecting over 4,400 children. These “multiple vulnerabilities” point to deeper, more complex challenges that could impact children for years to come.
Why these early challenges matter
Research shows that children who enter school developmentally vulnerable are more likely to:
- Struggle academically
- Face emotional or behavioural difficulties
- Develop later mental health challenges
- Experience limited future opportunities
Dr. Guhn warns:
“When a child enters school already behind in key areas, it can have lasting consequences—not just for their education, but for their health and future opportunities.”
COVID-19 disruptions continue to affect families
The study acknowledges that families are still grappling with pressures amplified by COVID-19, including:
- Rising living costs
- Reduced access to child care
- Limited community programs
- Ongoing mental health stressors
With fewer opportunities for physical play, social interactions, structured learning, and regular routines, many children missed essential developmental experiences during the pandemic years.
Experts call for urgent investment in early childhood support
The researchers emphasize that access to strong family and community resources remains the most important predictor of developmental health.
“Societies that invest in early years do well in the long run,” said Dr. Guhn. “We need living wages, reduced child poverty, affordable child care, and well-resourced family programs. These supports are essential if we want to reverse these trends.”
The study underscores the need for sustained monitoring, targeted interventions, and strengthened early childhood supports to ensure every child receives the best possible start in life.
