Young people’s perspectives on COVID-19 recovery overshadowed by negative ‘victim or villain’ narratives

By Nuffield Foundation

Decision-makers are failing to harness young people’s potential to help shape pandemic responses, according to a new international study which reveals the impact of the virus’ first wave on 14-to-18-year-olds from seven countries, including the UK, from the perspectives of young people.

The study is the initial report from the 18-month Growing up Under COVID-19 project, funded by the Nuffield Foundation and delivered by independent research institute Ecorys and the University of Huddersfield. The project explores how young people experience the crisis and outlines how to promote their rights and well-being during and after the pandemic.

As well as arguing that their experiences could drive more inclusive, democratic COVID-19 approaches, the report shows their rights have been marginalised through lack of access to quality education, healthcare, and other services.

The report says that political, public and media discourses feature young people as ‘victims’ of educational upheaval or rule-breaking ‘villains’. Yet this population is overlooked in decisions about how the pandemic is handled.

The research involved 70 young people from the four UK nations and Italy, Singapore and Lebanon. The diverse participants, who contributed to the study between July and September 2020, included BAME, LGBTQ+ young people and teenagers with experience of care or mental health issues. They were not simply research subjects but active “experts by experience” mentored by the project team to produce research and commentary on the crisis.

Key findings

  • Frustration at a lack of involvement in politics, in strategies decided by local schools or services and disappointment that participatory processes such as youth councils or surveys fail to impact on a national level.
  • The polarising impact of COVID-19 including some teenagers experiencing moments of self-reflection and resilience and others struggling with a lack of support services.
  • Dismay at media for dismissing younger people as irresponsible in contrast to examples of individuals embracing volunteering or greater family responsibility.
  • The need for a holistic strategy for managing global public health emergencies.

While there were differences between the countries, which included Italy, Lebanon and Singapore as well as the four UK nations, the young people shared a common frustration about negative stereotyping during COVID-19. One participant said: 

“I think there’s been a lot of this about, ‘oh young people feel like they’re invincible so they’re not socially distancing’… and I think it’s quite a generalisation from unfair stereotypes about young people.” Anonymous participant

There were significant concerns about how politicians ignored younger people, and how there were too few opportunities to have their say. This included the fact participants had to be over the age of 18 to ask a question in the televised COVID-19 briefings. One participant commented:

“We were saying, ‘Well, young people have questions, too’; why can’t we? There’s been no address to us, we can’t ask questions. Where are we at all in this pandemic?” Anonymous participant

Today’s report suggests government and public authorities must improve young people’s representation on participatory platforms and review access to support. Schools, youth organisations and service providers should review forums for engaging young people in decision-making. As for media, it must balance the portrayal of young people during the pandemic, from involving them in reporting roles to covering their personal stories.

Laurie Day, principal investigator for the project said:

“The report asks difficult questions about why young people’s voices have been so absent from decision-making during the pandemic. Far from being naïve, young people spoke lucidly about their experiences of family life, friendships, access to education and healthcare. They held strong views about political and public responses to the crisis, and about what actions are needed, supported by their own research. Listening to young people is a starting point. But more than this, the report concludes that there is a need for action, results, and accountability. To overlook young people as partners in the recovery from the COVID-19 crisis would be a failure of imagination by the political leaders who are elected to represent them.”

Ash Patel, Justice Programme Head at the Nuffield Foundation said:

“Young people have been profoundly affected by the Covid-19 pandemic, but their voices have been largely excluded from the policy discussions that concern them the most. This has left many young people feeling marginalised and disenfranchised from the political process, and lacking agency over their own lives. As this research shows, young people across the world have a good awareness of the societal implications of the pandemic and have demonstrated their resilience during the crisis. We welcome the study’s call for more constructive dialogue between policy makers and young people as the coronavirus crisis continues.”

Related project


Explore our projects

A simple wall sign outside the British Treasury building at 1 Horse Guards Road, just off Whitehall, London.
New

Welfare | 2026 - 2030

IFS Green Budget 2026 – 2029

View project
A portrait of a teenager wearing casual clothing on an overcast summer day in Whitley Bay, Northeastern England. They are standing and looking concerned as they use their smartphone.

Welfare | 2026 - 2028

The digital lives of care-experienced children

View project
Over-the-shoulder shot of a female secondary school teacher having a one-to-one conversation with a male teenage student. They are both sitting down and she is maintaining eye contact as she is talking. The teacher is smiling and sharing a positive interaction with the student.
In progress

Education | 2026 - 2028

The impacts of Relational and Restorative Practice in school

View project
Young girl smiling and reading book on green sofa
In progress

Education | 2026 - 2028

Love to Read Phase 2: A large-scale evaluation

View project

Education | 2026 - 2027

The effects of permanent school closures on pupils’ outcomes

View project
In progress

Education | 2026 - 2028

The long-term impact of student loans in further education

View project
Young well dressed businesswoman working on a computer at the office

Welfare | 2026 - 2029

Pain-at-Work Toolkit for employees with chronic pain (definitive trial) 

View project
Young woman using a digital printing machine on an apprenticeship

Education | 2026 - 2027

Apprenticeship Pathways

View project

Welfare | 2026 - 2028

Examining gender pension gaps: trajectories over time in the UK

View project
Early years professionals playing with children
In progress

Education | 2026 - 2028

Noise in early years settings for children from under-privileged backgrounds

View project
Female Student Standing Outside College Building

Education | 2026 - 2027

How do students with SEND fare in the transition to post-16 education?

View project
Parents with baby
In progress

Education | 2026 - 2028

Your Baby and You: Developing the home learning environment for babies

View project
A simple wall sign outside the British Treasury building at 1 Horse Guards Road, just off Whitehall, London.
New

Welfare | 2026 - 2030

IFS Green Budget 2026 – 2029

View project
A portrait of a teenager wearing casual clothing on an overcast summer day in Whitley Bay, Northeastern England. They are standing and looking concerned as they use their smartphone.

Welfare | 2026 - 2028

The digital lives of care-experienced children

View project
Young well dressed businesswoman working on a computer at the office

Welfare | 2026 - 2029

Pain-at-Work Toolkit for employees with chronic pain (definitive trial) 

View project

Education | 2026 - 2027

The effects of permanent school closures on pupils’ outcomes

View project
Female Student Standing Outside College Building

Education | 2026 - 2027

How do students with SEND fare in the transition to post-16 education?

View project
Young woman using a digital printing machine on an apprenticeship

Education | 2026 - 2027

Apprenticeship Pathways

View project
Young girl smiling and reading book on green sofa
In progress

Education | 2026 - 2028

Love to Read Phase 2: A large-scale evaluation

View project
Pioneering study reveals teaching techniques which boost exam performance: a teacher sits on a desk among her secondary school pupils, all looking at the board
In progress

Education | 2026 - 2027

A study of multi-grade teaching in English primary schools

View project
Over-the-shoulder shot of a female secondary school teacher having a one-to-one conversation with a male teenage student. They are both sitting down and she is maintaining eye contact as she is talking. The teacher is smiling and sharing a positive interaction with the student.
In progress

Education | 2026 - 2028

The impacts of Relational and Restorative Practice in school

View project
Parents with baby
In progress

Education | 2026 - 2028

Your Baby and You: Developing the home learning environment for babies

View project
In progress

Education | 2026 - 2028

The long-term impact of student loans in further education

View project

Welfare | 2025 - 2026

2026 Scottish Parliament and Senedd election analysis

View project
Young girl smiling and reading book on green sofa
In progress

Education | 2026 - 2028

Love to Read Phase 2: A large-scale evaluation

View project
Pioneering study reveals teaching techniques which boost exam performance: a teacher sits on a desk among her secondary school pupils, all looking at the board
In progress

Education | 2026 - 2027

A study of multi-grade teaching in English primary schools

View project
Over-the-shoulder shot of a female secondary school teacher having a one-to-one conversation with a male teenage student. They are both sitting down and she is maintaining eye contact as she is talking. The teacher is smiling and sharing a positive interaction with the student.
In progress

Education | 2026 - 2028

The impacts of Relational and Restorative Practice in school

View project
Parents with baby
In progress

Education | 2026 - 2028

Your Baby and You: Developing the home learning environment for babies

View project
In progress

Education | 2026 - 2028

The long-term impact of student loans in further education

View project
In progress

Education | 2026 - 2027

Trialling an assessment protocol for LLM-powered careers advice 

View project
Teaching assistant plays with little boy at nursery
In progress

Education | 2025 - 2026

Room to Grow: School-based Nursery Places and the Disadvantage Gap

View project
In progress

Education | 2026 - 2028

School climate and pupil belonging, attendance and achievement

View project
Early years professionals playing with children
In progress

Education | 2026 - 2028

Noise in early years settings for children from under-privileged backgrounds

View project
In progress

Education | 2025 - 2026

Childminder-led structured language enrichment in the Early Years

View project
A horizontal image of two children outdoors using a big mental pan to make mud pies, while a young woman supervises. The children are both wrapped up warm in coats and are contently playing
In progress

Education | 2025 - 2028

Policy change and inequalities in early childhood education and care

View project
A cheerful young man wearing a green apron and a grey hoodie. He is placing fresh baked goods outside a cafe, holding a bowl filled with freshly baked bread. The cafe is in the background.
In progress

Education | 2026 - 2027

Student employment and subsequent education and labour market outcomes 

View project
New

Racial Diversity UK | Welfare | 2025 - 2028

Decline to renewal: Race, deindustrialisation and working lives

View project
New

Racial Diversity UK | Welfare | 2025 - 2028

Better mixing: Supporting Scotland’s diverse future

View project
Two mothers cuddle their daughter on the sofa with their dog: Welfare access, assets and debts of LGBT+ people in the UK
New

Welfare | 2025 - 2027

Understanding fertility intentions in 21st century Britain

View project
New

Education | 2025 - 2025

Exploring Multi Academy Trust approaches to Artificial Intelligence

View project
New

Welfare | 2025 - 2027

Musculoskeletal conditions, employment retention and job quality

View project
row of houses
New

Welfare | 2025 - 2028

Musculoskeletal conditions in underserved communities

View project
A shot of a grandfather sitting in a tractor with his young granddaughter, he is at his farm in North East, England. The grandfather and the girl's mother are teaching her about the farm.
New

Welfare | 2025 - 2028

Arthritis and farmers in England: Impacts, adaptations and prevention

View project
traditional detached house within residential estate in England UK, several houses in view have solar panels on the roof.
New

Welfare | 2025 - 2026

Distributional impacts of net zero on electricity consumers

View project
Portrait of a senior woman at home checking a letter in the mail
New

Welfare | 2025 - 2026

How can low earners afford a commensurate retirement income?

View project
Female electrician arrives at job. She is wearing an orange hi-vis jacket and behind her is a van.
New

Welfare | 2025 - 2026

Characterising the job ladder in England

View project
Close up of a Young woman going over her retirement savings at home while using her laptop
New

Welfare | 2025 - 2026

Tackling the information gap in retirement saving decisions

View project
New

Welfare | 2025 - 2027

All women are born (un)equal: menopause, HRT and women’s well-being

View project
Pre-school students sitting in an art classroom being taught by a teacher. The classroom is colourful and the children are sat at a big table.
Reported

Education | 2024 - 2026

A comparative analysis of EY workforce policy in the four UK nations

View project
Sixth form student smiling in a classroom while a teacher helps a classmate in the row behind him
Reported

Education | 2023 - 2025

The Extended Project Qualification: An Opportunity for All?

View project
Two little boys and a little girl, all wearing primary school uniform, work together to solve a puzzle in their classroom.
Reported

Education | 2023 - 2025

What has ‘Free School Meals’ measured and what are the implications?

View project
Elderly man drinking tea at home with professional carer
Reported

Welfare | 2023 - 2024

Evidencing the outsourcing of social care provision in England

View project
Male and female apprentices looking at car engine
Reported

Education | 2022 - 2025

Work or study? Gender and the transition from school to work

View project
Teenage sixth form students taking notes in a lesson
Reported

Education | 2022 - 2025

Comparing inequality and outcomes across post-16 education in the UK

View project
Little girl watches TV on her own at home
Reported

Education | 2023 - 2025

Do same language subtitles help children learn to read?

View project
Reception class children using a parachute in a PE lesson
Reported

Education | 2022 - 2023

A movement and story-telling intervention for reception children

View project
Reported

Education | Welfare | 2022 - 2024

Understanding school attendance, education and labour market outcomes

View project
A classroom of children with their hands up to answer a question, with two teachers at the front of the classroom
Reported

Education | 2022 - 2024

Inspecting the inspectorate: new insights into Ofsted inspections

View project
Reported

Education | 2022 - 2025

The medium-term impact of the COVID-19 pandemic on pupils with SEND

View project
Grandparents having fun outdoors with their granddaughter, who is eating an apple and laughing: Understanding family and community vulnerabilities in transition to net zero
Reported

Welfare | 2021 - 2023

Understanding family and community vulnerabilities in transition to net zero

View project
Search projects

We improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We offer our grant-holders the freedom to frame questions and enable new thinking. Our research must stand up to rigorous academic scrutiny, but we understand that to be successful in effecting change, it also needs to be relevant to people’s experience.

Profile