Abstract
Few studies have examined the long-term traumatic effects of COVID-19 on South African adolescents. This absence of local, adolescent-centred evidence creates a critical gap for schools and services seeking to respond effectively. While international research has highlighted adolescent challenges after the pandemic, little is known about the sustained impact in contexts marked by inequality and systemic under-resourcing.
This study addressed that gap by exploring the lingering effects of post-COVID-19 trauma on adolescents’ mental health, academic functioning, and social relationships five years after the onset of the pandemic. Guided by Bronfenbrenner’s Bio-Ecological Systems Theory and Trauma-Informed Care (TIC), the research adopted an interpretivist paradigm and phenomenological design.
Data were gathered from 16 adolescents (aged 15–17), of whom 11 contributed complete datasets that were included in the final analysis, 11 parents/caregivers, and 7 teachers across public, private, and home-based schools in Gauteng, using a screening questionnaire, semi-structured interviews, teacher questionnaires, and field notes.
Thematic analysis indicated persistent trauma-related symptoms (anxiety, social withdrawal, academic disengagement) alongside systemic educational disruptions, strained peer and family relationships, and limited trauma-sensitive support within schools. Yet adolescents also demonstrated resilience through peer connections and creative coping. The study highlights the urgent need for trauma-informed practices in South African schools, including educator training and context-sensitive psychosocial supports.
By centring adolescent voices, this research makes a distinctive contribution. It extends theory on post-pandemic trauma and offers practical recommendations for policy and practice, showing how schools can become safe, responsive environments that support recovery and resilience. Future research should trace longitudinal recovery trajectories, test school-based intervention models across provinces, and evaluate educator training and culturally adapted screening tools.