The effects of the COVID-19 pandemic linger heavily on young people across the globe, presenting distinct challenges for their education, mental health, and future employment opportunities. From Cardiff's Mary Immaculate High School to various vocational training centers across Bangladesh, efforts are being made to address the gaps exacerbated by recent crises and empower youth with the skills they need to thrive.
At Mary Immaculate High School in Cardiff, the staff noticed a troubling trend: the mental health struggles among students, already rising before the pandemic, saw spikes as the national lockdowns and social distancing measures kicked in. This was punctual, but to mitigate these effects, the school launched their specialized program aptly named "The Bridge." This support initiative acts as both educational and emotional support, providing students the space to navigate their mental health challenges alongside their academic responsibilities.
Remarkably, before the pandemic, about 20 students per year were involved with The Bridge. Fast forward to today, and over 50 students—nearly one-in-four of the school's population—are now receiving some form of support through the program. This change reflects the growing demand for mental health resources among adolescents who find themselves grappling with anxiety, anger, and stress.
Within the recently opened £1.7 million Churchill Wellbeing Centre, students find solace. They can retreat to The Bridge's well-equipped, light-filled area, which even features gardens and spaces to unwind away from the pressures of school life. Students can drop-in freely for support or be referred by teachers if they seem to need specialized help. A key takeaway from the program is its collaborative approach—staff work alongside parents and counselors to carefully address each student's needs.
Karmin Junior Richards-Borg, one of the students, shared his story of transformation. Initially struggling with anger issues which affected his school interactions, Junior states, “I was fighting and arguing with teachers but since coming to The Bridge, I find it easier.” His sentiment is echoed by many, like Gethin Rogers, who attributed his improved school attendance—from 60% to 100%—to the supportive nature of The Bridge. With Gethin's struggle with mental health, he too found help to cope and now speaks up for peers as one of the program’s prefects.
Meanwhile, halfway around the globe, UNICEF is also addressing youth challenges, particularly for those facing severe socioeconomic setbacks sparked by the pandemic. A notable case is Delwar Hossain from Cox’s Bazar, Bangladesh. Employed at a local electronics store, Delwar's situation exemplifies how the pandemic disrupted lives. Forced to abandon his education to support his family, Delwar was later inspired to develop skills through a vocational education program led by UNICEF.
After being introduced to this multi-purpose center, he discovered his passion for technology and computers. “I did not know anything about computers, so I was excited to learn,” Delwar recalls fondly. He overcame his initial knowledge gaps and started helping customers at the shop, equipped with skills he had gained over time.
Through this vocational program, over 4,100 adolescents and young people gained similar opportunities to learn technical and transferable skills. Despite their challenging surroundings, they learned about digital tools and graphic design, showcasing the success of adaptive solutions to educational hurdles. Delwar, for example, expresses ambitions to not only grow his own business but also to give back to the community by offering skill development initiatives to other young people. He stated, “Many young people are unemployed in my area,” highlighting the pressing need for organized skill development opportunities.
The parallels between these two initiatives, regardless of their geographical disparities, highlight the unified goal of enhancing youth capabilities during these tumultuous times. Both Mary Immaculate's The Bridge program and UNICEF's vocational training efforts seek to provide not just education, but also promote emotional resilience and mental well-being among young folks. Such nurturing environments help students like Junior and Delwar know they’re not alone, ensuring they have the resources necessary to prepare for the future.
Unfortunately, challenges remain—exacerbated during the pandemic, they include staggering attendance rates, mental health issues, and unemployment among youth. Though significant progress has been made, the need for continued vigilance and supportive systems, like The Bridge and vocational centers, is imperative to help the youth regain footing as they emerge from these unprecedented times.
The importance of programs dedicated to mental health and skills training cannot be understated. They bridge not just the gap of knowledge and resources lost during the pandemic, but they instill confidence and hope for the next generation. While the structural impacts of COVID-19 on youth are undeniable, the stories of Junior, Gethin, and Delwar stand as reminders of resilience and the potential for change.
