However, some children and young people told Kids Helpline that they preferred learning online to faceto-face learning. This was because it suited them better, with fewer distractions, more opportunity to relax, and, in some cases, because they usually found social interactions at school stressful. This latter reason translated into worries about returning to school, which was being discussed across the nation as an option during April. Some children were also worried about returning to faceto-face learning because they had health conditions and were fearful of being exposed to the virus. Another issue raised by a few children and young people who contacted Kids Helpline was limited access to the technology needed for home learning, and other activities such as socialising and counselling. For example, several children living in remote areas said their internet connection was poor. Children who moved between households frequently mentioned the difficulties of setting up internet access each time they moved. Others said they had to share devices and data with their siblings and parents. Some mentioned that their laptops or phones had been taken away by their parents as punishment, in the context of arguments among family members during lockdown. Another concern raised was the impacts of home learning on children’s ability to access mental health support. Some children talked about how they missed the support of teachers, both for completing their schoolwork and for their mental health. Many school-aged children with existing mental health concerns mentioned that they missed seeing the school counsellor, who was their regular form of support. Education impacts were also significant for young adults, who were struggling with online university, especially first year students. Some other young people mentioned that work placements associated with their study, such as apprenticeships, had been cancelled, and this had disrupted their plans for the year and their enjoyment of the course. Case studies: Education impacts ‘Rani’, aged 16, rang Kids Helpline to talk about how stressed she was with schoolwork and family issues. She is struggling with online learning and finds it easier to learn in the classroom with the teacher there. The teachers seem to be setting more work for them online than usual. Her parents are not very understanding about this and keep making comments that something is overdue. She is also easily distracted at home. ‘Tayla’, aged 15, is struggling and feeling stressed, empty and emotional all the time. She told Kids Helpline that being away from school and all her supports due to COVID-19 restrictions was challenging for her, and that she was feeling overwhelmed. She said her teachers were a big support, but she felt like she would be annoying them if she reached out to them now that she was learning from home. She was trying to figure out what she could do from home to look after her wellbeing, as she doesn’t have access to what usually helps her cope with stress. ‘Joe’, aged 17, is in Year 11 and is on the autism spectrum. He rang Kids Helpline to talk about how he is feeling stressed with online schooling and has been struggling to cope with the workload. Usually he loves school, but now he has low motivation, low energy and no willpower. He also can’t do all the other activities he normally would do to feel good, like volunteering at the local community centre. ‘Erin’, aged 19, rang Kids Helpline to talk about how self-isolation is affecting her. Because of coronavirus, her university went online, and she had to return to live at home with her family. As a first-year student, she was looking forward to socialising and being active at the university, but now finds that she is isolated, disappointed and bored. She is also struggling with being motivated on her course. Impacts of COVID-19 on children and young people who contact Kids Helpline • 2020 • 23