Summary: As Ireland’s Leaving Cert class of 2026 begins college, apprenticeships and other forms of further education, the social and emotional effects of the Covid-19 pandemic may still shape their transition into adulthood.
The first weeks of college are usually associated with independence, new friendships and fresh possibilities. For many of Ireland’s class of 2026, however, this milestone also carries the less visible legacy of beginning adolescence during lockdown, wearing masks and losing ordinary opportunities to socialise.
Breaking News: The Covid shadow over Ireland’s class of 2026
The class of 2026 experienced a major disruption at a particularly sensitive point in development. Many were finishing sixth class when the pandemic abruptly interrupted school routines, friendships and the normal end-of-primary-school experience.
When they entered secondary school in September 2020, restrictions remained in place. Masks, physical distancing and limits on activities changed how students met one another and how they were seen by classmates and teachers. Sport, clubs and informal social contact were also affected.
These experiences are often discussed through the language of learning loss and educational disruption. The psychological consequences deserve similar attention, particularly as these young people now move into college, apprenticeships and early adulthood.
Why adolescence matters
Developmental psychologist Erik Erikson described adolescence as a period in which identity formation becomes a central task. Young people gradually develop a sense of who they are through friendships, feedback, experimentation and participation in groups.
That process is not completed in isolation. It depends on everyday interactions: joining a team, starting a conversation, reading facial expressions, making social mistakes and discovering where one feels comfortable. Covid restrictions reduced many of those opportunities just as this cohort was entering adolescence.
- Students had fewer chances to build new friendships in person.
- Masks made facial expressions and recognition more difficult.
- Lockdowns interrupted clubs, sport and other shared activities.
- Some young people relied more heavily on phones and online communication.
- Social anxiety could become harder to challenge without regular face-to-face contact.
How pandemic disruption may affect students today
The effects are not identical for every student, and it would be wrong to assume that all members of the class of 2026 are struggling. Many have shown considerable resilience and are entering this new stage with confidence.
At the same time, some young adults may feel uncertain about social situations or worry that they are less confident than their peers. A student may want to join a society, make friends or attend events but feel overwhelmed by the first steps.
Those feelings do not necessarily indicate a personal failing. A young person who spent formative years avoiding close contact, communicating through screens or managing anxiety without normal peer support may simply need more time to develop social confidence.
Replacing self-criticism with understanding
The transition to college can bring pressure to appear independent immediately. Students may compare themselves with classmates who seem to have settled in quickly, creating the impression that they are falling behind.
A more useful perspective is to recognise that development does not follow a fixed timetable. Confidence can grow through small, repeated experiences rather than one dramatic change.
- Attend one orientation event or introductory meeting.
- Try a society, sports club or student activity without expecting instant friendships.
- Speak with a tutor, student adviser or wellbeing service when anxiety becomes difficult to manage.
- Maintain contact with trusted friends and family while building new connections.
- Allow time for identity and confidence to develop gradually.
College is more than a qualification
For the class of 2026, further education is not only about exams, degrees or apprenticeships. It is also an opportunity to reclaim experiences that were interrupted during the pandemic years.
College campuses can provide space for students to meet people from different backgrounds, test new interests and gain a clearer understanding of themselves. Societies, group projects, part-time work and everyday conversations all offer opportunities for social learning.
Institutions also have a role to play. Accessible counselling, inclusive orientation programmes and welcoming student societies can help reduce the pressure on young people to navigate the transition alone. Staff should remain aware that a student’s apparent hesitation may reflect interrupted development rather than a lack of ability or motivation.
What happens next for Ireland’s new college students?
The impact of the pandemic on this age group will not disappear simply because restrictions have ended. However, the developmental opportunities that were missed can continue later. Identity formation is not limited to secondary school, and social confidence can strengthen throughout adulthood.
Students who are finding the transition difficult should not feel obliged to manage alone. College wellbeing teams, student support offices, academic advisers and mental-health professionals can offer help. Friends and family can also provide valuable support by listening without dismissing concerns or demanding rapid progress.
Frequently asked questions
Why is Covid still relevant to the class of 2026?
Many students entered adolescence during lockdowns and restrictions, when friendships, sport and ordinary social contact were interrupted.
Does every student in the class of 2026 have social anxiety?
No. The group is diverse, and many students are thriving. The point is that some may need additional time and support as they adjust to college life.
How can students build confidence?
Small steps, such as attending activities, speaking with classmates and seeking support when needed, can gradually make unfamiliar situations easier.
What can colleges do?
Colleges can provide clear orientation, accessible wellbeing services and inclusive opportunities for students to form friendships and participate in campus life.
Conclusion: giving the class of 2026 time to grow
The latest Irish news about education often focuses on results, fees, places and career prospects. Those issues matter, but the class of 2026 also deserves recognition for the developmental disruption it experienced.
As Ireland’s newest college and apprenticeship students begin this chapter, confidence may not arrive at the same pace for everyone. The most important takeaway is that feeling uncertain does not mean being behind. With time, support and meaningful opportunities to connect, the class of 2026 can continue the work of discovering who they are—and build a future shaped by more than academic success.
