The COVID-19 pandemic is associated with significant morbidity and mortality. However, little attention has been devoted to psychological factors, emotional distress and social disruption in children. It is believed that the disease, multiplied by forced quarantine and nationwide lockdowns can induce acute panic, anxiety, obsessive behaviors, paranoia, depression and post-traumatic stress disorder (PTSD) [1]. The pandemic is likely to be followed by a ‘second pandemic’ of mental health crises [2]. This necessitates a comprehensive public health response with innovations for providing mental health care, while maintaining social distancing.

To support and protect psychosocial well-being of children, we propose the ARCH model for mental health workers, parents and teachers. ARCH is an acronym for Adapt and attempt, Resilience, Collaboration and care, and Humor and humility.

In an uncertain and evolving situation, children may be encouraged to adapt to the current scenario and attempt solutions in a new normal, rather than wait for familiar comfort zones. Options for physical activities have been drastically reduced. Children tend to spend their excessive free time on television or mobile phone [3]. Introducing positive adaptation skills is essential. Children need to feel safe, secure, and positive about their present and future. Caregivers can help by focusing children’s attention on stories about how people come together, find creative solutions to difficult problems, and over-come adversity during the epidemic [4]. Caregivers need to ensure against promoting negative adaptation skills.

Since failure may be a likely outcome due to unprecedented challenges, resilience needs to be fostered. This entails ‘listening’ and being emotionally available to the child. Letting children express their concerns, and participating in their activities are key initiatives. Children should be given an idea of what realistically to expect rather than painting rosy but ostensibly false pictures of the situation. Queries from children need to be answered with simple concrete explanations appropriate to their level of cognitive development. Being honest and supporting them with their challenges help build resilience in the situation.

Collaboration and care are imperative in a prolonged crisis. Children need to be encouraged to reach out to parents, siblings, peers, school mates, teachers, and other caregivers to pool resources and ideas, and work together collaboratively to find creative solutions to everyday challenges under super-vision and guidance, while caring for each other’s contributions [5].

Humor in daily life is vital for the child to withstand distress, and inculcating humility is imperative to help the child to maintain a sense of calm acceptance and balance.

1. Dubey S, Biswas P, Ghosh R, et al. Psychosocial impact of COVID-19. Diabetes Metab Syndr. 2020;14:779-88.

2. Choi KR, Heilemann MV, Fauer A, Mead M. A second pandemic: Mental health spillover from the novel coronavirus (COVID-19). J Am Psych Nur Assoc. 2020; 26:340-43.

3. Ghosh R, Dubey MJ, Chatterjee S, Dubey S. Impact of COVID-19 on children: Special focus on the psychosocial aspect. Minerva Pediatr. 2020;72:226-35.

4. Zhou X. Managing psychological distress in children and adolescents following the COVID-19 epidemic: A cooperative approach. Psychol Trauma. 2020;12:S76-S78.

5. Bartlett JD, Griffin J, Thomson D. Resources for supporting children’s emotional wellbeing during the COVID-19 pandemic [internet]. Accessed September 30, 2020. Available from: https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-wellbeing-during-the-covid-19-pandemic