Adolescent Feelings on COVID-19 Distance Learning Support: Associations With Mental Health, Social-Emotional Health, Substance Use, and Delinquency

Kwaning, Karen; Ullah, Ayman; Biely, Christopher; Jackson, Nicholas; Dosanjh, Kulwant K.; Galvez, Arzie; Arellano, Guadalupe; Dudovitz, Rebecca

doi:10.1016/j.jadohealth.2022.12.005

Cited by 10 publications

(4 citation statements)

References 35 publications

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“…These findings on the mental health and wellbeing of school teachers and staff complement recent findings in research conducted to assess changes in mental health and wellbeing of students of all ages, due in part to the altered school and social dynamics imposed by pandemic-era adaptations. Both stakeholder groups have demonstrated increases in reports of anxious and depressive symptoms and related diagnoses (39)(40)(41)(42)(43)(44)(45)(46). The pandemic brought many of the issues facing school staff into the broader public discourse and pushed them past the "tipping point, " so to speak, prompting both a mass exodus of teachers and a heightened emphasis on the socioemotional health and needs of both students and teachers, as provided within the school environment.…”

Section: Discussionmentioning

confidence: 99%

Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing

Rolf

Vestal

Moore

et al. 2023

Front. Public Health

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IntroductionAfter periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment.Materials and methodsWe conducted a series of listening sessions with 4 stakeholder groups: students (n = 39), parents (n = 28), teachers/school staff (n = 41), and a combination of listening sessions and semi-structured interviews with building level and district administrators (n = 12), focusing on in-school experiences during the 2021–2022 school year amidst the COVID-19 pandemic. A primarily deductive qualitative analysis approach was employed to code the data followed by a primarily inductive thematic analysis, followed by thematic aggregation, thus providing depth and identification of nuances in the data.ResultsThree main themes emerged around school staff experiences: (1) increased levels of stress and anxiety manifested in key ways, including students' challenges with personal behavior management contributing to increased aggression and staff shortages; (2) school staff described key contributors to stress and anxiety, including feeling excluded from decision making and challenges with clear and consistent communication; and (3) school staff described key facilitators that supported their management of anxiety and stress, including adaptability, heightened attention and resources to wellbeing, and leveraging interpersonal relationships.DiscussionSchool staff and students faced significant stress and anxiety during the 2021–2022 school year. Further exploration and identification of approaches to mitigate key contributors to increased stress and anxiety for school staff, along with increased opportunities for implementing key facilitators that were identified as important in managing and navigating the increased stress and anxiety offer valuable opportunities for helping to create a supportive work environment for school staff in the future.

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Section: Discussionmentioning

confidence: 99%

Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing

Rolf

Vestal

Moore

et al. 2023

Front. Public Health

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“…The complexity of factors in uencing academic resilience is vividly depicted in the network analysis, which aligns with the current scholarly focus on the interrelation between students' mental well-being and their educational persistence. This analysis is re ective of studies that underscore the signi cance of mental health and socio-emotional support in students' ability to maintain academic performance amidst adversities such as the COVID-19 pandemic (Garagiola et al, 2022;Kwaning et al, 2023;Martinsone et al, 2022). Particular attention is given to the construct of 'burnout', especially within the demanding context of medical education, pointing towards an urgent need for interventions that bolster psychological resilience in student populations (Kwon et al, 2020; J.…”

Section: Future Work and Directionsmentioning

confidence: 99%

Exploring academic resilience: A review of Bibliometrics and potential directions for further research

Erawati,

Hidayah,

Eva

et al. 2024

Preprint

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This study aims to provide a comprehensive overview of the current status and future research prospects in academic resilience. Considering the increasing volume and diversity of research in this field, a quantitative methodology is vital for illustrating existing themes and identifying potential research paths. To achieve this goal, bibliometric and content analysis are required to map out existing research and identify emerging topics and directions for future studies. This research analyses 887 bibliographic sources from Scopus and visualizes the results of the bibliometric analysis through co-occurrence and thematic map analysis using VOSviewer and BibliometriX software. The findings reveal a significant increase in publications and citations in the field, with popular research topics including student resilience and stress in medical education, a comprehensive concept of student success and well-being, and the impact of COVID-19 on higher education. The most influential factors in academic resilience are identified as mental stress, self-concept, and social support. Emerging research areas in academic resilience relate to gender, adolescence, academic success, and emotional aspects. By highlighting both established and emerging research areas, these findings provide valuable insights into a comprehensive research approach for understanding and enhancing resilience in educational contexts. The potential for future research related to academic resilience needs to link global crises such as the Covid 19 pandemic, wellbeing, mental health, burnout, and academic buoyancy, and socioeconomic status. Additionally, these findings are crucial for guiding educational practitioners in delivering interventions aimed at improving academic resilience.

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“…Regardless of the specific pedagogical nuances, remote learning drastically changed the delivery of school lessons and reduced youth’s in-person interactions with classmates and school-based adults. Studies have shown that when youth were unable to obtain adequate support during pandemic-era remote learning, they tended to experience heightened stress (Kwaning et al, 2023) and learning difficulties (Samji et al, 2022).…”

Section: Theoretical and Empirical Foundationmentioning

confidence: 99%

Adolescent psychological adjustment and social supports during pandemic-onset remote learning: A national multi-wave daily-diary study

Wang,

Scanlon,

Del Toro

et al. 2023

Dev Psychopathol

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In spring 2020, U.S. schools universally transitioned to online learning due to the COVID-19 pandemic’s onset, thus creating a natural experiment for examining adolescents’ risk and resilience during an ongoing school crisis response. This longitudinal study used a daily-diary approach to investigate the role of social support in the link between remote learning and psychological well-being across 64 days among a national sample of adolescents (n = 744; 42% Black, 36% White, 22% Other ethnicity/race; 41% boys; 72% eligible for free/reduced-priced lunch; Mage=14.60, SDage=1.71, age-range = 12–17 years). On days when youth attended remote learning, they reported lower daily positive affect, more daily stress, and higher parent social support. There were no significant differences in the effect of remote learning on affect or stress by race or economic status. On days when youth experienced more parent support, they reported lower daily stress and negative affect and higher daily positive affect. On days when youth experienced more peer support, they reported higher daily positive affect. Overall, the study highlights the impact of pandemic-onset remote learning on adolescents’ psychological well-being and emphasizes the need for future research on school crisis contingency planning to address these challenges.

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Adolescent Feelings on COVID-19 Distance Learning Support: Associations With Mental Health, Social-Emotional Health, Substance Use, and Delinquency

Cited by 10 publications

References 35 publications

Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing

Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing

Exploring academic resilience: A review of Bibliometrics and potential directions for further research

Adolescent psychological adjustment and social supports during pandemic-onset remote learning: A national multi-wave daily-diary study

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