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The Impact of Remote vs. In-Person Learning on Mental Health Outcomes Among High School Students During the COVID-19 Pandemic

36 Pages Posted: 19 Oct 2022 Publication Status: Preprint

See all articles by Lauren Belak

Lauren Belak

Harvard University - Department of Medicine

Julie A. Gazmararian

Emory University - Department of Epidemiology

Abstract

Background: While concerns about COVID-19’s impact on adolescent mental health have been raised, few studies have investigated how psychological outcomes compare between remote and in-person learners. This study examined levels of depression and anxiety among remote and in-person 10th-graders, and how these outcomes varied by race, gender, and socioeconomic status.

Methods: Racially and socioeconomically diverse students (n=402) from two high schools in semi-rural Georgia completed a one-time survey in Fall 2020. Results were linked to demographic data provided by the school district. Bivariate analyses assessed for associations between demographics and mental health outcomes, and logistic regression analyses identified predictors of anxiety and depression.

Results: Average depression levels were significantly higher among remote than in-person learners (p<.0051). More than half (53%) of virtual and 40% of in-person learners experienced moderate-severe depression (p< .0469). Multiracial, Black, and Hispanic students reported the highest rates of moderate-severe depression, and more minority learners, females, and students eligible for free or reduced-cost lunch (FRL) experienced depressive symptoms than their counterparts. Fewer than 20% of all students experienced moderate-extreme anxiety, and there were no significant differences in anxiety levels by learning modality, race, or FRL. Female sex remained the only significant predictor of depression (OR= 2.91, 95% CI [1.67, 4.66]) and anxiety (OR= 2.92, 95% CI [1.76, 4.85]) after controlling for learning modality, race, and FRL.

Conclusion: Our findings suggest levels of depression have been particularly high among female, remote, lower-income, and minority 10th-graders during COVID-19. The pandemic’s effects on high-school youth warrant enhanced mental health screening and tailored interventions to support the psychological well-being of our most vulnerable students both now and in the future.

Funding Information: This research was funded by the National Institutes of Health, National Institute of Child Health and Human Development (R21HD097491; Principal Investigator: Julie Gazmararian).

Declaration of Interests: None of the authors have any conflicts of interest to declare.

Ethics Approval Statement: The study protocol and survey obtained approval from the Emory University Institutional Review Board.

Keywords: remote learning, mental health, high-school, anxiety, depression, racial disparity

Suggested Citation

Belak, Lauren and Gazmararian, Julie A., The Impact of Remote vs. In-Person Learning on Mental Health Outcomes Among High School Students During the COVID-19 Pandemic. Available at SSRN: https://ssrn.com/abstract=4227284 or http://dx.doi.org/10.2139/ssrn.4227284

Lauren Belak (Contact Author)

Harvard University - Department of Medicine ( email )

Julie A. Gazmararian

Emory University - Department of Epidemiology ( email )

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