| Title: |
The Relationship of School Modality with Stress and Mental Health during the COVID-19 Pandemic: Variation across Sociodemographic Groups |
| Language: |
English |
| Authors: |
Daniel Silver (ORCID 0000-0002-4580-9917); Morgan S. Polikoff (ORCID 0000-0002-6135-6292); Kiros Berhane; Annie Kwon; Megan M. Herting; Elizabeth R. Sowell; David J.M. Kraemer; Daniel A. Hackman (ORCID 0000-0002-6968-5701) |
| Source: |
AERA Open. 2025 11(1). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: |
R01HD108398 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
COVID-19; Pandemics; School Closing; Mental Health; Well Being; Distance Education; Blended Learning; In Person Learning; Racial Differences; Ethnicity; Socioeconomic Status; Stress Variables; Early Adolescents; Affective Behavior |
| ISSN: |
2332-8584 |
| Abstract: |
The COVID-19 pandemic and school closures adversely affected adolescents' mental health and well-being, with the weight of evidence indicating worse outcomes for students attending school remotely or in a hybrid modality compared to fully in person. We leverage survey data from the Adolescent Brain Cognitive DevelopmentSM Study (ABCD Study®) collected from 6,245 adolescents (mean age = 13.2) during the 2020-2021 school year to investigate the moderating effects of race/ethnicity, household income, and neighborhood disadvantage on the relationship between 2020-2021 school modality and outcomes including perceived stress, sadness, and positive affect. For relatively advantaged students, our results corroborate prior findings that students in remote or hybrid schooling report worse mental health outcomes than students who attended fully in person. However, this pattern between schooling modality and mental health disappears or reverses for relatively disadvantaged students. Given substantial within-group variation, these findings underscore the importance of considering varied student needs in developing mental health supports. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494845 |
| Database: |
ERIC |