Table1_Distance Learning and School-Related Stress Among Belgian Adolescents During the COVID-19 Pandemic.DOCX

To improve our understanding of the mental health consequences of the shift to distance learning during the COVID-19 pandemic, this study examined which factors are associated with increased school-related stress in adolescents. The sample consists of 16,093 adolescents, aged 12 to 18, who were enrolled in secondary education in Flanders, Belgium in May 2020. Stepwise binomial logistic regressions were used to investigate associations between the (online) learning environment, family-, and peer-related factors and increased stress in adolescents, controlling for sociodemographic characteristics. Results show that overcrowding, financial difficulties, and domestic violence are risk factors for increased stress, while social support and no material deprivation are protective factors. These findings suggest that, in addition to distributing the necessary materials for distance learning, also social policy efforts are required to compensate for the negative effects of distance learning. Without this, distance learning may fail to deliver equal educational opportunities and outcomes.

为深化对新冠疫情期间转向远程学习（distance learning）所引发的心理健康后果的认知，本研究探究了与青少年学业压力升高相关的各类因素。本研究样本涵盖2020年5月比利时佛兰德斯地区12至18岁的中等教育在校生共16093名青少年。本研究采用逐步二项逻辑回归（binomial logistic regressions）模型，分析在线学习环境、家庭与同伴相关因素与青少年学业压力升高之间的关联，并对社会人口学特征（sociodemographic characteristics）变量进行控制。结果显示，居住拥挤、经济困难与家庭暴力是学业压力升高的风险因素，而社会支持与无物质匮乏状况则为保护性因素。上述研究结果表明，除了为远程学习配备必要学习物资外，还需出台社会政策举措以抵消远程学习带来的负面影响。若缺乏此类举措，远程学习或无法保障教育机会与成果的公平性。