The relationship of school modality with stress and mental health during the COVID-19 pandemic: Variation across sociodemographic groups

The
Covid-19 pandemic and school closures adversely affected adolescents’ mental
health and wellbeing, with the weight of evidence indicating worse outcomes for
students attending school remotely or in hybrid modality compared to fully
in-person. We leverage survey data from the Adolescent Brain and Cognitive
DevelopmentSM Study (ABCD Studyâ) 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.

新冠疫情与校园停课对青少年的心理健康及福祉产生了负面影响，大量循证证据显示，相较于完全线下授课的学生，采用远程或混合教学模式就读的学生心理健康结局更差。本研究使用2020-2021学年采集的青少年大脑与认知发展研究（"Adolescent Brain and Cognitive Development Study"，以下简称ABCD研究）的调查数据，此项研究共纳入6245名平均年龄13.2岁的青少年，旨在探究种族/民族、家庭收入与社区不利地位对2020-2021学年教学模式与感知压力、悲伤情绪、积极情感等结局指标之间关系的调节作用。针对相对优势群体学生，本研究结果印证了此前的研究结论：远程或混合教学模式下的学生，其心理健康结局差于完全线下授课的学生。但对于相对弱势群体学生，教学模式与心理健康之间的这种关联会消失甚至逆转。鉴于群体内部存在显著异质性，本研究结果强调，在制定心理健康支持方案时，需充分考量学生的多样化需求。