What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic

Current Opinion in Psychology, Journal Year: 2023, Volume and Issue: 52, P. 101632 - 101632

Published: June 12, 2023

Language: Английский

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Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions

Frontiers in Psychiatry, Journal Year: 2023, Volume and Issue: 14

Published: Aug. 14, 2023

Although the COVID-19 pandemic has greatly changed way students studied, it is still unknown about impact of on students' academic performance and mental health.To explore health status middle high school after lifting restrictions in China.An online survey was conducted Sichuan province, China from Dec 14, 2022 to Feb 28, 2023. All participants were schools, recruited via their teachers. The general information, COVID-19-related collected. Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), Internet Addiction Test (IAT) used assess problems.Of 60,268 participants, 36,247 (60.2%) reported that studies affected by pandemic, 24,864 (41.2%) had worsened. prevalence depression anxiety symptoms 38.4 32.7%, respectively. There a significant association between change problems. logistic regression analysis showed improved protective factor for depression, declined risk anxiety. Being infected, family members being with quarantine experience, stigma factors anxiety.Academic Sichuan, have been negatively impacted even restrictions. Students' performance, concerns, should be considered educational policymakers institutions improve well-being.

Language: Английский

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Student and School Characteristics Associated With COVID‐19‐Related Learning Decline Among Middle and High School Students in K‐12 Schools*

Journal of School Health, Journal Year: 2022, Volume and Issue: 92(11), P. 1027 - 1039

Published: Aug. 21, 2022

ABSTRACT BACKGROUND COVID‐19‐disrupted schools, including shifts to virtual learning which may have impacted academic progress. This study assessed characteristics associated with changes in grades (before and during the pandemic) for different modalities US students ages 13‐19. METHODS Students (N = 2152) completed a web survey on school‐related experiences 2020‐2021 school year. County social vulnerability SARS‐CoV‐2 transmission data were merged data. Multivariable logistic regression analysis grade change was conducted student each modality, controlling community characteristics. RESULTS Greater proportions of remote/virtual (34.4%) hybrid (30.1%) reported decline compared in‐person (19.9%). Among students, odds reporting same/improved 65% lower among non‐Hispanic black 66% from other races, white students. anxiety 47% than without anxiety, substance use 40% not use. depression 62% symptoms. Remote/virtual who received school‐provided educational services also had 1.55 times grades, receiving these services. CONCLUSIONS Academic negatively COVID‐19 mode contributed. Understanding impacts is critical health achievement.

Language: Английский

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Creating Culturally Responsive Classrooms Online

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 109 - 138

Published: March 26, 2025

When the COVID-19 pandemic hit, educators were thrown into virtual classrooms without proper training and support, many have been struggling ever since. Virtual schools are becoming more common, but still needing on how to effectively engage diverse learners online. Educators seeking ways build relevant curricula, increase student engagement, foster positive relationships in online classrooms. All of this can be done through culturally responsive teaching. This chapter will help do following: (1) Embrace learning with pedagogies. (2) Understand key components teaching why it is important. (3) Apply pedagogies that enhance performance engagement (4) Access instructional strategies, activities, resources

Language: Английский

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Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study

Environmental Education Research, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 24

Published: May 12, 2025

Language: Английский

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School modality, race and ethnicity, and mental health of U.S. adolescents during the COVID-19 pandemic

Child and Adolescent Psychiatry and Mental Health, Journal Year: 2024, Volume and Issue: 18(1)

Published: July 13, 2024

While minoritized ethnoracial groups were most likely to be in online learning during the COVID-19 pandemic, impact of these disparities on adolescent mental health is unclear. Since past studies do not directly examine whether association between school modality and self-reported outcomes varied by race ethnicity among U.S. adolescents this study addresses gap.

Language: Английский

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Taking the next step in wildfire education: integrating multiple knowledge forms into co-produced high school fire science curricula

Fire Ecology, Journal Year: 2024, Volume and Issue: 20(1)

Published: July 24, 2024

Abstract The wildfire issue in the western United States presents a complex challenge that impacts both society and environment. Implementing K-12 education programs focused on can play significant role addressing this issue. By integrating into school curricula, teachers equip students with knowledge skills needed to understand fire ecology, land management, preparedness. Early exposure science also connect viable career paths ecosystem management. We used our position as Cooperative Extension educators Nevada’s Living With Fire Program catalyze through creating high curriculum is preparedness, exposure. transdisciplinary approach create educational materials are effective, relevant, accurately represent Nevada. integrated five different forms (technical, cultural, institutional, student) robust includes many stakeholder priorities values, while still meeting needs of teachers. Our initial assessment demonstrates instruction learning advances ecology assert other region increase overall capacity for living fire.

Language: Английский

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The racialized landscape of COVID-19:Reverberations for minority adolescents and families in the U.S.

Current Opinion in Psychology, Journal Year: 2023, Volume and Issue: 52, P. 101614 - 101614

Published: June 5, 2023

Language: Английский

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Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes

Journal of Computer Assisted Learning, Journal Year: 2023, Volume and Issue: 40(1), P. 219 - 240

Published: Sept. 19, 2023

Abstract Background Students' tendencies to seek feedback are associated with improved learning. Yet, how soon this association becomes robust enough make predictions about learning is not fully understood. Such knowledge has strong implications for early identification of students at‐risk underachievement via digital platforms. Objectives We sought understand in the academic year students' end‐of‐year outcomes could be predicted by their performance and feedback‐seeking behaviours within a platform. analysed data collected at different time points across cohorts context high school advanced placement (AP) Statistics courses. Methods High enrolled AP spanning three years between 2017 2020 ( N = 726; M age 16.72 years) completed 3 or 4 homework assignments, each 2 months apart. Results conclusions Across cohorts, even as first assignment, model consisting demographic variables (gender, race/ethnicity, parental education), assignment performance, interaction score report explained significant variation final course grades R 0.314–0.412) exam scores κ 0.583–0.689). was positively outcomes. Students who more frequently checked reports tended receive better outcomes, though consistently cohorts. Implications These findings further an understanding platform predict

Language: Английский

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Assessing Indicators of Mental Health Distress Among New Jersey High School Teachers During the COVID-19 Pandemic

Medical Research Archives, Journal Year: 2023, Volume and Issue: 12(1)

Published: Jan. 1, 2023

Background: Due to the COVID-19 pandemic, New Jersey K-12 schools closed, and teachers were required conduct classroom lessons school-sponsored activities online. Since spring 2020, students have experienced physical, mental, emotional stress has had in United States. Methods: To better understand potential mental health effects on teachers, Safe Schools Program implemented Kessler Psychological Distress Scale (K6+) self-assessment survey as a workplace violence related activity during one of four trainings offers for career-technical education work-based learning supervisor certification (N=313). The K6+ is intended measure distress over weeks prior administration. was conducted using Mentimeter included Likert scales, multiple choice, two-character open response questions. Results: Between January 2022-June 2023, 336 313 completed K6+. Overall, 239 (76%) 235 (75%) expressed feeling "nervous" "restless or fidgety," respectively, past 30 days from when administered. Of 38 (12%) received total score between 13-24, suggesting indicating distress, first item Conclusion: This preliminary study presents insights concerning pandemic teachers. These data recognize feelings by working can provide guidance address identified needs, including employee wellness positive social school environments.

Language: Английский

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