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Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19

BACKGROUND: Because COVID-19 was declared a pandemic in March 2020, nearly 93% of U.S. students engaged in some distance learning. These school disruptions may negatively influence adolescent mental health. Protective factors, like feeling connected to family or school may demonstrate a buffering ef...

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Detalles Bibliográficos
Autores principales: Hertz, Marci F., Kilmer, Greta, Verlenden, Jorge, Liddon, Nicole, Rasberry, Catherine N., Barrios, Lisa C., Ethier, Kathleen A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8531003/
https://www.ncbi.nlm.nih.gov/pubmed/34930571
http://dx.doi.org/10.1016/j.jadohealth.2021.10.021
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author Hertz, Marci F.
Kilmer, Greta
Verlenden, Jorge
Liddon, Nicole
Rasberry, Catherine N.
Barrios, Lisa C.
Ethier, Kathleen A.
author_facet Hertz, Marci F.
Kilmer, Greta
Verlenden, Jorge
Liddon, Nicole
Rasberry, Catherine N.
Barrios, Lisa C.
Ethier, Kathleen A.
author_sort Hertz, Marci F.
collection PubMed
description BACKGROUND: Because COVID-19 was declared a pandemic in March 2020, nearly 93% of U.S. students engaged in some distance learning. These school disruptions may negatively influence adolescent mental health. Protective factors, like feeling connected to family or school may demonstrate a buffering effect, potentially moderating negative mental health outcomes. The purpose of the study is to test our hypothesis that mode of school instruction influences mental health and determine if school and family connectedness attenuates these relationships. METHODS: The COVID Experiences Survey was administered online or via telephone from October to November 2020 in adolescents ages 13–19 using National Opinion Research Center’s AmeriSpeak Panel, a probability-based panel recruited using random address–based sampling with mail and telephone nonresponse follow-up. The final sample included 567 adolescents in grades 7–12 who received virtual, in-person, or combined instruction. Unadjusted and adjusted associations among four mental health outcomes and instruction mode were measured, and associations with school and family connectedness were explored for protective effects. RESULTS: Students attending school virtually reported poorer mental health than students attending in-person. Adolescents receiving virtual instruction reported more mentally unhealthy days, more persistent symptoms of depression, and a greater likelihood of seriously considering attempting suicide than students in other modes of instruction. After demographic adjustments school and family connectedness each mitigated the association between virtual versus in-person instruction for all four mental health indicators. CONCLUSION: As hypothesized, mode of school instruction was associated with mental health outcomes, with adolescents receiving in-person instruction reporting the lowest prevalence of negative mental health indicators. School and family connectedness may play a critical role in buffering negative mental health outcomes.
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spelling pubmed-85310032021-10-22 Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19 Hertz, Marci F. Kilmer, Greta Verlenden, Jorge Liddon, Nicole Rasberry, Catherine N. Barrios, Lisa C. Ethier, Kathleen A. J Adolesc Health Original Article BACKGROUND: Because COVID-19 was declared a pandemic in March 2020, nearly 93% of U.S. students engaged in some distance learning. These school disruptions may negatively influence adolescent mental health. Protective factors, like feeling connected to family or school may demonstrate a buffering effect, potentially moderating negative mental health outcomes. The purpose of the study is to test our hypothesis that mode of school instruction influences mental health and determine if school and family connectedness attenuates these relationships. METHODS: The COVID Experiences Survey was administered online or via telephone from October to November 2020 in adolescents ages 13–19 using National Opinion Research Center’s AmeriSpeak Panel, a probability-based panel recruited using random address–based sampling with mail and telephone nonresponse follow-up. The final sample included 567 adolescents in grades 7–12 who received virtual, in-person, or combined instruction. Unadjusted and adjusted associations among four mental health outcomes and instruction mode were measured, and associations with school and family connectedness were explored for protective effects. RESULTS: Students attending school virtually reported poorer mental health than students attending in-person. Adolescents receiving virtual instruction reported more mentally unhealthy days, more persistent symptoms of depression, and a greater likelihood of seriously considering attempting suicide than students in other modes of instruction. After demographic adjustments school and family connectedness each mitigated the association between virtual versus in-person instruction for all four mental health indicators. CONCLUSION: As hypothesized, mode of school instruction was associated with mental health outcomes, with adolescents receiving in-person instruction reporting the lowest prevalence of negative mental health indicators. School and family connectedness may play a critical role in buffering negative mental health outcomes. Elsevier 2022-01 2021-10-22 /pmc/articles/PMC8531003/ /pubmed/34930571 http://dx.doi.org/10.1016/j.jadohealth.2021.10.021 Text en Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Original Article
Hertz, Marci F.
Kilmer, Greta
Verlenden, Jorge
Liddon, Nicole
Rasberry, Catherine N.
Barrios, Lisa C.
Ethier, Kathleen A.
Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title_full Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title_fullStr Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title_full_unstemmed Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title_short Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19
title_sort adolescent mental health, connectedness, and mode of school instruction during covid-19
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8531003/
https://www.ncbi.nlm.nih.gov/pubmed/34930571
http://dx.doi.org/10.1016/j.jadohealth.2021.10.021
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