Engagement, Mental Health, and Substance Use under In-Person or Remote School Instruction during the COVID-19 Pandemic

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  • Author(s): Benjamin W. Chaffee (ORCID Benjamin W. Chaffee (ORCID 0000-0002-2046-4035); Jing Cheng; Elizabeth T. Couch (ORCID Elizabeth T. Couch (ORCID 0000-0002-4149-9376); Bonnie Halpern-Felsher (ORCID Bonnie Halpern-Felsher (ORCID 0000-0001-9276-1322)
  • Language:
    English
  • Source:
    Journal of School Health. 2024 94(6):501-508.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      8
    • Sponsoring Agency:
      National Institutes of Health (NIH) (DHHS)
    • Contract Number:
      U54HL147127
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Learner Engagement; Mental Health; Substance Abuse; Self Efficacy; High School Students; Student Attitudes; Outcomes of Education; Behavior Problems; Student School Relationship; Pandemics; COVID-19; Prediction; Academic Achievement; Distance Education; In Person Learning; Smoking; Correlation; Health Services
    • Subject Terms:
      California
    • Accession Number:
      10.1111/josh.13418
    • ISSN:
      0022-4391
      1746-1561
    • Abstract:
      Background: Adolescents' school engagement, mental health, and substance use have been major concerns during the COVID-19 pandemic, particularly given disruptions to school instruction. We examined how the instructional setting was associated with academic and health-related outcomes within an adolescent cohort followed during the pandemic. Methods: During 3 semi-annual follow-up surveys, adolescents (N = 1066 students; 2242 observations) from 8 California high schools responded to items measuring academic self-efficacy, school connectedness, internalizing and externalizing problems, and use of substances. Separate generalized estimating equation models predicted outcomes based on the instructional setting. Results: Relative to in-person instruction, students in remote instruction reported lower academic self-efficacy (Beta: -0.11; 95% confidence interval [CI]: -0.22, -0.01) and school connectedness (Beta: -0.37; 95% CI: -0.48, -0.25), greater odds of past 30-day internalizing problems (AOR: 1.46; 95% CI: 1.09, 1.95), externalizing problems (AOR: 1.36; 95% CI: 1.02, 1.82), and cigarette, cigar, smokeless tobacco, or hookah use (AOR: 2.50; 95% CI: 1.06, 5.91), but lower odds of past 30-day e-cigarette use (AOR: 0.50; 95% CI: 0.30, 0.86). Conclusions: Multiple adverse outcomes related to school engagement, mental health, and substance use were associated with remote instruction. To reduce such impacts under future emergencies, schools should rely sparingly on remote instruction and provide appropriate supportive resources.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1424088