Opportunity, Challenge, or Both? Managing Adolescent Socioemotional and Mental Health During Web-Based Learning

Yolanda Evans,Jeffrey Hutchinson,Nusheen Ameenuddin

doi:10.2196/26484

Abstract

The transition to web-based learning during the COVID-19 pandemic has highlighted the need to consider the benefits of and the risks associated with web-based technology for education, media use, and access to resources. Prior to the pandemic, children and adolescents had in-person access to peers; social relationships; educators; health care providers; and, in some cases, mental health resources and medical care in schools and community settings. Due to the introduction of universal masking and physical distancing guidelines to prevent the spread of COVID-19 in early 2020, methods for accessing these resources have shifted dramatically, as people now rely on web-based platforms to access such resources. This viewpoint will explore equity in access to technology for web-based learning, mental health (with a focus on students of color), and the challenge of cultivating meaningful relationships on web-based platforms. Challenges and possible solutions will be offered.

Highlights

KEYWORDS pandemic; technology; media; bullying; mental health; distance learning
Navigating physical isolation during the lockdown phases of the COVID-19 pandemic has created new challenges for individuals, for children and adolescents who were required to rapidly adapt to distance learning by using technology to replace in-person schooling and daily social interactions
In-person schooling can be valuable for multiple children in multiple ways, not all schools are as well resourced as others

Summary

Introduction

KEYWORDS pandemic; technology; media; bullying; mental health; distance learning Navigating physical isolation during the lockdown phases of the COVID-19 pandemic has created new challenges for individuals, for children and adolescents who were required to rapidly adapt to distance learning by using technology to replace in-person schooling and daily social interactions. Educators, law makers, and medical institutions should incorporate feedback from the most affected communities, including parents and teachers of color in underresourced settings [1], in order to address inequities in education, including inequities in access to teachers, digital technology and equipment, and other services that were historically provided at school.

Results

Conclusion