BACKGROUND
With the outbreak of the COVID-19 pandemic, schools worldwide shifted their attention towards prioritizing the well-being of their students, resulting in a widespread transition from in-person classes to virtual learning. While this move had positive outcomes in mitigating the spread of the virus and helped some students adapt, it also posted significant challenges for students struggling with poor mental health, including those with pre-existing mental disabilities. In my research paper, I will conduct a comprehensive investigation to identify the variables that affected students’ mental health during the transition to virtual learning. I will explore resources and studies from experts who have worked extensively on mental health, especially in the context of student well-being. Based on my analysis, I will provide recommendations for how schools can better support their students during times of crisis.
RESEARCH
A study titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education” investigated the impact of virtual school on the well-being of students and lecturers during the pandemic. Using self-developed, pretested questionnaires and online data collection, the study found that virtual learning had both positive and negative effects on the physical and mental health of students and lecturers. According to the researchers, “Virtual learning can provide students with a sense of control over their learning experience, which can be empowering and reduce anxiety.” (Idris et al.) This flexibility and convenience of virtual learning can also reduce stress levels by allowing students to balance their academic responsibilities with their personal lives. However, while virtual learning has the potential to positively impact students’ mental health by providing more control, flexibility, and access to mental health resources, it also comes with potential negative impacts such as the lack of in-person social interaction and increased screen time. To support this argument, evidence from a web resource will be presented next.
In contrast to the benefits of virtual learning, it is important to consider the potential drawbacks as well. One such drawback is ineffective time management, which can have negative impacts on students’ academic performance and overall well-being. In the article “Challenges of Distance Learning for Students,” the authors discuss the benefits and drawbacks of online learning. One significant drawback is the challenge of time management, as the article notes that “time management is associated with greater academic performance and lower levels of anxiety in students.” However, the same research also found that “many students find it hard to balance their studies and day-to-day lives” (Challenges of Distance Learning for Students). Poor time management can lead to various negative outcomes, such as inadequate sleep patterns, heightened stress levels, missed deadlines, incomplete assignments, and poor academic performance. Students who are not attending classes in person are particularly susceptible to this problem since it can also result in insufficient time for social activities, personal hobbies, and other essential aspects of life, leading to an unbalanced and stressful lifestyle. Furthermore, a lack of communication in virtual learning can also lead to a decrease in engagement and motivation, as students may feel disconnected from the learning process and struggle to stay focused. This can be particularly challenging for students who require additional support or accommodation, as they may feel isolated and unsupported in an online environment.
The issue of isolation and loneliness has become increasingly prominent with the rise of virtual classes, as this mode of learning can potentially limit social interaction and engagement among students. In the article “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students” a group of researchers dissect the connection between Latinx college students, Covid-19, Depression, loneliness, fears, and other mental disabilities. The study focused on a Hispanic-serving college institution and found that “Latinx college students reported significantly higher rates of psychological distress due to the impact of Covid-19 on their lives. These stressors included loss of employment, increased perceived stress, and sleep disturbances.” (Sanchez et al) These findings suggest that the pandemic has had a disproportionate impact on the mental health and well-being of Latinx college students, which could potentially lead to feelings of loneliness and isolation. The study highlights the need for targeted support and interventions to address the mental health needs of this vulnerable population during the pandemic.
Unlike traditional classroom settings where students have many opportunities to interact with their peers and instructors, virtual classes often lack the same level of social interaction and collaborative activities. This lack of in-person connection and communication can lead to students feeling disconnected and lonely, which can have negative effects on their mental wellbeing. Students may be less likely to seek help or support when they are struggling, as they may not have the same level of access to mental health resources and support systems as they would in a physical classroom setting.
In the previous article titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lectures in health care education,” the researchers conducted experiments, questionnaires, and gatherings to collect data. The study included 56 lecturers with a 100% response rate and 279 students with a 93.3% response rate. Both groups provided both positive and negative feedback, highlighting the physical and mental implications of remote learning. “Despite having more screen time (50.0%) and experiencing computer-related physical stress (44.6%), increased stress was reported by students (64.9%) …these findings suggest that remote learning can significantly impact the mental health and well-being of students.” (Idris et) The results of the study clearly indicate that remote learning can have a significant impact on the physical and mental health of students. Increased levels of stress, distraction, uncertainty towards examinations, and computer-related physical stress were reported by students. These findings underscore the need to prioritize mental health support during remote learning to mitigate the negative impact on students’ well-being. They also emphasize the importance of supporting the mental health of lecturers.
CONCLUSIONS AND RECOMMENDATIONS
The researchers involved in this study clearly understand the challenges faced by students and lecturers during the sudden shift to remote learning. They are advocating for institutions to provide adequate support and resources to help lecturers cope with the changes and ensure their well-being. This includes support for physical and mental health and resources such as training and technology to facilitate remote teaching.
The researchers also acknowledge the negative effects that the sudden shift to remote learning may have had on both students and lecturers. They argue that institutions must take proactive steps to plan and prepare for remote learning to ensure a successful transition. This includes giving enough time for lecturers and students to adjust to the new learning environment and providing resources to support their learning and well-being.
They come from diverse backgrounds, including education, psychology, and public health, which suggests that they bring a multidisciplinary perspective to their research. This is important as it allows them to take a comprehensive approach to studying the impact of remote learning on students and lecturers. (The researchers involved in this study and their names are Fazean Idris, Ihsan Nazurah Zulkipli, Khadizah Haji Abdul-Mumin, Siti Rohaiza Ahmad, Shahid Mitha, Hanif Abdul Rahman, Rajan Rajabalaya, Sheba Rani David, and Lin Naing.)
The COVID-19 pandemic and virtual schooling have created challenges for students and professors alike, leading to increased anxiety, depression, and other mental health issues. While these issues cannot be reversed, there are many ways in which scientists and students can help support one another and promote growth.
The article “Supporting Mental Health in College Students On & Off Campus” provides valuable information on addressing mental health in higher education. In the article, Hejl discusses 8 tips that can be helpful for managing mental health, such as utilizing mental health services and practicing mindfulness. Regarding the tip to utilize mental health services, Hejl notes that there is often “stigma associated with seeking counseling, seeking help is a sign of strength, not weakness.” He encourages students to give themselves and others the space to work on how to best manage their mental health.
Another tip suggested in the article is practicing mindfulness, which Hejl notes can “not only relieve stress but also improve memory and focus.” He also highlights that meditation has been shown to help anxiety disorders and enhance mental health treatment. Meditation has been shown to be an effective tool for managing anxiety disorders and enhancing mental health treatment. By quieting the mind and reducing stress, individuals may find that they are better able to cope with daily challenges and maintain a positive outlook.
The findings of recent research suggest that mental health challenges have become a prevalent and ongoing issue among students in the era of virtual classes. It highlights the urgent need to develop effective strategies that address the needs of students facing mental health struggles. To achieve this, there is a need to raise awareness and eliminate the stigmatization surrounding mental health issues, while involving affected individuals in the development and implementation of practical solutions that promote their motivation and uphold their dignity. Such efforts could help to mitigate the impact of mental health challenges on students and facilitate a more supportive and inclusive virtual learning environment.
Works cited
“Challenges of Distance Learning for Students.” National University, Feb. 2023, www.nu.edu/blog/challenges-of-distance-learning-for-students.
Idris, Fazean, et al. “Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2.
“Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2.
Sanchez, Delida, et al. “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students.” Journal of Diversity in Higher Education, American Psychological Association, Nov. 2022, https://doi.org/10.1037/dhe0000448.