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What are the variables that affected students’ mental health during the transition to virtual learning, and how can schools better support their students during times of crisis?

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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. 

Boston University

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Summary: 

Boston University has many plans in place to help students achieve their academic goals and personal growth. The institution is committed to providing an environment where students feel heard, included, and inspired, fostering a sense of community, and belonging. Through their efforts to engage, elevate, and transform their students, Boston University has established itself as a top-tier educational institution dedicated to helping its students thrive in all aspects of their lives. Diversity and inclusion are fundamental to their beliefs and values, which they communicate on their website. Their ideal reader could be someone that has felt cast away from society and seeks comfort in areas where all differences are welcomed and encouraged. They use Tone and Imagining Ideal Readers as their rhetorical strategy to convey their message. 

 

Analysis: 

The website’s unreserved approach to presenting information is evident in the way they openly share their views and opinions. They are not afraid to voice their stance on controversial topics and do not shy away from discussing potentially polarizing issues. This directness fosters transparency and authenticity, which can be refreshing in a world where many websites and organizations tend to be guarded and politically correct. Interestingly the website has a subsection labeled “Voice & Tone,” in which they say “Our voice is vibrant, smart, bold, and authentic…We want to speak clearly, simply, and see the world through our audiences’ eyes, not ours.” (BU Voice & Tone). With this information, the reader can have a sense of being heard and comforted. Overall, the website’s candid tone creates an atmosphere of honesty and trust, which is crucial in building strong relationships with its readers or users. 

 Throughout this website, they do show that they are bold, for example, if you go to the subtitle “How to report a safety, harassment, or ethical issue” they recognize their obligation to promote the safety of their students and faculty. In the subsection they say, “Boston University recognizes its obligation to promote the safety and health of students, employees, and constituents on campus, and to maintain the highest ethical standards in the classroom, lab, and workplace.” (BU How to report a safety, harassment, or ethical issue) they know this is an important thing to talk about and they show this in their tone. By using words such as “highest” and “obligation,” the university conveys the urgency and importance of this matter. The use of the term “highest” implies that this issue is of utmost significance, while the word “obligation” suggests that the university understands and accepts its responsibility to address it. Overall, the university’s tone conveys a sense of seriousness and dedication to ensuring the safety and well-being of its community. 

Boston University is a university that is committed to fostering an inclusive and diverse community of learners, and they make this clear on their website. By highlighting their history of diversity and inclusion, they seek to subtly communicate to their ideal readers and future students that they are a welcoming and supportive environment for all students. On their “Our Vision” page, Boston University highlights their commitment to diversity and inclusion by highlighting the achievements of prominent figures from their past. For example, they note that they awarded the “…first Ph.D. to a woman at a US university, produced the first Black psychiatrist in the United States, and was the first to admit female students to a US medical school. Additionally, Boston University bestowed a doctoral degree in theology on Martin Luther King, Jr. (GRS’55, Hon.’59), and graduated Alexandria Ocasio-Cortez (CAS’11), the youngest woman to serve in the US Congress.” (BU OUR VISION) These examples not only underscore Boston University’s commitment to diversity and inclusion, but they also serve to inspire and motivate their ideal readers and future students to strive for greatness in their endeavors.  

Boston University’s website strategically highlights influential achievements and figures to imply the characteristics of their ideal readers and future students. The showcased figures are widely recognized, beloved by many, and have achieved notable success in their respective fields. Furthermore, the fact that many of these figures are alumni of Boston University underscores the institution’s commitment to producing exceptional graduates. By focusing on the resourcefulness, tenacity, and drive of these successful individuals, the website sends a powerful message to potential students. Boston University seeks to attract clever, innovative, and forward-thinking individuals who are dedicated to academic and personal excellence. By highlighting these influential figures’ achievements, the website encourages prospective students to emulate their determination and drive to achieve their success. 

Additionally, by highlighting the tenacity and drive of successful individuals, Boston University communicates that they value perseverance and hard work. These characteristics are important for success in academics and beyond. Boston University in addition encourages their students to embody them. Overall, the website’s subtle messaging about the qualities of their ideal readers and future students underscores Boston University’s commitment to excellence, innovation, and perseverance. It communicates to readers that Boston University is a place where they can develop and hone these qualities and be part of a community of learners who value and celebrate them. 

Response: 

The university seems to be an inviting and stimulating environment, with many opportunities for personal and professional growth. Upon exploring the university’s website, I was struck by the impressive array of achievements and successes of their past attendees, which is a testament to the quality of education and resources available. Although Boston University’s specialization in Marketing and Business is certainly intriguing, I have a strong desire to expand my knowledge and skills in Engineering. Therefore, I feel it would be prudent to explore other universities and programs that align more closely with my academic and professional aspirations. 

During a recent in-class discussion, I was asked to identify three core values that resonated with me. After thoughtful consideration, I settled on Achievement, Personal Growth, and Open Communication. As I was browsing through the website, I noticed that Boston University aligns perfectly with my core values. After examining the website, it is evident that Boston University places a strong emphasis on open communication, which is a crucial component of daily life. The University’s commitment to fostering an environment of transparency and dialogue is impressive.  

The University’s inclusive environment left a lasting impression on me, and it was evident that this commitment played a significant role in the institution’s success as a renowned institution of higher learning. I was thoroughly impressed with how the University prioritizes creating an environment that celebrates diversity and promotes excellence. After seeing the University’s dedication to promoting diversity and inclusion, I was left feeling inspired and hopeful for the future of education. It is reassuring to know that there are institutions like Boston University that prioritize creating a welcoming and supportive environment for all students. I look forward to watching the University’s continued growth and success in the years to come. 

Works cited:

“Homepage.” Boston University, https://www.bu.edu/.

 

Wajeeha’s Academic Self

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Imagine being raised in rural Georgia, confederate flags on every corner, but coming from a Pakistani immigrant family. This was very much the reality of Wajeeha Mehr, a first generation, brown woman. Navigating and growing up in a place she felt like she never belonged. In this essay I will go over Wajeeha Mehr’s past, present, and future academic ambitions, and struggles.  

Wajeeha shared with me her experiences as a first-generation college student, including the challenges of changing her major and her aspirations for the future. She grew up in a household where education was highly valued, which greatly influenced her character. Wajeeha completed the International Baccalaureate program at Douglas County High School, and when I inquired about her favorite academic memory, she spoke fondly of her time in art club and the sense of community it provided, along with her enjoyment of her teachers and classmates.

While she felt like she was finding her groove in high school, abruptly, her senior year was interrupted by Covid-19, which resulted in her having no prom, senior dinner, and a graduation where the only attendees were parents. She talks about how after Covid-19 many of her academic experiences felt surreal. She does go more into detail on how she struggled with face-to-face classes but also how she dreaded returning to Zoom classes. In Melissa Ezarik article “COVID-Era College: Are Students Satisfied?” The author talks about something similar. 

Once she had her Covid graduation, the summer after Wajeeha was faced with an important task: how will I proceed with FASFA. “It was a new experience, I had to do it mostly by myself. Parents could not help, and it was hard doing FAFSA (Free Application for Federal Student Aid), since mom and dad did not know the process of applying to college.” She goes into more detail on how she did not understand FAFSA, and how it was a frustrating process and how eventually she needed to go to a cousin for assistance.  

In the first two years of her attending Georgia State University, she majored in Biology and was planning to get a bachelor’s degree in the subject. She changed her major to Computer Science and made Biology her minor. I questioned her why she chose those subjects and why she changed Biology to be her minor. She replied, “I really enjoy biology; learning about earth, the process of the human body, and evolution…but I do not want to become a doctor, I wanted to become a researcher but realized that they don’t make much money.” She also gave me reasons as to why she chose CS, “It’s a growing industry and if I can’t become a researcher, I can just become a Computer Scientist.” She will continue to do what she admires but in a unique way, by going into Computational Biology.  

Wajeeha is vigorous in everything she does, she has talked about how it does not matter what she is doing, she will put all her energy into the task. Wajeeha still has activities she hopes to complete before she graduates. She desires to complete projects in Computer Science (CS), make an app specializing in Biology, join an internship that will help her get a future job, and travel. She balances her vigorousness with patience.  She categorizes herself as money-driven because she wants to shop without worrying about price. She fantasies about having enough money to follow her ambitions. She is avid because she is always enquiring about new concepts and sharing her expertise with others. Because of her chosen career path, she has several challenging assignments. In moments like those she used successful strategies. Some of them being putting away distractions, playing calm tunes, and focusing on her assignments. Her methods reminded me of Dr. Chew’s, in his video titled “How to Get the Most Out of Studying: Part 1 of 5, “Beliefs That Make You Fail… Or Succeed”” he explains ways to study successfully and unsuccessfully. 

Earning money plays a crucial factor in many students’ academic goals. This relates to Wajeeha’s dilemma of wanting to become a researcher but because of her preference, wealth is more significant. I empathize with this statement as someone who has a similar background, I recently changed my major, for many reasons one of them being having better chances of being wealthy. This makes me question “Is the purpose of college for most students is money?” 

 

 

 

 

Citations 

Ezarik, Melissa. Student Experiences during COVID and Campus Reopening Concerns, https://www.insidehighered.com/news/2021/03/24/student-experiences-during-covid-and-campus-reopening-concerns?utm_source=pocket_mylist. 

 

SamfordCommunication, director. How to Get the Most Out of Studying: Part 1 of 5, “Beliefs That Make You Fail… Or Succeed”. YouTube, YouTube, 16 Aug. 2011, https://www.youtube.com/watch?v=RH95h36NChI&ab_channel=SamfordUniversity. Accessed 7 Feb. 2023.