The Mismatch Between Distance Learning and Early Adolescents’ Developing Needs

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Solicited Content: COVID-19 Related

Abstract

The school environment is particularly important in early adolescence, as stage-environment fit posits that some of the psychological challenges faced by adolescents may result from a mismatch between their developing needs and the opportunities afforded to them in their social environments (Eccles, Wigfield, Buchanan & Flanagan, 1993). The rapid shift to distance learning in the spring of 2020 as a result of the coronavirus pandemic drastically shifted school structure for all students. Informed by stage-environment fit theory, we sought to understand how distance learning was or was not meeting early adolescents’ relational and developmental needs. To do this, we surveyed students at a Title 1 middle school in California about their experiences, including difficulties experienced during distance learning, as well as the frequency and medium of interactions with peers and teachers throughout distance learning. Four-hundred-thirty students (32% response rate) answered these open-ended and close-ended online questions in the final weeks of the school year.

Students reported limited interactions with both peers and teachers, with 28% of students reporting that they had not interacted at all with their classmates since distance learning had begun and 40% of students said that none of their teachers had checked in with them individually. In response to open ended questions, students also listed the desire for more connections with peers and support from their teachers. Students reported a number of emotional challenges in relation to distance learning, with 33% describing distance learning as very difficult to difficult for them. Further, 30% said they struggled to complete their work and 14% reported difficulties with their emotions during distance learning. Many students also expressed emotional challenges in their open-ended responses, saying things like “I feel like my mental health has been at an all time low these past few weeks with school work and being distanced. I am very much an extrovert so it is very difficult for me to do this”.

Overall, little is known about distance learning and its impact on students due to its novelty. However, our results that many students have little to no interactions with peers or teachers while working remotely is concerning, considering the decades of research documenting the importance of young adolescents having emotional connections with peers and teachers (e.g., Eccles et al., 1993; Brown et al., 1986; Savin-Williams & Berndt, 1990). Additionally, it was clear that distance learning had been hard on students, with many citing emotional challenges. Such findings suggest that increased efforts are needed by schools to facilitate peer interactions, increase teachers’ synchronous interactions with students, and for resources to be allocated to support student mental health. In sum, distance learning needs to be designed with adolescents’ relational and developmental needs in mind.

Authors

• Jennifer Renick, University of California - Irvine
  Presenting Author

• Stephanie M Reich, University of California - Irvine
  Non-Presenting Author