Longitudinal Impacts of COVID-19 Disruptions on Middle School Students’ Mental Health and Well-Being: A 2-year Follow-up

• In Event: The COVID-19 Pandemic: Social, Emotional, and Academic Outcomes Across Childhood and Adolescence

Abstract

The US Surgeon General (2021) sounded an alarm over youth mental health challenges and a marked increase between 2009 and 2019 (40%) in one and three high schoolers and half of female students who noted persistent feelings of sadness or hopelessness. Initial prevalence estimates of COVID-19-related mental health concerns suggest a long-term need to monitor and support adolescents’ response to educational and social disruptions initiated by the pandemic (Dorn et al., 2020; Patrick et al., 2020). In a recent meta-analysis, Viner and colleagues (2022) reported that 18% to 60% of youth scored above risk thresholds for anxiety and depression following school closures. The impact of COVID-19 might be especially salient for youth in major educational and developmental transitions, such as from elementary to middle school and for youth from minoritized backgrounds (Loades et al., 2020; Polanczyk et al., 2015; Yard, 2021). Although evidence is emerging on the impact of the pandemic on adolescent mental health, few studies have focused on middle school youth. In this study, we extend existing work by employing a regression discontinuity design to describe the causal impact of COVID-19 initiated disruptions on middle school (i.e., sixth to eighth grade) students’ mental health and well-being from spring 2019 (pre-COVID) through spring 2022 (2 years post-COVID disruptions).
Data derive from a population-level state survey from the Georgia Department of Education during 2019/2020 (i.e., Pre-disruption; mandatory school participation; 329,550 students/566 schools), 2020/2021 (i.e., Post-disruption; voluntary school participation; 124,761 students/466 schools), and 2021/2022 (i.e., Follow-up; voluntary school participation; 179,097 students/471 schools). Pre-disruption participants included: 51% female, 34% White, 31% Black or African American, 14% Hispanic or Latino, 9.5% Multiracial, 4.5% Asian or Pacific Islander, and <1% Native American. Approximately 11% of respondents indicated a diagnosed disability. Mental health and well-being was assessed using the Georgia Student Health Survey (GSHS) in 2019/2020 and 2021/2022 and the Student Wellness Survey, a shortened version of the GSHS, in 2020/2021.
Results suggest an immediate impact of COVID-19 disruptions (pre- to post-disruption) on middle school students’ mental health (effect sizes [ES] ranged from a 27 to 91% increase), substance use (ES ranged from a 33 to 175% increase), self-harm/suicide (ES ranged from a 13 to 27% increase), and social support (ES ranged from 1 to 6% decrease) (see Figure 1). Youth also reported significant declines in cyberbullying (ES ranged from a 19 to 27% decrease). At the two-year follow-up, youth continued to report significantly poorer mental health and well-being than they did in 2019/2020 but there was limited evidence of additional declines in mental health, substance use, and self-harm/suicide since 2020/2021 (see Table 1). Students did report significantly fewer concentration problems at follow-up than pre- or post-disruption. Youth also reported significant increases in bullying via text and social network sites. Results for social support were mixed, with increases in peer social support but decreases in adult social support (see Table 1). Implications for prevention as well as results exploring differences in mental health and well-being outcomes by school demographics will be discussed.

Authors

• Kristen L Bub, University of Georgia
  Presenting Author

• Stacey Michelle Neuharth-Pritchett, University of Georgia

• Sycarah Fisher, University of Georgia