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Students Attending School Remotely Suffer Socially, Emotionally, and Academically
Duckworth, Angela L. Kautz, Tim Defnet, Amy Satlof-Bedrick, Emma Talamas, Sean Lira, Benjamin Steinberg, Laurence
Duckworth, Angela L.
Kautz, Tim
Defnet, Amy
Satlof-Bedrick, Emma
Talamas, Sean
Lira, Benjamin
Steinberg, Laurence
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Pre-print
Date
2021-07-13
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Psychology and Neuroscience
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https://doi.org/10.31234/osf.io/rpz7h
Abstract
What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this urgent policy issue using survey data collected from N = 6,576 high school students in a large, demographically diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected one month before the onset of the COVID-19 pandemic, as well as student demographics and other administrative data from official school records, students who attended school remotely reported lower levels of social, emotional, and academic well-being (ES = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person—differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider for older compared to younger students.
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Duckworth, A. L., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S. N., Luttges, B. L., & Steinberg, L. (2021). Students Attending School Remotely Suffer Socially, Emotionally, and Academically. Educational Researcher, 50(7), 479-482. https://doi.org/10.3102%2F0013189X211031551
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SAGE Publications
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Educational Researcher, Vol. 50, Iss. 7
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