Supporting Young Learners During Remote Education: How Context and Gender Shape Adolescent Experiences

Area of Science:

• Global adolescent health
• Educational psychology
• Sociology of education

Background:

• The COVID-19 pandemic led to widespread school closures, necessitating remote education.
• This shift raised concerns about the psychological and social effects on students, particularly vulnerable populations.

Purpose of the Study:

• To investigate the impact of remote education and social isolation on the well-being of urban poor adolescents worldwide.
• To understand the varied experiences and challenges faced by adolescents in different global contexts.

Main Methods:

• Qualitative data collected via focus group discussions with 249 urban poor adolescents across 7 countries and 8 sites.
• Discussion topics included attitudes towards remote learning and its perceived effects on health, relationships, and academic progress.
• Analysis employed inductive thematic coding, with comparative analysis by geographical site and gender.

Main Results:

• Adolescents from lower-income areas felt neglected by educational systems, while those from higher-income areas experienced increased pressure and loneliness.
• Declines in mental health were reported by both genders, though boys had greater access to support.
• A universal sentiment of missing peer and teacher connections was expressed by all participants.

Conclusions:

• Adolescent struggles with remote learning were context- and gender-dependent.
• School systems must conduct needs assessments for equitable and effective future remote education strategies.
• A gender-equal approach to support from families and teachers is crucial for adolescent well-being and agency.