在北卡罗来纳州的COVID-19和青少年心理健康期间的学习方式
Justin Cole Gilbert1, Martie P Thompson1, Sophia Ryan1
1Appalachian State University, Boone, North Carolina, USA.
The Journal of school health
|December 2, 2025
概括
虚拟和混合学习模式与完全远程学习相比,与更少的心理健康急诊室访问有关. 学校地区应该尽可能优先考虑面对面或混合选择.
科学领域:
- 公共卫生 公共卫生
- 儿科心理健康 儿科心理健康
- 教育政策的教育政策.
背景情况:
- 青年的心理健康是一个重大的公共卫生问题,由与大流行相关的社会隔离和学校关闭加剧.
- 疫情期间向远程学习的转变引起了人们对其对学生心理健康的影响的担忧.
研究的目的:
- 调查不同学校学习模式与青少年心理健康相关的急诊室 (ED) 访问之间的关联.
- 为学区在危机期间导航学习环境决策提供数据驱动的见解.
主要方法:
- 分析了有关学校学习模式的数据,精神健康的ED访问,以及北卡罗来纳州的学区特征.
- 综合的线性混合模型被用来评估心理健康ED访问的几率跨学习模式,调整共变量.
- 模型使用随机效应计算了嵌套的数据结构 (县内的患者和学校).
主要成果:
- 与虚拟学习相比,面对面的学习与心理健康ED访问的几率较低相关 (OR:0.92,95%CI:0.85-0.99).
- 混合学习还显示与虚拟学习相比,与心理健康ED访问 (OR:0.95,95%CI:0.93-0.98) 有保护性关联.
- 这些发现突出了学习模式对青少年心理健康结果的差异影响.
结论:
- 学校管理人员必须在危机期间平衡学生的心理健康和教育需求.
- 应该考虑在虚拟环境中增加心理健康服务,并在可行的情况下优先考虑混合而不是完全虚拟的学习.
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