Impact of distance learning on psycho-emotional state in schoolchildren in Krasnodar

Background. Mental and physical health of students is directly linked to the emotional safety of educational environment and its recent transformation. Adoption of distance learning and IT innovations in educational practice influences students’ psycho-emotional state.

Objectives. Assessment of the psycho-emotional state of junior (9–11 years old) and older (12–17 years old) schoolchildren in Krasnodar at distance learning with respect to type of the educational institution (gymnasium, general secondary school), gender and age.

Methods. The study surveyed a total of 341 students of secondary school and 429 students of gymnasium belonging to the junior (9–11 years) and middle (12–17 years) age cohorts in Krasnodar. The Spielberg-Khanin State-Trait Anxiety Inventory (STAI) and WHO-5 well-being index questionnaire were used to assess the psycho-emotional status. A specialised questionnaire (SQ) for demographic and social assessment was used to identify the link between psycho-emotional disorders and socio-demographic factors. The questionnaires were self-filled twice, during personal school attendance and two months after the distance learning period.

Results. Moderate and high personal anxiety with low STAI alert prevailed in 83.9% of gymnasium and 85.3% of secondary school students. The anxiety level and WHO-5 well-being index were almost independent of school type and age but associated with gender: moderate personal anxiety prevailed in boys, and high anxiety — in girls. All students were shown to spend longer time on a computer or smartphone screen during distance learning.

Conclusion. We revealed no negative impact of short-term distance learning on psycho-emotional state in schoolchildren in Krasnodar. This observation may relate to a lower emotional stress at home-based distance learning due to a greater ability for time management in more comfortable environment. A negative prognosis on mental, cognitive and social skill development in schoolchildren is premature.

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