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"What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [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 among 10th–12th graders than ninth graders."
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Dennis Swender's insight:
The authors note several limitations: "First and foremost, because students were not randomly assigned to remote versus in-person schooling, we cannot draw strong causal inferences. Although we controlled for demographics, report card grades, and baseline measures of well-being prior to the pandemic, it is impossible to rule out the possibility of unmeasured confounds that influence well-being as well as choice of schooling modality...."
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