Beyond the Screens: Reflections of Remote Learning on Adolescents’ Mental HealthAbstract:
Remote learning during the COVID-19 pandemic demanded adaptations from adolescents who showed a noticeable dependency on screens. However, little is known about their own experiences during this period. This study aimed to investigate how experiences with remote learning influenced daily lives and, consequently, adolescent mental health during the COVID-19 pandemic. This is a qualitative study that included 22 adolescents from public schools. A single online interview was conducted with each participant. Inductive content analysis revealed difficulties in organizing and planning daily activities, a tendency towards idleness, and anxiety. There was an increase in time spent on social media, affecting interpersonal relationships, academic performance, and motivation. The importance of the school environment in improving adolescent mental health is highlighted through partnerships with health institutions for early interventions. Further studies are needed to assess the impact of intense screen time in the post-pandemic period and its consequences on social experiences.
Keywords:
adolescent health; COVID-19; distance education; virtual relationship; mental health
Resumo:
O ensino remoto na pandemia da COVID-19 exigiu adaptações dos adolescentes, que demonstraram notória dependência das telas. Todavia, pouco se sabe sobre suas vivências neste período. Este estudo teve como objetivo investigar como as experiências com o ensino remoto influenciaram o cotidiano e, consequentemente, a saúde mental de adolescentes durante a pandemia da COVID-19. Estudo qualitativo, com 22 adolescentes de escolas públicas. A análise de conteúdo indutiva revelou dificuldades na organização e planejamento das atividades diárias, tendência à ociosidade e ansiedade. Houve aumento do tempo em redes sociais, afetando relações interpessoais, rendimento escolar e motivação. Destaca-se a importância do ambiente escolar na promoção da saúde mental dos adolescentes, através de parcerias com instituições de saúde para intervenções precoces. Novos estudos são necessários para avaliar o impacto do uso intenso de telas no período pós-pandêmico e suas consequências nas experiências sociais.
Palavras-chave:
saúde do adolescente; COVID-19; educação à distância; relacionamento virtual; saúde mental
Resumen:
La enseñanza remota durante la pandemia de COVID-19 requirió adaptaciones por parte de los adolescentes, quienes demostraron una notoria dependencia de las pantallas. Sin embargo, poco se sabe sobre sus experiencias durante este período. Este estudio tuvo como objetivo investigar cómo las experiencias de aprendizaje remoto influyeron en la vida y en la salud mental de los adolescentes durante la pandemia COVID-19. Estudio cualitativo, con entrevistas individuales con 22 adolescentes de escuelas públicas. El análisis inductivo reveló dificultades para organizar y planificar las actividades diarias, tendencia a la ociosidad y ansiedad. Hubo un aumento en el tiempo dedicado a las redes sociales, afectando las relaciones interpersonales, el rendimiento académico y la motivación. Se destaca la importancia del entorno escolar en la promoción de la salud mental, a través de asociaciones con instituciones de salud para intervenciones tempranas. Nuevos estudios podrán evaluar el impacto del uso intensivo de pantallas y sus consecuencias en las experiencias sociales.
Palabras clave:
salud del adolescente; COVID-19; educación a distancia; relación virtual; salud mental
The COVID-19 pandemic significantly impacted educational systems worldwide, presenting an unprecedented challenge (Magalhães, 2021 ; Nandlall et al., 2022 ). Social distancing was implemented as an emergency measure to contain the spread of the disease, leading to the temporary closure of schools and the transition from in-person learning to remote education (Nandlall et al., 2022 ). Approximately 1.4 billion students were forced to stay home across more than 154 countries (Magalhães, 2021 ). The temporary closure of schools led to profound changes in the routines of adolescents and their families, with a significant increase in time spent at home (Gadagnoto et al., 2022 ). A critical context quickly emerged, characterized by illness and death in families, unemployment, and food insecurity, which aggravated or triggered mental health issues (Gadagnoto et al., 2022 ; Magalhães, 2021 ; N’dure Baboudóttir et al., 2023 ).
Remote education emerged as a temporary and necessary response to the spread of COVID-19, instituted at the time as the only viable alternative to prevent the complete disruption of curricular activities and social interaction (Magalhães, 2021 ). However, implementing emergency remote learning brought forth several challenging situations, including difficulties in organizing a suitable study environment, maintaining motivation and discipline, and receiving less support from teachers. Moreover, technical barriers arose, such as a lack of proficiency in using digital teaching platforms, limited access to high-quality internet, and the unavailability of adequate equipment to enable remote education to function effectively (Magalhães, 2021 ; N’dure Baboudóttir et al., 2023 ; Korzycka et al., 2021 ).
This context of abrupt adjustments also had emotional impacts on adolescents. Some experienced feelings of loneliness, uncertainty, disinterest in usual activities, symptoms of anxiety and depression, sleep disturbances, changes in social communication patterns, and a significant increase in screen time (N’dure Baboudóttir et al., 2023 ; Ranjbar et al., 2021 ). Nevertheless, there was a notable reliance on electronic devices, which, while essential for education, entertainment, and socialization (Nagata et al., 2020 ; Ranjbar et al., 2021 ), also caused harm to adolescents. In Brazil, excessive screen time among adolescents aged 12 to 18, defined as more than six hours a day, increased from 17.39% to 59.4% during the pandemic (Faculdade de Medicina da Universidade Federal de Minas Gerais, 2022 )
According to the Brazilian Society of Pediatrics (SBP, 2019 ), excessive screen use by children and adolescents is associated with sleep and eating disorders, visual, auditory, and postural problems, digital addiction, physical inactivity, exposure to the risk of sexual abuse, increased violence, bullying, and cyberbullying, among other issues. An online cross-sectional study conducted with adolescents further demonstrated a correlation between prolonged use of electronic devices and daytime physical dysfunction, as well as an increased risk of developing anxiety and depression symptoms (Moitra & Madan, 2022 ).
Excessive screen time can contribute to social isolation by hindering the formation of meaningful interpersonal connections and exacerbating feelings of loneliness and anxiety (Moitra & Madan, 2022 ). The relentless nature of online interactions can also increase stress and social pressure, especially on social media platforms, where adolescents often compare themselves to others, leading to negative self-image and low self-esteem, as demonstrated in a cross-sectional observational study (Dias et al., 2024 ). Virtual and in-person relationships play a fundamental role in adolescent mental health, providing a crucial context for emotional and social development during this transitional phase (Delgado et al., 2022 ). The quality of interpersonal relationships directly influences psychological well-being by offering emotional support, validation of experiences, and a sense of belonging (Branje & Morris, 2021 ).
In this perspective, Erving Goffman’s Symbolic Interactionism (SI) theoretical framework is notable for its capacity to understand social interactions through the construction of identity and social roles, which is also crucial to developing social skills, a critical aspect of adolescence (Branje & Morris, 2021 ; Goffman, 1992 ). Within this framework, in-person interactions — expressed through gestures, facial expressions, and body language — constitute unique individual expressions that help create and express identity. Therefore, while interactions mediated by digital tools are a part of contemporary society, they were amplified during the pandemic, exhibiting specific characteristics in contrast to in-person relationships. These differences may lead to unfulfilled expectations by making it difficult to perceive responses and reactions to the identity expressed by a person (Goffman, 1992 ; Moitra & Madan, 2022 ). Amid the interruption of in-person interactions and social isolation, questions arise regarding the new meaning attributed to technology-mediated experiences.
Based on the above, it is clear that school closure and the implementation of remote learning during the COVID-19 pandemic brought changes — both gains and losses — to the lives of adolescents. However, little is known about adolescents’ perceptions of this experience and the repercussions of this time on their mental health. In this context, such investigation has the potential to raise awareness among health professionals, educators, and the community regarding the effects of emergency remote learning instituted during the pandemic on adolescents’ lives. Understanding the situations triggered by remote learning allows the identification of adolescents who present risk factors and, consequently, directing them to specialized health services, as well as promoting educational activities focused on mental health for this population, aiming to foster balance in the use of technology.
Thus, this study aimed to investigate how experiences with remote learning influenced daily lives and, consequently, adolescent mental health during the COVID-19 pandemic.
Method
This is a descriptive study with a qualitative approach. This type of research focuses on a level of reality that cannot be quantified; in other words, it works with the universe of meanings, aspirations, beliefs, values, and attitudes, addressing a more profound realm of relationships, processes, and phenomena that cannot be reduced to the operationalization of variables. Thus, the social phenomenon or process must be understood within the subjects’ specific determinations and transformations. In this study, we adopted the perspective that this approach advocates the necessity of working with complexity, specificity, and the distinctions presented by the problems (Minayo, 2014 ).
To ensure the visibility of the methodological rigor employed in developing this study, the Consolidated Criteria for Reporting Qualitative Research (COREQ) guideline was used to guide the description of its methodological stages (Souza et al., 2021 ).
Participants
The study was conducted with students from two public state schools in a small municipality in the Midwest of São Paulo state, Brazil. At the time of the study, the school operated entirely remotely, with classes held in the morning and afternoon through the Google Classroom platform. The number of students per class ranged between 25 and 30.
Participants who met the following eligibility criteria were included: (i) adolescents aged 10 to 19; (ii) of both sexes; (iii) with internet access; and (iv) enrolled from the 9th grade of Elementary School to the 3rd grade of High School. Twenty-two adolescents participated in the study. Participants averaged 15.68 years old ( SD = ±1.04), ranging from 14 to 18 years old, with 17 female students (77.25%). In terms of ethnicity, ten self-identified as mixed race (45.45%), seven as white (31.81%), four as Black (18.20%), and one as Asian (4.54%). Sixteen lived in their own homes (72.72%), with an average household size of four people, and ten were employed during this period (45.45%).
To ensure anonymity, the interviewees’ statements were identified by the letter “A” (adolescent), followed by Arabic numerals assigned to the participants (from A1 to A22).
Instruments
Two instruments were used for data collection: a Sociodemographic questionnaire and a Guideline for semi-structured interviews . The sociodemographic questionnaire characterized the participants, containing data such as age, sex, education, and living conditions, and was adapted from previous studies conducted by the research group (Vieira et al., 2021 ). The researchers developed the Guideline for semi-structured interviews based on scientific evidence (Alves & Silva, 1992 ; Branquinho et al., 2020 ) and their experiences with qualitative studies. They included open-ended questions that explored the adolescents’ experiences at home with their families during social isolation, such as: How was this period of social isolation due to the Coronavirus pandemic for you? How did you adapt to studying at home? The guideline was tested in the first interview to verify its suitability for the target population and its ability to elicit in-depth discussions on the topic under investigation. At that time, no questions were removed from the instrument. As the interviews progressed and subsequent analysis took place, additional questions were developed to explore the phenomenon investigated further.
Procedures
Data collection. Initially, the researcher made online contact with the school administrators for an in-person presentation of the research and outlined strategies for its implementation during the pandemic. Following these discussions, it was decided to include one of the authors in the school’s WhatsApp groups. Invitations to participate in the study were then sent to the students through the school’s WhatsApp class groups, along with information about the research.
The researcher contacted students who expressed interest in participating in the study. The students received information about the study and scheduled a time to receive the printed Free Prior and Informed Consent Form (FICF) and the Free Prior and Informed Assent Form (FIAF) at their homes, delivered by the researcher herself. Subsequently, with the consent of the parents/guardians and the permission of the adolescents, the researcher scheduled another time to collect the signed documents.
The interviews were then scheduled at a convenient time for the adolescents. They took place in individual meetings between the participant and the interviewer and were recorded remotely via audio and video using a feature available on the Google Meet® platform. The interviews were conducted between October and December 2020, once per participant, and lasted between 16 and 80 minutes, with an average duration of 40 minutes. They were based on the semi-structured guideline developed, and before starting, the sociodemographic questionnaire was completed using Google Forms®.
The interviews were conducted by an undergraduate nursing student, supervised by two PhDs in nursing with experience in qualitative research. It is worth noting that the interviewer had prior contact with the study population, as she had delivered online lectures promoting mental health to adolescents in public schools during the COVID-19 pandemic.
The interviews were conducted using language appropriate for an adolescent audience and were facilitated by a young undergraduate nursing student. These strategies fostered more significant interaction among the participants and established horizontal relationships. The decision to stop recruiting new participants and conclude data collection was guided by the sufficiency criterion, jointly evaluated by the researchers. This criterion was understood as the point in the research process when data began to repeat, and the information was sufficient to address the study’s objective (Minayo, 2014 ).
Data analysis. After data collection, two researchers with experience in qualitative coding transcribed the interviews verbatim. The transcriptions were then subjected to inductive content analysis (Elo & Kyngas, 2008 ), which comprised three phases: (1) Data Preparation – involved selecting units of meaning from the transcriptions, line by line, allowing for the creation of a sense of the participants’ data; (2) Generation of Initial Themes – The data underwent open coding. The 13 codes generated were validated by the research team and led to five generic categories. Next, the data were abstracted, including a general description of the study’s topic, resulting in the creation of two main categories; (3) Report Writing – developed through the comparison of the analyzed data with the theoretical framework adopted, allowing for the observation of similarities and differences between them in the phenomenon studied. Participant statements were used to illustrate the analyses presented.
Ethical Considerations
The study followed the ethical guidelines established by Resolution No. 466, dated December 12, 2012, of the Brazilian National Health Council (Conselho Nacional de Saúde) for research involving human subjects. The study was approved by the Research Ethics Committee of the Escola de Enfermagem de Ribeirão Preto of the Universidade de São Paulo, CAAE No. 35798720.6.0000.5393, opinion No. 4.354.107 of 2020. It is important to note that all participants and their guardians were informed about the research’s objectives, risks, and benefits and signed the Free Prior and Informed Consent Form. All adolescents signed the Assent Form before the start of data collection.
Results
Two main categories were developed, each composed of generic categories: (i) What do I do with my free time? The pandemic and life in front of screens, consisting of (a) social interactions mediated by artifacts, (b) the structuring of new habits in light of the new reality, and (ii) “Caught by surprise”: remote home-based learning consisting of (a) the disruption of study routines, (b) barriers to remote learning, and (c) consequences of remote learning as perceived by the adolescents.
The main categories reflect the disruptive nature of the pandemic across various dimensions of adolescents’ lives, particularly regarding their school routines and dynamics. This situation exposed inequalities in access to digital technologies and fostered the inappropriate use of digital and online tools. These themes were discussed within the categories described below.
Category 1: What do I do with my free time? The pandemic and life in front of screens
In the absence of in-person school and social activities, adolescents spent more time at home in front of screens, particularly on social media, revealing numerous challenges in managing the time spent on these platforms.
Technology served as a coping mechanism, especially during moments of sadness, loneliness, and boredom. It also replaced in-person interactions with peers and other previously engaged activities, creating a new social dynamic in identity construction and the development of social skills. The adolescents’ association of increased screen time with idleness during the pandemic contributed to difficulties in self-processing emotions and needs, often modulated by in-person interactions and non-verbal communication, both hindered by screen-based communication. This situation highlighted their perception of negative emotions: “The time I spent on the phone increased because it’s the way people found to stay busy, especially since we can’t go out all the time, hang out with friends.” (A7); “…I stayed at home with nothing to do, and then I’d feel really down. Sometimes I’d watch some anime to calm down or watch series, but damn, [there was] that feeling that you can’t go out, even if you wanted to.” (A6). “As there’s not much to do once you’re done with homework and stuff, what else is there to do? We go on the phone, watch series, and talk to people because meeting up is hard, right?” (A12).
I started using Facebook much more, just sharing random stuff since there was nothing to do. What increased the most is the time I spent on Netflix and Twitter, but I don’t really like to chat; I’m quite antisocial. So, I talked less but spent a lot of time watching stuff.
(A8).
Adolescents also expressed a critical view of their excessive internet use, showing concern about organizing and setting limits on using their phones and social media. Additionally, they sought alternatives to mitigate the situation and reduce their time spent online. Their awareness of the distortion of reality and the imminent danger of identity fragmentation contributed to the urgency of cutting on excessive social media use, particularly concerning exposure to environments that introduce new social dynamics:
Look, I always tried to control my phone use, and I use some methods like reminders, you know, like “You spent an hour on Instagram today,” but I did end up spending even more time online; there was a huge increase, and I’m trying to control it, not watching too many movies, and instead of watching a movie, reading a book, see? Doing something worthwhile in life. I’m trying!
(A19).
I already use my phone a lot, so I just had to organize the times I would use it. Most of the time, I use my phone and computer mainly for studying. So, regarding usage, nothing changed; I just had to allocate different situations and tasks.
(A10).
Category 2: “Caught by surprise”: Remote home-based learning
Emergency remote learning represented an abrupt transition from the in-person learning model that adolescents were familiar with. The adaptation process occurred amidst difficulties in organizing and planning their daily activities, concentrating in the home environment, and structuring their study schedules and routines. This directly impacted the completion of activities and the teaching-learning process.
Adolescents also tended to immerse themselves in a cycle of idleness related to the increased use of technology, as discussed in the previous category, which hindered the teaching-learning process. This led to frustration and likely had repercussions on their well-being and mental health, particularly due to the cyclical relationship between the use of technology for education, the technology used for interaction, idleness, and difficulties in learning and socializing: “Online lessons are really hard, I can’t learn anything. I’m using social media way more than before.” (A15). “The main difficulty I found staying at home was, I think, with my studies.” Wow! Just can’t learn anything with online classes!” (A11). “I found it really hard because there’s no set time to do [school activities], so sometimes I do this, do that, and I end up feeling confused about when to do things, and sometimes I just don’t do them.” (A9).
Some adolescents also expressed a lack of motivation with the new scenario and learning modality, reporting anxiety due to the uncertainties of the pandemic period: “… I didn’t feel like doing or had the energy to do schoolwork anymore.” (A10). “… you get stuck in that cycle of anxiety, not knowing how to handle certain situations, not even wanting to do the activities; it’s really complicated, it’s awful.” (A5).
They also experienced the ambivalence between enjoying the freedom to manage their time and daily activities and having their school, family, and social routine defined by adults. There were cases of unmet tasks and commitments, changes in sleep patterns, and sometimes an increased need for sleep:
I procrastinate a lot, so with this online class and assignments thing, I think I procrastinate even more now than before. I think that’s the most significant difficulty I’ve faced. As for sleep, I think I’m sleeping more than before.
(A5).
(…) I’m lacking focus. For example, I need to do an assignment to turn in today or tomorrow, and I go: ‘Oh, I think I’ll have time to do it and deliver it tomorrow,’ but it doesn’t get the same attention, right? I don’t have the same dedication.
(A18).
Some adolescents needed to balance their study routines with work to support themselves, highlighting the social inequalities present in the country: “That, as much as we are at home, the more we work. I was working, and there are our commitments; it’s not just about studying, right? There’s a bunch of other stuff. But it was really stressful; it was tough.” (A19).
Barriers to accessing the necessary digital technologies for achieving good academic performance were also noted in their accounts, both in terms of using the tools and having the quality equipment needed to carry out their tasks:
Then I started working, and by the second quarter, I started doing [the schoolwork], but it was tough to do it with my phone, which was breaking down. There was just so much homework piled on top, and I was working; I had to balance things (…). A thousand things were on my mind, so it got complicated. I haven’t seen my friends in so long because I can’t go out; I don’t even know how they’re doing.
(A6).
Adolescents compared remote learning with in-person learning and disapproved of the online format for various reasons, including uncertainty about the course of the pandemic and the absence of emotional connection in the school dynamic and positive reinforcement. They also reported difficulties in learning and a lack of motivation due to the reduced contact between teacher and student, especially the lack of feedback on their work. Additionally, they mentioned challenges with the volume of assignments and the establishment of new relationships and social interactions through online platforms, indicating social interactions mediated by artifacts: “At school, in person, the teachers aren’t all that motivated and, in the online format, it’s much worse.” (A7).
They don’t care much for the students at the school where I study, you know? It’s more like a teacher-student relationship, not much of a friendship — except for a few teachers. So, this got even worse online, because we’d do the assignments nicely and wouldn’t even get a ‘Hey, this looks good,’ you know? Nothing like that. And we were already scared, unmotivated, uncertain. We didn’t know if we were going back [to school] or not, and if we did, how it would be, whether we’d fail or not.
(A19).
Learning to navigate and adjust to the adversities imposed was something the adolescents experienced during the pandemic. Teachers and students found together new ways of learning and socializing during the adaptation process: “There were some teachers I liked, I liked the way they worked, but there were others I just couldn’t connect with.” (A20).
At first, I had a lot of difficulty with the classes because they were hard to access, but I adapted well to the classes, the video classes, and the virtual teacher. We even changed teachers, but we met him on [Google] Meet.
(A9).
The establishment of new relationships and social interactions through online platforms was mentioned, with a new configuration of virtual friendships:
I wanted to go back to school so we could meet our friends. (…) I used to do many things: ballet and gymnastics, so that was really bad, and staying at home. I’m alone, I’ve always been, so I didn’t find it too bad to stay at home alone. But whenever I can, I call a friend or two.
(A9).
Discussion
Aimed at investigating how experiences with remote learning influenced adolescents’ mental health during the COVID-19 pandemic, this study allowed for the observation of the increasing dominance of technology over users’ daily lives. The changes in social roles they performed through this interaction mediated by digital tools had physical, emotional, psychological, and social repercussions.
Matching our findings, a Canadian study showed that adolescents perceived online learning as more challenging due to isolation, absence of friends, lack of motivation, increased workload, and tension in family dynamics (Ferguson et al., 2021 ). When comparing our results with Goffman’s ( 1992 ) theory of Symbolic Interactionism (SI), it becomes clear that social interactions are fundamental for identity construction and understanding social roles. The context of interactions mediated by electronic devices is somewhat limited in representation by this framework, as the elements present in in-person interactions are often absent in technological media. However, the comparison is appropriate when considering the importance of understanding in-person social interactions for developing and modulating experiences during this stage of life (Goffman, 1992 ).
Adolescents often experience superficial and quick conversations, which may not promote adequate development of communication and language skills (Souza & Cunha, 2019 ). In this sense, the feeling of guilt identified in our study, whether due to excessive cell phone use and increased digital media consumption or the overload caused by accumulating school activities, contributes to a negative impact on adolescents’ self-image and self-esteem. It also hinders their interaction with the social world and their ability to cope with daily demands. On this aspect, Goffman ( 1992 ) emphasizes the importance of in-person interactions for constructing an identity and developing social skills. However, a recent systematic review concluded that the use of social media by adolescents helped reduce feelings of loneliness and stress during the pandemic in instances of reciprocal and personal communication, suggesting an expansion of Goffman’s theory to understand social dynamics in a digitalized world better (Marciano et al., 2022 ).
The absence of the school environment is a negative factor for adolescents as they meet their peers at school and build their identities (Santos, 2021 ; Teixeira et al., 2020 ). Our results show that the lack of in-person interaction among adolescents encourages a sudden transition to the home environment, which is familiar but lacks stimulation. As a result, in their quest to build their personalities, adolescents shift their inherent need for belonging and acceptance to the virtual environment. The term “social media” has thus become the primary space for peer interaction, creating new roles for adolescents to navigate (Santos, 2021 ; Souza & Cunha, 2019 ). While social media may provide a means for peer interaction, it is also essential to recognize the challenges and limitations of this environment. For instance, interactions on social media can be influenced by the creation of online ‘ personas ,’ where users often present idealized versions of themselves, distorting reality and contributing to the construction of fragmented identities (Santos, 2021 ).
The lack of supervision from teachers and guardians facilitated the use of screens under the pretext of schoolwork, allowing them to become an essential educational tool in adolescents’ development. Leisure time, therefore, merged with learning, resulting in difficulties in time management, as reported in some interviews. The absence of a structured routine in the home environment contributed to decreased productivity and increased procrastination among adolescents (Branquinho et al., 2020 ). Virtual learning environments limit individual interaction, reducing adolescent and teacher engagement (Silva & Rosa, 2021 ; Souza & Cunha, 2019 ). This not only discourages the completion of schoolwork but also hinders adolescents from recognizing their growth and learning progress throughout the school year (Neves et al., 2021 ; Teixeira et al., 2020 ).
However, this paradigm shift was also reflected in our study by the impact of digital exclusion and economic disparities, which significantly affected adolescents’ ability to participate fully in the virtual educational environment and technology-mediated interactions. The lack of access to devices and quality internet further amplified the pre-existing inequalities in classrooms, creating a significant gap between privileged students and those who are economically marginalized (Nunes, 2021 ). Moreover, in the home environment, it is essential to consider the reality of students who bear domestic responsibilities or need to work while still of school age, as was found in our population (Muniz et al., 2022 ). The social organization within the digital environment can reproduce and amplify the existing disparities in society, exacerbating the challenges for adolescents in fully engaging in online interactions and leading to the frustration of unmet expectations (Goffman, 1992 ). As a result, adolescents facing these challenges may become invisible and distanced from the learning process and interactions with their peers, compromising their educational and social development (Magalhães, 2021 ; Miliauskas & Faus, 2020 ; Vazquez et al., 2022 ).
Besides being a refuge for these students, the in-person school environment also serves as a protective institution for their development. Changes in sleep patterns were reported throughout the study. The disruption of the routine of preparing and planning schedules to leave the house and attend classes led to adolescents losing their sense of responsibility, as there was no longer a clear distinction between learning spaces and resting spaces. Statements related to the inversion of sleep and wake cycles, increased need for sleep, and screen use before rest reflect, once again, the difficulty in organizing time spent between school activities, leisure, social interactions, responsibilities, and rest (Branquinho et al., 2020 ; Silva & Rosa, 2021 ; Vazquez et al., 2022 ).
The blending of all aspects of adolescent life, combined with the intense daily interaction with social media, hampers the development of critical thinking and accelerates the urgency to be recognized as necessary in this new reality. Goffman’s theory provides an important framework for analyzing such disruptive situations. Goffman ( 1992 ) conceives the individual as an interactive social agent who presents an idealized version of themselves to others who form their audience. From this perspective, an individual’s ability to manage the impressions others have of them is crucial to the success of their social performance.
A key aspect to emphasize is that this mass migration to a relatively unknown technology opens the door to numerous lapses, embarrassments, and situations considered awkward due to the intense documentation of daily life in the digital environment, drastically reducing control over the impressions conveyed through interactions (Gastaldo, 2021 ). In this context, cyberbullying may become more common, with the spread of hate and intolerance on disproportionate scales, resulting in adverse mental health outcomes such as body image distortion and depression (Souza & Cunha, 2019 ; Teixeira et al., 2020 ; Vazquez et al., 2022 ).
Screen addiction, in itself, is a risk factor for mental health issues in adolescents. The diverse and unlimited access to violent situations, the feeling of devaluation of their actions and opinions, the intensification of peer comparisons, and the widening of social and economic inequalities contribute to the development of body image disorders, depression, and even self-inflicted harm (Santos, 2021 ; Souza & Cunha, 2019 ). Despite this unfavorable context, seeking mental health services was not mentioned by the participants in this study. In this age group, it is not uncommon for help to be sought only when the issue has already become severe and can no longer be disguised by the adolescents (Magalhães, 2021 ).
Subtle behavioral changes are usually noticed when adolescents are immersed in their social environment, where they feel freer to express themselves. The school, in this context, in addition to being a place of learning and interaction, serves as a protective institution for the integrity of these young people. Through observation and daily interaction, teachers and school staff can intervene in potential issues and alert parents and relevant institutions early (Silva & Rosa, 2021 ; Teixeira et al., 2020 ).
Moreover, the school environment often serves as the primary field for health interventions, hosting discussions on many health education topics and identifying adolescents who require referral and specialized care, either at home or in healthcare facilities (Moitra & Madan, 2022 ; Teixeira et al., 2020 ). However, the transition from in-person to remote learning neglected activities essential for student engagement and satisfaction, such as physical education and health promotion in schools outside of the pandemic context (Anjos et al., 2022 ; Miliauskas & Faus, 2020 ; Moitra & Madan, 2022 ). One of the lessons learned from the COVID-19 pandemic highlights the need for teacher and student training for online learning, as well as the importance of maintaining routines, reducing screen time, and establishing healthy routines at home, including physical exercise, hobbies, and maintenance of peer interactions (Branquinho et al., 2020 ; Ferguson et al., 2021 ).
The results of this study point to the need to understand and address the emotional and social impacts of emergency remote learning on adolescents’ lives. For the clinical environment, the implications include developing strategies to support adolescent mental health, such as implementing psychological support programs in schools and promoting activities that encourage balanced use of technology. For research, it is crucial to continue studying the long-term consequences of these changes, as well as investigating effective interventions that can mitigate the identified adverse effects, such as anxiety, depression, and social isolation, while fostering a more inclusive and resilient learning environment in future crises.
Despite the significant findings of this study, it is essential to consider that data collection was limited to public schools in a small municipality in São Paulo and, therefore, may not reflect the experiences of adolescents with remote learning in other settings. Also, the fact that the interviews were conducted remotely may have limited the ability to capture the full depth of adolescents’ experiences during the pandemic and its impact on their mental health. Moreover, the content of adolescents’ social media interactions and the perspectives of other family members and teachers were not analyzed.
The study aimed to investigate how experiences with remote learning influenced the daily lives and, consequently, adolescent mental health during the COVID-19 pandemic. We found that these adolescents’ experiences go beyond using technology and disrupting school routines. By being distanced from their social environments, they tended to immerse themselves in a cycle of idleness, with clear adverse effects on the teaching-learning process.
Technology became a coping mechanism, especially during moments of sadness, loneliness, and boredom, replacing in-person interactions with peers and other previously engaged activities. Challenges in organizing daily activities and difficulties in technology-mediated interaction were reported, emphasizing the importance of considering adolescents’ life contexts and how they influence the mental health consequences of the pandemic.
The study highlights the impact of technology on communication, well-being, and the socialization and development processes of the adolescents interviewed. The lack of supervision and essential school activities exacerbated the challenges faced by these adolescents. Attention to these aspects within the school environment allows for planning activities and partnerships with healthcare institutions to promote adolescent mental health through early interventions and emotional support. Further studies are needed to assess the repercussions of remote learning as schools transition back to in-person education, enabling focused interventions that address adolescents’ individual realities.
References
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How to cite this article:
Barbosa, N. G., Gadagnoto, T. C., Mendes, L. M. C., Machado-Kayzuka, G. C., Gomes-Sponholz, F. A., & Nascimento, L. C. (2024). Beyond the screens: Reflections of remote learning on adolescents’ mental health. Paidéia (Ribeirão Preto), 34, e3432. doi: https://doi.org/10.1590/1982-4327e3432
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This article derives from the term paper of the second author, under supervision of the first author, defended in 2021, at the Escola de Enfermagem de Ribeirão Preto at the Universidade de São Paulo.
