Learning Modality and Quality of Life Among US School‐Age Children During the Coronavirus Pandemic

Abstract

ABSTRACTBACKGROUNDShifts from in‐person learning to virtual and hybrid learning modes in response to the coronavirus pandemic potentially impacted children's physical, emotional, social, and academic development. This study examined the association between virtual, in‐person, and hybrid learning modality with parent‐reported quality of life among US students (kindergarten‐12th) in early 2021.METHODSParents reported current learning modality and physical, emotional, social, and school quality of life for children (aged 5‐11, n = 1381) and adolescents (aged 12‐17, n = 640). Multivariable logistic regression models assessed the odds of impaired quality of life by learning modality.RESULTSAmong children, hybrid and virtual learners had greater odds of impaired quality of life (adjusted odds ratio [aOR] 1.79, 95% confidence interval [CI] 1.22, 2.64 and aOR 1.57, 95% CI 1.17, 2.12, respectively) relative to in‐person learners. Among adolescents, virtual learners had greater odds impaired physical (aOR 2.06, 95% CI 1.26, 3.38) and school function (aOR 2.23, 95% CI 1.38, 3.61) relative to in‐person learners.CONCLUSIONSLearning modality was associated with student well‐being, and appropriate alternative learning modalities may differ for younger and older students in terms of educational quality and quality of life.