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Learning Modalities during COVID-19 and Adolescent Mental Health in North Carolina

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Title: Learning Modalities during COVID-19 and Adolescent Mental Health in North Carolina
Language: English
Authors: Justin Cole Gilbert, Martie P. Thompson (ORCID 0000-0002-5879-9615), Sophia Ryan (ORCID 0000-0002-0852-3733), Manan Roy
Source: Journal of School Health. 2026 96(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Sponsoring Agency: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH)
Contract Number: 5R16GM14943201
Document Type: Journal Articles
Reports - Research
Descriptors: Learning Strategies, Blended Learning, In Person Learning, Online Courses, Mental Health, COVID-19, Pandemics, Adolescents, Social Isolation, Hospitals, Mental Health Programs, Emergency Programs
Geographic Terms: North Carolina
DOI: 10.1111/josh.70093
ISSN: 0022-4391
1746-1561
Abstract: Background: The mental health of youth represents a critical public health issue and has worsened over the course of the pandemic, partially attributed to social isolation and school closures. Methods: This analysis leveraged data on school learning modality (COVID-19 School Data Hub), emergency department (ED) visits (North Carolina SHEPS data), and school-district characteristics (National Center for Education Statistics) to investigate how school learning modality predicts mental health-related ED visitation in the state of North Carolina. Generalized linear mixed models were employed to quantify how the odds of mental health ED visitation varied with school learning modality. Models adjust for school-level covariates (e.g., broadband, student:teacher ratio) and patient-level characteristics (age, sex). Patient and school data are nested within counties, which were included as a random effect to address potential clustering within the data. Results: In-person (odds ratios [OR]: 0.92, 95% CI: 0.85-0.99) and hybrid (odds ratios: 0.95, 95% CI: 0.93-0.98) modalities were associated with lower ORs for ED visits due to mental health compared to a virtual learning modality. Implications for School Health Policy, Practice, and Equity: School districts should consider increasing the provision of mental health services for students during circumstances in which a virtual learning modality is utilized and consider adopting hybrid learning rather than virtual learning when feasible. Conclusions: School administrators should seek to balance students' mental health and learning needs in times of crisis.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491995
Database: ERIC
FullText Text:
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  Data: Learning Modalities during COVID-19 and Adolescent Mental Health in North Carolina
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  Data: <searchLink fieldCode="AR" term="%22Justin+Cole+Gilbert%22">Justin Cole Gilbert</searchLink><br /><searchLink fieldCode="AR" term="%22Martie+P%2E+Thompson%22">Martie P. Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5879-9615">0000-0002-5879-9615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sophia+Ryan%22">Sophia Ryan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0852-3733">0000-0002-0852-3733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manan+Roy%22">Manan Roy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 9
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  Data: 2026
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  Data: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH)
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  Data: <searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Hospitals%22">Hospitals</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health+Programs%22">Mental Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/josh.70093
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  Label: ISSN
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The mental health of youth represents a critical public health issue and has worsened over the course of the pandemic, partially attributed to social isolation and school closures. Methods: This analysis leveraged data on school learning modality (COVID-19 School Data Hub), emergency department (ED) visits (North Carolina SHEPS data), and school-district characteristics (National Center for Education Statistics) to investigate how school learning modality predicts mental health-related ED visitation in the state of North Carolina. Generalized linear mixed models were employed to quantify how the odds of mental health ED visitation varied with school learning modality. Models adjust for school-level covariates (e.g., broadband, student:teacher ratio) and patient-level characteristics (age, sex). Patient and school data are nested within counties, which were included as a random effect to address potential clustering within the data. Results: In-person (odds ratios [OR]: 0.92, 95% CI: 0.85-0.99) and hybrid (odds ratios: 0.95, 95% CI: 0.93-0.98) modalities were associated with lower ORs for ED visits due to mental health compared to a virtual learning modality. Implications for School Health Policy, Practice, and Equity: School districts should consider increasing the provision of mental health services for students during circumstances in which a virtual learning modality is utilized and consider adopting hybrid learning rather than virtual learning when feasible. Conclusions: School administrators should seek to balance students' mental health and learning needs in times of crisis.
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  Data: EJ1491995
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        Value: 10.1111/josh.70093
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      – Text: English
    PhysicalDescription:
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        PageCount: 9
    Subjects:
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Mental Health
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Adolescents
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      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Hospitals
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      – SubjectFull: Mental Health Programs
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      – SubjectFull: Emergency Programs
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      – SubjectFull: North Carolina
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    Titles:
      – TitleFull: Learning Modalities during COVID-19 and Adolescent Mental Health in North Carolina
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