The Impact of COVID-19 on Education Experiences of High School Students in Semi-Rural Georgia

Autor/inn/en	Ashta, Jasleen K.; Weingart, Rachel; Gazmararian, Julie A.
Titel	The Impact of COVID-19 on Education Experiences of High School Students in Semi-Rural Georgia
Quelle	In: Journal of School Health, 93 (2023) 4, S.257-265 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gazmararian, Julie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13269
Schlagwörter	COVID-19; Pandemics; Educational Experience; Rural Areas; High School Students; Student Attitudes; Attendance; Grades (Scholastic); Grade 12; Lunch Programs; Student Characteristics; Barriers; Eligibility; Race; Distance Education; Gender Differences; Racial Differences; Correlation; Occupational Aspiration; Decision Making; In Person Learning; Self Esteem; Graduation; Georgia + Suchen Sie Ihr Suchwort? Bildungserfahrung; Rural area; Ländlicher Raum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Anwesenheit; Notenspiegel; School year 12; 12. Schuljahr; Schuljahr 12; Mittagessen; Eignung; Rasse; Abstammung; Distance study; Distance learning; Fernunterricht; Geschlechterkonflikt; Rassenunterschied; Korrelation; Berufsneigung; Berufsziel; Decision-making; Entscheidungsfindung; Self-esteem; Selbstaufmerksamkeit; Abschluss; Graduierung
Abstract	Background: This study examines the consequences of COVID-19 pandemic on academic and career concerns of high school students; relationship between attendance and grades with educational concerns; and association between student perception of the pandemic and decision to attend school virtually or in-person. Methods: Diverse students in grades 9-12 from two public high schools in semi-rural Georgia (n = 666) completed a survey shortly after school closures. Survey results were linked to academic and demographic data. Analyses were examined for differences by demographic and education measures. Results: Overall, 60% expressed academic worry and reported obstacles to virtual learning. Hispanic students expressed more worry and less confidence while black students reported less worry than peers. Females indicated more worry than males. Grade 12 students reported greater academic and career worry than younger students. Students eligible for free and reduced lunch expressed more worry and obstacles than peers. Non-honors and low-attendance students reported more worry about grades and graduation than their counterparts. Conclusions: Results can inform targeted multi-level interventions to reduce the pandemic's effects on learning and ensure healthy trajectories for development across demographics. Stakeholders must take proactive measures to recover from academic loss to ensure our youth's healthy development. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01