Supporting Student Mental Health in the Digital Learning Era

The pandemic Covid 19 in 2019 has profoundly disrupted every sector of the economy and the people were forced to develop plans to keep operating under such conditions. The education system had to undergo significant transformation, going from an offline to a complete online digital form. Though the restrictions imposed by the pandemic have come to an end, many sectors continued their operations in the digital mode including educational institutions. The advancements in digital technologies have altered the whole educational scenario, with digital learning becoming integral to the learning experience of students. Blended learning, online educational programs, virtual classrooms, the development of various online learning management systems, use of artificial intelligence all have influenced the perceptions of educational providers and students regarding education. All the stakeholders consider this new system as more flexible, suitable, and accessible.

The impact of these changes placed new challenges on student mental health. Several research during and after the pandemic have reported that students suffer various types of illnesses including stress-related disorders, anxiety, sadness, various addictions, irritation, and depressive disorders.

A small effort is made to look at the impact of digital learning on student well-being and examine some strategies to promote mental health among students engaged in digital learning.

Positive effects of Online learning on Students’ Mental Health

• Less social anxiety especially when it comes to presentations in class or in front of peer groups
• Safety feeling to learn from the comfort of homes
• Saving of travel time and expenses
• Freedom to choose flexible environment or tailored surroundings to enhance learning
• More balancing between academic responsibilities with personal commitments
• Increased access to diverse learning resources like repeated listening to recorded lectures

However, it has some challenges are faced with this mode of learning in the current scenario. Some of them identified and reported by various researchers include the following:

• Prolonged inactive sitting: During online learning, students are required to assume prolonged periods of sitting in front of the system which reduces their physical activity. These prolonged periods of sedentary life increase risks for non-communicable diseases, such as obesity or diabetes, in adults. These diseases may coexist with or may lead to mental health problems.
• Greater stress levels – It is observed that some parents were against this form of learning. A US-based study reported that half of the respondents experienced an increased level of depression and anxiety. At the same time, less than half of the participants indicated that they coped effectively with the stress factors caused by online learning and the threat of COVID-19 infection.
• Increased Isolation and loneliness- The possibility of student loneliness due to poor interpersonal connections in online learning activities is high. Increased student engagement during online learning had a positive relationship with academic achievement and served to reduce loneliness and improve academic achievement as reported by Mizani et al.
• Screen Fatigue and Physical Strain – “Digital eye strain (DES) is an entity encompassing visual and ocular symptoms arising due to the prolonged use of digital electronic devices. It is characterized by dry eyes, itching, foreign body sensation, watering, blurring of vision, and headache. Non-ocular symptoms associated with eye strain include stiff neck, general fatigue, headache, and backache.”
• Online engagement fatigue – “A reduction in online students’ enthusiasm and motivation for engaging in course activities as a result of overexposure to online coursework and associated interactions”.
• Academic Pressure and Time Management Challenges – In a US based study, faculty observed deficiencies with the university’s undergraduate learning goals. The identified themes using mind mapping software were related to problem-solving skills, grades, time management, attendance, and interpersonal communication, both in terms of student-to-student and student-to-faculty communication.
• Digital overload – online learning makes students rely automatically on information and communication technologies for almost everything. Examples include online learning, digital socialisation, telehealth, and other online services, including online jobs which may be overwhelming.

What strategies can we implement to ensure effective teaching and learning while promoting student well-being and mental health?

Individuals

• Establishing a routine – This enables effective time management, providing a routine for study, relaxation, personal care, socialisation and sleep. Students can plan this by themselves based on the class timings. The educator/Institutions can preschedule the sessions and can avoid frequent changes. Having a dedicated quiet study space is important. Identifying time wasting activities (use of phones) and distractions and keeping away from it. Getting organised is the key aspect
• Prioritising physical health – Physical health has an impact on mental well-being. Scheduling and implementing short breaks, regular exercise, a balanced diet and good sleep can help to maintain physical and mental health. Regular screen breaks, correct positioning while using systems are crucial to maintain good health. Setting reminders for screen breaks is a good practice. Self-care should be made a part of your routine.
• Staying connected – maintaining connections with families, friends, and classmates online or physically whenever possible will help oneself to be emotionally secure. Opportunities to express concerns and engaging in fruitful discussions play a pivotal role.
• Setting goals – Setting SMART goals creates a sense of direction to achieve personal, academic and self-care targets.
• Reaching out for help whenever needed- Promptly reaching out for professional help is very important, it is not a weakness but remember you have put a step ahead to your mental health.
• Practicing mindfulness – it involves being fully present in the present and accepting one’s emotions without judgment. Practicing breathing exercises, meditation or even watching nature for some time helps to reduce anxiety and improves concentration. Various apps are available for practicing mindfulness.

Faculty

• Regular check-ins – by faculty or counselors will enable early identification of any mental health issues in students.
• Flexibility – Allow for individual preferences regarding the learning environment, establishing work-life balance
• Access to resources – The learning resources are made accessible and available to students when they require them. Virtual support groups could be made available whenever required by the students.
• Support sessions – Technical support sessions, academic support sessions, and support to access the resources could be arranged to enhance learning and reduce anxiety in students
• Promote mindfulness practice – Mindfulness could be fostered by formal and informal techniques which consist of self-regulating practices that increase attention. E.g. meditation.
• Empathy and understanding on the part of educators – Identifying accepting and supporting individual differences in the academic and technological capabilities of students is crucial.
• Model healthy behaviours – Keeping promises and adhering to schedules is important
• Engaging curriculum and teaching-learning activities – The teaching and learning content should be engaging and should be able to provide for individual differences among the learners.

Institutions

Training educators to identify mental health challenges in students early and to refer for specialist services in time is crucial.

Include mental health in the strategic frameworks, by establishing policies, good digital learning resources and infrastructure, support systems, and collaboration with mental health support facilities are responsibilities of the Institutions to promote mental health in its students.

Proactive support systems – to identify struggling students by tracking the systems, for attendance, engagement, assignment submission, and timely intimation to the educators enhance support to the students.

Conclusion

The COVID-19 pandemic created a shift from physical classrooms to a virtual one, which, offers flexibility, reduced social anxiety, and access to diverse resources, has introduced challenges to student well-being. Issues such as prolonged sedentary behavior, screen fatigue, isolation, stress, and academic pressure have impacted mental health. Promoting well-being requires individuals to establish routines, prioritize physical health, and seek help when needed; faculty must provide regular check-ins, flexibility, and empathy; and institutions should integrate mental health into their frameworks through policies, infrastructure, and support systems. A holistic approach involving all stakeholders is essential to ensure effective learning and student mental well being in the digital age.

Pull Quote:

“Several research during and after the pandemic have reported that students suffer various types of illnesses including stress-related disorders, anxiety, sadness, various addictions, irritation, and depressive disorders.”