Characteristics of Students' Mental Health and School Connectedness through COVID-19

Youth in the United States have been significantly impacted by COVID-19. Their education was disrupted at the onset with many going into virtual school for extended periods of time. This resulted in a loss of connection to peers, teachers, school counselors, and other educational support staff. Extra-curricular activities ceased and many traditional rituals like homecoming, proms, and graduation were postponed, went virtual, or were cancelled. This has resulted in significant learning deficits and social-emotional consequences, particularly for youth of color, Lesbian, Gay, Bisexual, Transgendered, Queer and Questioning (LGBTQ+) youth, and youth of lower socioeconomic statuses. The purpose of this study was to measure the relationship between school connectedness on youth mental health, participation in risky drug and alcohol behaviors, and youth resilience factors through this time of COVID-19. The study utilized archival data from the Healthy Kids Colorado Survey (HKCS) from 2019 and 2021 administrations. In addition, the study assessed the differences in these components for various demographic factors, including grade level, gender identity, race/ethnicity, sexual orientation, and physical and mental disability. The analyses found increased school connectedness was correlated with decreased mental health concerns, even when controlling for risk behaviors and resilience. Increased school connectedness was also associated with decreased risk behaviors and with increased resilience. Decreased risk behaviors and increased resilience were also associated with decreased mental health concerns. Demographic analysis found youth who identify as a sexual or gender minority or youth of color, especially Native American youth, were the most likely to report decreased school connectedness, increased risk behaviors, reduced resilience, and increased mental health concerns. These findings point to the value of school connectedness as a potential tool to address the rising youth mental health crises in the United States. Further research is needed to support and promote the utilization of school connectedness techniques in culturally appropriate ways to address the disparate outcomes for traditionally marginalized youth and to positively impact youth mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]