Category: Student Issues
Jill Stadterman, M.A.
Fordham University
New York, New York
Amy Roy, PhD
Professor of Psychology
Fordham University
Bronx, New York
Stephen P. Becker, Ph.D.
Associate Professor
University of Cincinnati College of Medicine
Cincinnati, Ohio
Jill Stadterman, M.A.
Fordham University
New York, New York
Jennifer de Rutte, M.A.
The Graduate Center, City University of New York
Astoria, New York
Rosanna Breaux, Ph.D.
Assistant Professor
Virginia Tech
Blacksburg, Virginia
Carrie Masia, Ph.D.
Montclair State University
Millburn, New Jersey
The Impact of COVID-19 on Students from Elementary School through College
Co-Chairs: Jill Stadterman & Amy Krain Roy
The sudden onset of the COVID-19 pandemic had significant impacts on numerous facets of society. One of the greatest changes was to schooling, in which quarantine rules required in-person education from grade school through graduate level to be halted and abruptly transitioned to instruction delivered online. This symposium focuses on the impact of COVID-19 on student psychological health/wellbeing and learning outcomes across the developmental spectrum including young children, early adolescents, and young adults during the first few months of the pandemic in 2020. All presenters will begin their individual talks by sharing comprehensive demographic data on impact of covid-19 on their sample. This will include academic information (i.e., type of instruction, such as synchronous vs. asynchronous, money spent on supplies, such as new computer), family changes (deaths, loss of job, significant change in income), etc. These data will be broken down by gender, age, racial/ethnic groups and diagnostic status, when possible, to help identify individuals most at risk for these changes. Exact information will vary by presenter, based on available data, but will aim to establish the impact on students of all ages during quarantine period of COVID-19. Then, each presenter will discuss academic and psychopathology-related outcomes within their unique sample. Specifically, the first presenter will discuss how parental factors, including parenting style, psychopathology and confidence in remote learning, impacted academic outcomes for grade school youth with and without ADHD. The second presenter will share findings regarding relationship between generalized and social anxiety, social media use and remote learning in a sample of anxious adolescents. The third presenter will discuss the impacts of ADHD, socioeconomic status, and race/ethnicity on grade point average for high school students during the pandemic. The final presenter will discuss psychological, academic, and financial impacts of the pandemic among racially/ethnically diverse college students. Together, these studies shed light on the impacts of remote learning across the educational continuum. Using insights from these data, we can inform current and future educational practices related to remote learning, aiming to ensure success for all students, include those who are most vulnerable. This symposium will also briefly touch on avenues for future research as well as possible policy implications aimed at optimizing remote learning.
Presenter: Jill Stadterman, M.A. – Fordham University
Co-author: Melanie Silverman, MA – Fordham University
Co-author: Emily Hirsh, MA – Fordham University
Co-author: Amy Roy, PhD – Fordham University
Presenter: Jennifer L. de Rutte, M.A. – The Graduate Center, City University of New York
Co-author: Abigail Findley, PhD – The Graduate Center, CUNY
Co-author: Amy Roy, PhD – Fordham University
Co-author: Tracy Dennis-Tiwary, PhD – Hunter College
Presenter: Rosanna Breaux, Ph.D. – Virginia Tech
Co-author: Melissa R. Dvorsky, Ph.D. – Children’s National Health System
Co-author: Joshua Langberg, PhD – Virginia Commonwealth University
Co-author: Stephen P. Becker, Ph.D. – University of Cincinnati College of Medicine
Presenter: Carrie Masia, Ph.D. – Montclair State University
Co-author: Carrie Masia, Ph.D. – Montclair State University
Co-author: Jazmin Reyes-Portillo, Ph.D. – Montclair State University