The Effects of Online Learning on School Connectedness and School Belonging and Its Relationship to At-Risk Adolescent Subjective Well-Being During COVID-19

Abstract

This study examines the impact of instructional modality and the relationship between school connectedness, school belonging and adolescent subjective well-being in an alternative high school setting. We seek to determine if instructional modality in a high school environment has a negative or positive effect on school connectedness and school belonging and how that mediates subjective well-being. The importance of assessing the effects of instructional modality on subjective well-being from the perspective of the at-risk adolescents and tailoring suitable programs, supports and interventions to address mental health will be addressed.