Impact of the shift to online distance learning during COVID-19 on the mental wellbeing of VET-students.

Abstract

Following the COVID-19 pandemic, it is crucial to comprehensively understand the sociological and psychological consequences of the social distancing measures. This study focuses on the at-risk mental wellbeing of Vocational Education Training (VET) students during the transition from traditional to online distance education (ODL). Practical courses and internships, integral to this hands-on education, faced challenges transitioning to ODL. Furthermore, the study delves into the distinct impact on students with neurodevelopmental conditions and students with varying levels of social support. This study's significance lies in examining these distinct groups to understand their responses to the shift to ODL, considering the potential additional challenges they may face during such crisis situations. Utilizing the Youth Got Talent dataset (N=436), the study examines the relationship between the extent of participation in ODL and mental wellbeing, specifically future emotions. Multiple linear regression reveals no significant overall effect of ODL on future emotions. However, a notable exception is found for students experiencing ADHD without a doctor's diagnosis, indicating to have significantly fewer positive emotions about the future with increased ODL participation. This emphasizes the need to address potential educational inequalities for students with ADHD during crisis times in policymaking. As well as unravel the unique challenges faced by students with ADHD in online education settings in further research. Interestingly, no moderation effect of social support is identified, suggesting a need for additional research to explore the mediating role of social support.