The mismatch of virtual instruction practices with young adolescents’ developmental needs
Abstract
The COVID-19 pandemic caused schools to shift to virtual or hybrid instruction, thrusting young adolescents into a very different educational environment. Stage-environment fit theory outlines ways in which educational contexts may, or may not, meet the developmental needs of young adolescents. Yet little is known about how virtual environments fit the needs of middle schoolers. To assess this, we surveyed 430 middle school students in California during emergency distance learning. Open- and close-ended survey questions revealed the ways in which virtual schooling was not able to match the needs of these young adolescents. Student responses included challenges related to lack of connections with peers and teachers, difficulty working independently, and general mental health issues. Though limited, these results highlight the ways in which to consider developmental stages when altering school contexts in the face of the COVID-19 pandemic. Such findings offer insights on how to adjust online practices so that they can better support the developmental needs of middle school students.
Publication Title
Middle School Journal
Recommended Citation
Renick, J., & Reich, S. (2023). The mismatch of virtual instruction practices with young adolescents’ developmental needs. Middle School Journal, 54 (2), 28-40. https://doi.org/10.1080/00940771.2022.2163219
