What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [ES] = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person—differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider among 10th–12th graders than ninth graders.

远程上学而不是亲自上学对社会、情感和学业有什么影响？我们使用从N收集的调查数据来解决这个问题 = 6,576 名高中生位于一个大型多元化学区，允许家庭在 2020 年秋季选择任何一种形式。控制在 COVID-19 大流行开始前 1 个月收集的基线幸福感指标以及人口统计数据、高中与亲自上学的同学相比，远程上学的学生报告的社交、情感和学业幸福感水平较低（效应量 [ES] 分别为 0.10、0.08 和 0.07 标准差）——性别差异一致、种族和民族以及社会经济地位亚组，但 10 至 12 年级学生的范围明显大于 9 年级学生。