MENTAL HEALTH SUPPORT SYSTEMS IN HYBRID LEARNING ENVIRONMENTS IN 2023: ADDRESSING POST-PANDEMIC STUDENT AND EDUCATOR WELL-BEING
DOI:
https://doi.org/10.29121/shodhkosh.v4.i1.2023.6208Keywords:
Hybrid Learning, Mental Health, Post-Pandemic Education, Student Well-Being, Educator Well-Being, Support Systems, Qualitative ResearchAbstract [English]
The COVID-19 pandemic accelerated the widespread adoption of hybrid learning models, reshaping educational practices in ways that continue to affect students and educators in 2023. While hybrid environments offer flexibility and increased accessibility, they also introduce unique stressors that contribute to mental health challenges, including digital fatigue, isolation, and blurred boundaries between academic and personal life. This study examines the mental health implications of hybrid learning for both students and educators, with particular attention to the effectiveness of institutional support systems. Employing a qualitative research design, data were collected through semi-structured interviews, focus groups, and document review to capture lived experiences and perceptions of well-being. Thematic analysis revealed several recurring challenges: students reported difficulties with motivation, belonging, and equitable access to digital resources, while educators highlighted increased workload, technological anxiety, and emotional labor. Although institutions expanded online counseling and wellness initiatives, these supports were found to be inconsistent and disproportionately student-focused. The findings underscore the need for holistic and sustainable approaches to mental health that integrate systemic support for both students and educators. Ultimately, the study concludes that prioritizing well-being is essential for the long-term success and equity of hybrid learning environments.
References
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., … Kessler, R. C. (2018). The WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–638. https://doi.org/10.1037/abn0000362 DOI: https://doi.org/10.1037/abn0000362
Benton, S. A., Boyd, C. D., Nix, J. K., & Sontag-Padilla, L. (2020). Teletherapy and mental health support in higher education during COVID-19. Journal of College Student Psychotherapy, 34(4), 1–17. https://doi.org/10.1080/87568225.2020.1842270
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934 DOI: https://doi.org/10.1016/j.psychres.2020.112934
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066 DOI: https://doi.org/10.1177/1098300717732066
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5 DOI: https://doi.org/10.1007/s11528-019-00375-5
Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3–10. https://doi.org/10.1016/j.jadohealth.2009.08.008 DOI: https://doi.org/10.1016/j.jadohealth.2009.08.008
Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381 DOI: https://doi.org/10.1111/bjep.12381
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628 DOI: https://doi.org/10.1080/00131910124115
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352 DOI: https://doi.org/10.1016/j.system.2020.102352
Ma, Z., Zhao, J., Li, Y., Chen, D., Wang, T., Zhang, Z., … Wang, J. (2021). Mental health problems and correlates among 746,217 college students during the coronavirus disease 2019 outbreak in China. Epidemiology and Psychiatric Sciences, 30, e61. https://doi.org/10.1017/S2045796021000382 DOI: https://doi.org/10.1017/S2045796020000931
Means, B., & Neisler, J. (2021). Teaching and learning in the time of COVID: The student perspective. Online Learning, 25(1), 8–27. https://doi.org/10.24059/olj.v25i1.2496 DOI: https://doi.org/10.24059/olj.v25i1.2496
Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Public Health in Practice, 1, 100041. https://doi.org/10.1016/j.puhip.2020.100041 DOI: https://doi.org/10.3389/fpubh.2020.574969
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. https://doi.org/10.3102/0013189X211004138 DOI: https://doi.org/10.3102/0013189X211004138
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Computers & Education, 143, 103694. https://doi.org/10.1016/j.compedu.2019.103694
Reavley, N. J., & Jorm, A. F. (2010). Prevention and early intervention to improve mental health in higher education students: A review. Prevention Science, 11(3), 249–256. https://doi.org/10.1007/s11121-010-0173-8
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), e21279. https://doi.org/10.2196/21279 DOI: https://doi.org/10.2196/21279
UNESCO. (2021). Supporting learning recovery one year into COVID-19. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000376061
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons from COVID-19. Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/primary/p/216179/ DOI: https://doi.org/10.70725/307718pkpjuu
WHO. (2020). Mental health and COVID-19: Early evidence of the pandemic’s impact. Geneva: World Health Organization. https://www.who.int/publications/i/item/WHO-2019-nCoV-Sci_Brief-Mental_health-2022.1
Wind, T. R., Rijkeboer, M., Andersson, G., & Riper, H. (2020). The COVID-19 pandemic: The ‘black swan’ for mental health care and a turning point for e-health. Internet Interventions, 20, 100317. https://doi.org/10.1016/j.invent.2020.100317 DOI: https://doi.org/10.1016/j.invent.2020.100317
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Banti Dutta
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
