J Child Adolesc Ment Health. 2025 Jun 3:1-17. doi: 10.2989/17280583.2025.2490646. Online ahead of print.
ABSTRACT
Background: During the COVID-19 pandemic, students in Victoria, Australia, completed two years of virtual schooling, which has been reported to contribute to many academic, social, and mental health impacts. Thus, it is important to capture the voices of the students as they adjust to schooling in a post-pandemic era.Method: The current study utilised focus groups and semi-structured interviews to explore the experiences and needs of eight secondary school students in Victoria. Thematic analysis was employed to elicit themes.Findings: Participants’ lived realities formed four main themes: (i) social interactions, (ii) academic pressure and classroom dynamics, (iii) mixed views about school well-being efforts, and (iv) re-learning school routines and expectations. A diverse range of experiences (i.e., categorised into sub-themes) were captured across these four themes. Some participants struggled to adapt to socialising in person again, whilst others indicated that their social networks broadened after forming unlikely friendships online. Participants reported that school well-being approaches felt ingenuine and tokenistic. Participants also discussed their challenges with having to stick to routines and timetables and missed the flexibility of home-based learning during lockdowns.Conclusion: The implications of these findings are discussed, and student-identified strategies are outlined to facilitate student engagement and well-being in a post-pandemic era.
PMID:40457847 | DOI:10.2989/17280583.2025.2490646
