The Impact of COVID-19 on Education Experiences of High School Students in Semi-Rural Georgia

BACKGROUND: This study examines the consequences of COVID-19 pandemic on academic and career concerns of high school students; relationship between attendance and grades with educational concerns; and association between student perception of the pandemic and decision to attend school virtually or in-person. METHODS: Diverse students in grades 9-12 from two public high schools in semi-rural Georgia (n = 666) completed a survey shortly after school closures. Survey results were linked to academic and demographic data. Analyses were examined for differences by demographic and education measures. RESULTS: Overall, 60% expressed academic worry and reported obstacles to virtual learning. Hispanic students expressed more worry and less confidence while black students reported less worry than peers. Females indicated more worry than males. Grade 12 students reported greater academic and career worry than younger students. Students eligible for free and reduced lunch expressed more worry and obstacles than peers. Non-honors and low-attendance students reported more worry about grades and graduation than their counterparts. CONCLUSIONS: Results can inform targeted multi-level interventions to reduce the pandemic's effects on learning and ensure healthy trajectories for development across demographics. Stakeholders must take proactive measures to recover from academic loss to ensure our youth's healthy development.