On December 13, 2025, new research revealed that children who returned to in-person schooling during the COVID-19 pandemic experienced significantly fewer mental health diagnoses compared to their peers who remained in remote learning environments. The study, summarized by ScienceDaily from peer-reviewed sources, found that children who engaged in face-to-face education showed notable improvements in psychological well-being, including reductions in anxiety, depression, and ADHD diagnoses. These findings suggest that the return to physical classrooms provided crucial social interaction and a structured learning environment that contributed positively to the mental health of students during the pandemic.
The research contributes to a growing body of evidence exploring the impact of different educational formats on children’s mental health outcomes. While in-person schooling was linked to a decrease in mental health issues, experts caution that both remote and in-person learning presented distinct challenges during the pandemic. Remote learning, for example, created social isolation and disruptions in routine, which contributed to mental health difficulties in some children. Conversely, in-person schooling exposed students to the potential stresses of the pandemic environment, including fears about health risks and adjustments to new safety protocols.
The study underscores the importance of in-person interaction and structured school environments in fostering better mental health in children. Experts believe that face-to-face learning experiences can offer vital social connections, emotional support, and routine stability—factors that are essential for children’s psychological development. Furthermore, the research calls for continued investigation into the long-term effects of different learning models on child mental health. Understanding how various educational formats impact mental health will be crucial for shaping future educational strategies and supporting students in the aftermath of the pandemic.
While the study shows promising results, experts emphasize that the long-term effects of the pandemic on children’s mental health are still not fully understood. Further research is needed to explore how children adapt to different learning environments over time and how best to support their mental well-being in the future. Researchers are also keen to understand how the combination of remote and in-person learning strategies could be optimized for the benefit of all students, ensuring that any negative impacts of isolation or social disruption are mitigated.
In conclusion, while the shift back to in-person schooling appears to have had a positive impact on children’s mental health, it is clear that the challenges posed by both remote and in-person education during the pandemic will require ongoing attention. As the educational system moves forward, understanding these dynamics and developing responsive strategies will be critical to ensuring that all students receive the support they need to thrive both academically and emotionally.
