The global pandemic accelerated the transition from conventional face-to-face to distant online education. This study aims to investigate the disparities in mental health challenges among students undergoing remote online learning during the educational disruption and their current psychological status upon transitioning back to in-person learning. Students at public universities experienced high levels of psychological distress, stress, anxiety, and depression. The study revealed an association between mental health concerns and demographic factors, including socioeconomic status and gadget use. While students' mental well-being improved after in-person learning, they faced challenges in managing stress and developing self-directed learning skills. The research recommends implementing hybrid learning policies, wellness days, mental health awareness initiatives, and frequent breaks to enhance intellectual and psychological development. This research provides a significant basis for establishing international standards for student mental health care and directs higher education institutions worldwide towards more resilient, adaptable, and supportive educational settings.
Helene Daya (Sun,) studied this question.