Abstract The COVID-19 pandemic caused school closures around the world and forced millions of adolescents into virtual learning environments (UNESCO 2022). While early research mainly focused on immediate academic setbacks, more recent studies have started examining the long-term academic and social-emotional effects of this disruption. This literature review analyzes national data, peer-reviewed research, and policy reports to better understand how pandemic-era virtual education continues to affect adolescents. Large-scale assessments show lasting academic gaps, especially in mathematics, even as recovery has begun (National Center for Education Statistics NCES 2024). Research also shows continuing challenges in social development including: reduced peer interaction, behavioral concerns, and emotional regulation difficulties (Racine et al. 2021). At the same time, some studies highlight positive outcomes such as improved digital literacy and stronger independent learning skills. Overall, current research suggests that the effects of pandemic learning are still unfolding, and more long-term studies are needed to understand how this generation will be impacted. These findings are important for shaping future education policies and student support systems.
Kritika Panthangi (Thu,) studied this question.
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