This article explores the advantages and risks of online schooling through a rapid overview of existing research and an empirical study conducted with students from a Bucharest secondary school. International data reveal that while online education ensured learning continuity during the pandemic, it also generated multiple challenges. Reported negative effects include cognitive issues (reduced attention and memory), socio-emotional difficulties (isolation, anxiety, cyberbullying, Internet addiction), and physical problems (sedentary behaviour, obesity, eye strain, headaches). Educational disparities, limited access to technology, and the need for parental assistance further deepened inequalities. Children with special educational needs were particularly affected by the suspension of support services during confinement periods. A key conclusion of the literature review is the limited representation of children’s perspectives, as most studies rely on adults’ views or restrictive survey instruments. To address this gap, a qualitative study conducted in March 2025 gathered the opinions of 53 students (grades 5–7) regarding the perceived effects of online schooling. Findings confirm many of the global concerns – declines in physical health, emotional well-being, and learning motivation – while also highlighting children’s resilience, adaptability, and creative engagement with digital tools. The study emphasizes the importance of including children’s voices in educational research and policymaking and calls for measures that balance protection from online risks with opportunities for digital participation and development.
Marinescu et al. (2025) studied this question.