远程教学与学生心理健康：来自疫情期间瑞典的证据
Remote Instruction and Student Mental Health: Swedish Evidence from the Pandemic
American Economic Journal: Economic Policy · 2024 · [{"name": "Evelina Björkegren", "affiliation": ["Stockholm University"]}, {"name": "Helena Svaleryd", "affiliation": ["Uppsala University"]}, {"name": "Jonas Vlachos", "affiliation": ["Stockholm University"]}]
中文摘要
当 COVID-19 到达瑞典时，高中阶段学生（17–19 岁）转向远程教学，而初中阶段学校（14–16 岁）仍保持开放。我们将这一情境作为自然实验，分析教学模式如何影响学生心理健康。我们发现，远程教学使心理健康护理使用量下降了 4.4%，这一下降主要源于抑郁和焦虑的诊断与处方减少。该下降在整个研究期内持续存在：在最初停课 21 个月后、学校恢复正常运营 9 个月后依然存在。这表明远程教学可能带来心理健康方面的收益，至少在中期内如此。(JEL I12, I18, I21, I28, I31)
Abstract
When COVID-19 reached Sweden, upper-secondary students (ages 17–19) transitioned to remote instruction, while lower-secondary schools (ages 14–16) remained open. We use this setting as a natural experiment to analyze how modes of instruction affect student mental health. We find a 4.4 percent decrease in mental health care use from remote instruction, primarily due to fewer diagnoses and prescriptions for depression and anxiety. The reduction persists throughout the study period; 21 months after the initial closure and 9 months after schools resumed usual operations. This suggests potential mental health benefits from remote instruction, at least in the medium term. (JEL I12, I18, I21, I28, I31)