The COVID-19 Pandemic prompted a rapid shift from in-person to remote learning, disrupting students’ academic experiences as well as their mental and physical health. The impact of teaching mode on these outcomes, particularly among Canadian postsecondary students, remains underexplored. This study examined relationships between teaching mode and Canadian postsecondary students’ academic experiences, mental health, and health behaviours during the first two years of the pandemic. Data came from the International COVID-19 Awareness and Responses Evaluation (iCARE) study, a multi-wave cross-sectional survey. This analysis included 2164 postsecondary students reporting online (n = 963), hybrid (n = 649), or in-person (n = 413) learning, with data collected between 29 October 2020, and 13 September 2022. Selected questions assessed academic experiences, mental health, and health behaviours. Descriptive statistics and multivariable logistic regression were used to examine associations with teaching mode. Online students reported the poorest mental health outcomes, greatest declines in physical activity, and increased alcohol use. Hybrid students faced the greatest academic-related declines. In-person students reported higher satisfaction with school but poorer dietary habits and increased e-cigarette use. Online students also anticipated greater benefits from in-person learning than in-person students reported. Challenges were more pronounced among females, lower-income students, and those with pre-existing health conditions. Teaching mode appeared to significantly influence student well-being during the pandemic, with online students reporting the worst overall outcomes. However, these effects are difficult to isolate given the variation in home and social environments. Findings highlight the need for targeted supports across learning formats and longitudinal research examining how these outcomes evolve over time.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)