By: Amity Kulis, PsyD
Pediatric Neuropsychologist, NESCA
A recent article published by NBC News highlights the multiple stressors facing school-aged children and their families during this pandemic, with a more specific focus on the differing stress levels between remote and in-person learners. It is becoming clearer that during this time, learners and their families are facing higher rates of depression and anxiety, and there are concerns that students who are attending school remotely are learning less, particularly children with disabilities and those from low-income families.
A recent study from NBC News and Challenge Success, a nonprofit affiliated with Stanford Graduate School of Education, compared the differences between students who have been learning exclusively online and those who have been able to attend at least partially in-person. The study involved more than 10,000 students in 12 U.S. high schools who completed a self-questionnaire provided by the research study. The high schools were reported to come from multiple locations around the country (Arizona, Texas, New York and Midwest) and were descried as “demographically similar to the nation in terms of student family income,” though this was not true of being matched for race and likely other factors not discussed in the article. This also does not appear to be a peer-reviewed study, which suggests limitations to predictive power of the outcomes. Nevertheless, findings suggested that students who spent time in the classroom self-reported lower rates of stress and worry than students who were fully remote. An alarming finding was that half of all students, regardless of how they were attending school at the time of the study, reported they were more stressed by school than they had been during the previous year. Students reported exhaustion, headaches, insomnia or other stress-related ailments at high levels – regardless of whether they were in-person or not – with the highest rates being for remote learners: 84 percent fully remote learners; 82 percent hybrid students; and 78 percent fully in-person.
The article suggested that additional stressors found for remote students included on average more homework and that these remote students were also less likely to feel they had an adult they could go to with a personal problem. Anecdotally, one teacher commented, “In the room, you get more eye contact.” The teacher added, “On the screen, oftentimes the kid could be sitting in front of a window. You can’t see them, so it’s hard to make sure they’re attentive.”
While there are limitations to this study, it is clear that students and their families are currently experiencing a high level of stress. Many schools have been aware of this problem and have taken steps to embed extra programming into their students’ weeks. We need to continue to prioritize community connection and wellness for students attending school in-person and online. It is important to ensure that students know who they can reach out to and how, particularly those learners who are not stepping foot into a school building this year. It is also important to build in opportunities for stress management, as well as instruction in healthy habits, such as exercise, sleep hygiene and healthy eating. Clearly both children and their caregivers could benefit from this type of support right now. If you or a loved one is experiencing heightened emotional stress, it is important to reach out for help. This can include alerting your child’s school to their increasing stress, as well as bringing concerns to your child’s doctor. A referral to a psychologist or licensed mental health professional may be in order to help you and your child through this difficult time.
Source: Remote Students Are More Stressed Than Their Peers In The Classroom, Study Shows by Erin Einhorn, 2/15/2021 published by NBC News.
About the Author
Dr. Amity Kulis joined NESCA in 2012 after earning her doctoral degree in clinical psychology from the Massachusetts School of 
Professional Psychology, with a concentration in Children, Adolescents and Families (CAF). She completed post-doctoral training in pediatric neuropsychology with an emphasis on treating children with developmental, intellectual, learning and executive functioning challenges. She also has extensive training psychological (projective) testing and has conducted individual and group therapies for children of all ages. Before joining NESCA, Dr. Kulis worked in private practices, clinics, and schools, conducting comprehensive assessments on children ranging from toddlers through young adults. In addition, Dr. Kulis has had the opportunity to consult with various school systems, conducting observations of programs, and providing in-service trainings for staff. Dr. Kulis currently conducts neuropsychological and psychological (projective) assessments for school-aged children through young adulthood. She regularly participates in transition assessments (focusing on the needs of adolescents as they emerge into adulthood) and has a special interest in working with complex learners that may also struggle with emotional challenges and psychiatric conditions. In addition to administering comprehensive and data-driven evaluations, Dr. Kulis regularly conducts school-based observations and participates in school meetings to help share her findings and consultation with a student’s TEAM.
To book an evaluation with Dr. Kulis or one of our many other expert neuropsychologists and transition specialists, complete NESCA’s online intake form.
Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.
Since we were very aware that some parents would not be comfortable with this model, we continued our exploration and education, landing on an innovative two-office model. The two-office set-up involves a four foot by eight foot clear plexiglass window to be installed between two offices. This allows for clear observation of the child by the evaluator, the ability for the child and evaluator to communicate with each other via a high-quality intercom system and for the evaluator to visually demonstrate activities that the child is asked to perform during testing. A parent helper can be allowed in the room with the child should they need support during the session. Again, many of the tests would be administered via an iPad, which is controlled by the evaluator in the adjoining room. All additional test materials are organized and arranged in the office where the child is prior to testing.
NESCA’s two-office approach was piloted in our Londonderry, N.H. office by Dr. Angela Currie. Due to its maximum risk reduction for all parties and its similarity to the standard testing experience, NESCA expanded its testing capabilities with this model to the Newton office, where there are currently two of these testing areas available. While it does have some limitations, it is working very well with our families.
neuropsychologist who has been practicing for almost 20 years. In 1996, she jointly founded the Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost ten years. During that time, CEC emerged as a leading regional center for the diagnosis and remediation of both learning disabilities and Autism Spectrum Disorders.
(or adolescent or adult) is developing skills at a rate and capacity commensurate with their age and ability level. In order to do this in an efficient, equitable, and consistent manner, test developers identify skills they think are important in learning, devise a task that appears to quantifiably measure that skill, give that task to children in different age groups and then transform the raw scores attained by the children into a common scale. This allows them to compare different children within an age group, and this also allows them to compare the same child at different ages. Some common measurement scales are standard scores, scaled scores, Z scores, T-scores and percentiles. All of these formats are based on a normal distribution (remember the bell curve?) in which the majority of scores fall within a certain area with increasingly fewer scores falling at either end. The “bump” where most scores fall is described as average (between 25th and 75th%ile) with the tails receiving an above or below average description. While these descriptions do not begin to capture the whole child, they do convey information about how a child is performing relative to developmental expectations based on what we know about children of the same age. They can also tell us if the child is making age expected progress according to their unique learning curve. Furthermore, most people are good at some things and not so good at others, and the pattern of their scores can often give us valuable information about their learning profile.
Formerly an adolescent and family therapist, 
Formerly an adolescent and family therapist, 
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