Mental health is an increasing concern for today’s youth, with one in six U.S. children and adolescents aged 6-17 experiencing a mental health disorder each year, and 50% of all lifetime mental illnesses begin by age 14. The COVID-19 pandemic, which resulted in lockdowns, social isolation, school closures, and ultimately a disruption in everyday life, is believed to have adversely impacted the mental health of children and adolescents. There is limited research available on the impacts of the pandemic on adults, and even less research is available on the impact of the pandemic on youth, specifically as we navigate the world post-lockdowns, social isolation, and distance or hybrid learning. It is imperative to identify the changes in the mental health needs of students following the COVID-19 pandemic to guide the implementation of targeted interventions and support within the school settings. This data can be used to guide educators in promoting positive mental health outcomes for students. The purpose of this study is to identify changes in mental health outcomes in students following the COVID-19 pandemic and to explore the relationship between school-based resilience assets and mental health outcomes (depression and suicidality) for these students. Data from the 2018-2019 and 2021-2022 California Healthy Kids Survey (CHKS) Core Modules was analyzed to determine change in mental health in adolescents following the COVID-19 pandemic.
Findings indicated poorer mental health across all groups following the COVID-19 pandemic. More adolescents reported symptoms of depression and suicidal ideation post-COVID-19, specifically, rates of depression were significantly higher in female, transgender, non-binary, and lesbian or gay and bisexual adolescents. Suicidal ideation was significantly higher in transgender, non-binary, and lesbian or gay adolescents following the pandemic. Additionally, school-based resilience assets significantly decreased following the pandemic, resulting in lower perceptions of support within the school setting. The findings of this study highlight the disparities in adolescent mental health and school experiences, especially among students who identify as LGBT+.
","abstract_html":"<p>Mental health is an increasing concern for today’s youth, with one in six U.S. children and adolescents aged 6-17 experiencing a mental health disorder each year, and 50% of all lifetime mental illnesses begin by age 14. The COVID-19 pandemic, which resulted in lockdowns, social isolation, school closures, and ultimately a disruption in everyday life, is believed to have adversely impacted the mental health of children and adolescents. There is limited research available on the impacts of the pandemic on adults, and even less research is available on the impact of the pandemic on youth, specifically as we navigate the world post-lockdowns, social isolation, and distance or hybrid learning. It is imperative to identify the changes in the mental health needs of students following the COVID-19 pandemic to guide the implementation of targeted interventions and support within the school settings. This data can be used to guide educators in promoting positive mental health outcomes for students. The purpose of this study is to identify changes in mental health outcomes in students following the COVID-19 pandemic and to explore the relationship between school-based resilience assets and mental health outcomes (depression and suicidality) for these students. Data from the 2018-2019 and 2021-2022 California Healthy Kids Survey (CHKS) Core Modules was analyzed to determine change in mental health in adolescents following the COVID-19 pandemic. <strong></strong></p> <p>Findings indicated poorer mental health across all groups following the COVID-19 pandemic. More adolescents reported symptoms of depression and suicidal ideation post-COVID-19, specifically, rates of depression were significantly higher in female, transgender, non-binary, and lesbian or gay and bisexual adolescents. Suicidal ideation was significantly higher in transgender, non-binary, and lesbian or gay adolescents following the pandemic. Additionally, school-based resilience assets significantly decreased following the pandemic, resulting in lower perceptions of support within the school setting. The findings of this study highlight the disparities in adolescent mental health and school experiences, especially among students who identify as LGBT+.</p>","abstract_has_math":false,"creators":["Belom, Tanya"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Kelly Kennedy, Ph.D.","Amy-Jane Griffiths, Ph.D.","Lana Le, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-01T07:00:00Z","date_published":"2025-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:43Z","subjects":["mental health","COVID-19","adolescent","youth","United States","resilience","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/99","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kelly Kennedy, Ph.D.","Amy-Jane Griffiths, Ph.D.","Lana Le, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Belom, Tanya"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mental health","COVID-19","adolescent","youth","United States","resilience","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/99"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Mental health is an increasing concern for today’s youth, with one in six U.S. children and adolescents aged 6-17 experiencing a mental health disorder each year, and 50% of all lifetime mental illnesses begin by age 14. The COVID-19 pandemic, which resulted in lockdowns, social isolation, school closures, and ultimately a disruption in everyday life, is believed to have adversely impacted the mental health of children and adolescents. There is limited research available on the impacts of the pandemic on adults, and even less research is available on the impact of the pandemic on youth, specifically as we navigate the world post-lockdowns, social isolation, and distance or hybrid learning. It is imperative to identify the changes in the mental health needs of students following the COVID-19 pandemic to guide the implementation of targeted interventions and support within the school settings. This data can be used to guide educators in promoting positive mental health outcomes for students. The purpose of this study is to identify changes in mental health outcomes in students following the COVID-19 pandemic and to explore the relationship between school-based resilience assets and mental health outcomes (depression and suicidality) for these students. Data from the 2018-2019 and 2021-2022 California Healthy Kids Survey (CHKS) Core Modules was analyzed to determine change in mental health in adolescents following the COVID-19 pandemic.
Findings indicated poorer mental health across all groups following the COVID-19 pandemic. More adolescents reported symptoms of depression and suicidal ideation post-COVID-19, specifically, rates of depression were significantly higher in female, transgender, non-binary, and lesbian or gay and bisexual adolescents. Suicidal ideation was significantly higher in transgender, non-binary, and lesbian or gay adolescents following the pandemic. Additionally, school-based resilience assets significantly decreased following the pandemic, resulting in lower perceptions of support within the school setting. The findings of this study highlight the disparities in adolescent mental health and school experiences, especially among students who identify as LGBT+.
"]},{"key":"dc:source","label":"Dc Source","values":["Belom, T. J. (2025). The kids aren’t alright: Changes in the mental health of adolescents post-COVID-19. [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000672"]},{"key":"dc:title","label":"Title","values":["The Kids Aren’t Alright: Changes in the Mental Health of Adolescents Post-COVID-19"]}]}],"canonical_facts":{"dc:contributor":["Kelly Kennedy, Ph.D.","Amy-Jane Griffiths, Ph.D.","Lana Le, Ph.D."],"dc:creator":["Belom, Tanya"],"dc:description.abstract":["Mental health is an increasing concern for today’s youth, with one in six U.S. children and adolescents aged 6-17 experiencing a mental health disorder each year, and 50% of all lifetime mental illnesses begin by age 14. The COVID-19 pandemic, which resulted in lockdowns, social isolation, school closures, and ultimately a disruption in everyday life, is believed to have adversely impacted the mental health of children and adolescents. There is limited research available on the impacts of the pandemic on adults, and even less research is available on the impact of the pandemic on youth, specifically as we navigate the world post-lockdowns, social isolation, and distance or hybrid learning. It is imperative to identify the changes in the mental health needs of students following the COVID-19 pandemic to guide the implementation of targeted interventions and support within the school settings. This data can be used to guide educators in promoting positive mental health outcomes for students. The purpose of this study is to identify changes in mental health outcomes in students following the COVID-19 pandemic and to explore the relationship between school-based resilience assets and mental health outcomes (depression and suicidality) for these students. Data from the 2018-2019 and 2021-2022 California Healthy Kids Survey (CHKS) Core Modules was analyzed to determine change in mental health in adolescents following the COVID-19 pandemic.
Findings indicated poorer mental health across all groups following the COVID-19 pandemic. More adolescents reported symptoms of depression and suicidal ideation post-COVID-19, specifically, rates of depression were significantly higher in female, transgender, non-binary, and lesbian or gay and bisexual adolescents. Suicidal ideation was significantly higher in transgender, non-binary, and lesbian or gay adolescents following the pandemic. Additionally, school-based resilience assets significantly decreased following the pandemic, resulting in lower perceptions of support within the school setting. The findings of this study highlight the disparities in adolescent mental health and school experiences, especially among students who identify as LGBT+.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/99"],"dc:source":["Belom, T. J. (2025). The kids aren’t alright: Changes in the mental health of adolescents post-COVID-19. [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000672"],"dc:subject":["mental health","COVID-19","adolescent","youth","United States","resilience","Educational Psychology"],"dc:title":["The Kids Aren’t Alright: Changes in the Mental Health of Adolescents Post-COVID-19"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:43Z"}