Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand (N = 2,310; 1,288 female; M_age = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15–18 years) generally reported higher stress indicators as compared to males and younger (age 12–14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect.

学生受到COVID-19大流行的多重影响：对自己和家人健康的威胁，学校的停课，并在2020年3月，漫长的身体疏散夏天转向在线学习，然后面临重返校园的挑战在2020年秋季出现。尽管这种流行病对全球健康的破坏性很大，但人们对心理健康危机的“第二波”，尤其是对学龄儿童和青少年的“第二波”猜测很多。然而，很少有研究向学生询问大流行期间的经历。本研究涉及两千多名（N  = 2,310； 1,288名女性；M_年龄 = 14.5）2020年秋季返校的前几周，阿尔伯塔省12至18岁的学生。学生完成了一项在线调查，询问他们对COVID-19（秋季返校）的看法经历（94.9％的人亲自返回），他们自我报告的大流行相关压力以及他们的行为，影响和认知功能在9月的前几周。大多数学生（84.9％）亲自返回学校。学生们报告了对他们的健康，家庭禁闭和保持社交联系的中等程度和同等的关注。学生压力水平也超过样本的25％的临界阈值，女性和年龄较大的青少年（15至18岁）的压力指标普遍高于男性和年龄较小的青少年（12至14岁）。多变量分析表明，压力指标与自我报告的行为担忧（即行为问题，负面影响和认知/注意力不集中）成正相关且显着相关，而压力唤醒（如睡眠问题，过度警惕）导致行为方面的显着差异关注。讨论的结果是在学校如何在COVID-19期间向学生提供两种普遍反应的背景下进行的，他们知道大多数学生都很好地应对，而有些人可能需要更有针对性的策略来应对压力唤醒和加剧的负面影响。高度警惕）导致了行为关注方面的显着差异。讨论的结果是在学校如何在COVID-19期间向学生提供两种普遍反应的背景下进行的，他们知道大多数学生都很好地应对，而有些人可能需要更有针对性的策略来应对压力唤醒和加剧的负面影响。高度警惕）导致了行为关注方面的显着差异。讨论的结果是在学校如何在COVID-19期间向学生提供两种普遍反应的背景下进行的，他们知道大多数学生都很好地应对，而有些人可能需要更有针对性的策略来应对压力唤醒和加剧的负面影响。