“Our Social Lives Were Kind of Ruined”: Challenges and Sources of Support During COVID-19 Distance Learning Among Latinx High School Students

Abstract

The aim of this study was to better understand Latinx adolescents’ experiences during the pandemic and the transition to distance learning. Guided by the community cultural wealth framework, this study focuses on the key challenges and the sources of support that Latinx adolescents relied on during this unique period. Participants included 40 Latinx high school students from Southern California (28 female, 12 male; 75% Mexican or Mexican-American) between the ages of 14 and 17. A semi-structured interview was conducted with each participant; a thematic analysis approach was used to identify the key themes. Five themes emerged as the prominent challenges Latinx adolescents faced during the transition to distance learning. These challenges included disrupted peer relations, academic and motivation difficulties, home distractions, distant teacher relations, and poor mental health. In terms of the sources of support and coping resources to manage these challenges, the four key themes were supportive teacher relations, positive friend interactions, future aspirations, and supportive family relations. The findings provide insights into Latinx adolescents’ experiences and sources of stress and support during distance learning. The findings have implications for how schools can best support Latinx youth with the transition to in-person schooling.