Student stress and mental health during online learning: Potential for post-COVID-19 school curriculum development

Abstract

This article aims to analyze the trend of publications on student stress and mental health topics during online learning as well as the potential for post-COVID-19 curriculum development. 1456 articles were analyzed by the bibliometric method. Data were obtained from the Scopus database consisting of 1382 articles, 73 review articles, 1 conference article. Based on the analysis, Li X is the most productive author with 16 documents, while in terms of the number of citations, Wang C ranks first with 3897 citations. Meanwhile the most frequently used keywords were COVID-19 (n = 862), followed by stress (n = 312), mental health (n = 260), anxiety (n = 248), and depression (n = 214). These represent the trend of publications related to the topics discussed in 2020. Moreover, alternative research themes such as online learning, higher education, sleep, loneliness, perceived stress, insomnia, emotional intelligence, and psychological resilience can be further investigated in the future. This article recommends developing a curriculum that can accommodate various issues during COVID-19 and the changing learning climate after the pandemic. The potential for post-COVID-19 school curriculum development is also discussed.

Keywords

• Student stress
• Mental health
• Online learning
• Curriculum development