The Transition to In-Person Schooling Following the COVID-19 Pandemic: A Qualitative Study Among Latinx Adolescents

Abstract

The aim of this study was to better understand Latinx adolescents’ experiences in their transition to in-person schooling following the COVID-19 pandemic. The study focuses on the challenges and sources of support that Latinx adolescents faced as they pivoted to fully in-person learning. Participants were 40 Latinx high school students from Southern California (28 female, 12 male) who ranged in ages from 14 to 17 years old. Semi-structured interviews were conducted; a thematic analysis approach was utilized to identify key themes. Three themes emerged as the main barriers when transitioning to in-person learning: COVID-19 concerns, academics, and daily routine. The three main themes of support or facilitators were teacher support, friend interactions, and extracurriculars and events. These findings provide insights into Latinx adolescents’ lived experiences navigating in-person schooling after the COVID-19 pandemic, both positive and negative. The themes further highlight the importance of teachers and peers in adolescents’ school experiences.