Post-COVID School Education and Its Impact on Emotional Stability and Academic Achievement: An Empirical Study among High School Students of Thrissur District, Kerala

Abstract

Global education systems were severely affected by the COVID-19 pandemic, which prompted a swift transition to online and hybrid learning environments. This study examines how high school students in Kerala's Thrissur District fare academically and emotionally after completing post-COVID education. Data were gathered from a stratified random sample of kids representing different school types, genders, and residence areas using a quantitative descriptive research approach. Academic achievement was evaluated using standardized pre- and post-COVID academic records, and emotional stability was determined using a validated questionnaire.

Results showed a significant drop in academic scores after COVID (p < 0.001), with students from CBSE and ICSE schools, urban dwellers, and female students outperforming their peers. In the post-pandemic setting, there was a somewhat favorable connection (r = 0.42, p < 0.001) between academic accomplishment and emotional stability, and emotional stability ratings were higher among female students and students in metropolitan areas. These findings demonstrate how psychological resilience and learning outcomes are interwoven, and they are consistent with theoretical frameworks including Bandura's Social Cognitive Theory, Maslow's Hierarchy of Needs, and emotional intelligence models.

The study emphasizes the necessity of comprehensive post-pandemic recovery plans that incorporate programs to foster emotional resilience with curriculum reinforcement. Bridging the digital divide, offering targeted support for vulnerable populations, and integrating Social-Emotional Learning (SEL) into school programming are some of the recommendations. The results add to the expanding corpus of research on educational rehabilitation and provide useful information for educators, legislators, and mental health specialists.