Emotional and Behavioral Impacts of Telementoring and Homeschooling Support on Children

We examine the emotional and behavioral impacts of a randomized telementoring intervention on Bangladeshi primary school-aged children during COVID-19 school closures. We measured the prevalence of emotional, conduct, hyperactivity/inattention, and peer-relation problems among children twice. We found significant reductions in conduct and hyperactivity problems among the treated one month after the intervention ended. However, these impacts disappeared after one year. We also observed significant deterioration in the mental health problems of all children. These results highlight that remote learning can prevent mental health problems among children in the short term, but sustained support is necessary to effectively address the problems.