When COVID-19 reached Sweden, upper-secondary students (ages 17–19) transitioned to remote instruction, while lower-secondary schools (ages 14–16) remained open. We use this setting as a natural experiment to analyze how modes of instruction affect student mental health. We find a 4.4 percent decrease in mental health care use from remote instruction, primarily due to fewer diagnoses and prescriptions for depression and anxiety. The reduction persists throughout the study period; 21 months after the initial closure and 9 months after schools resumed usual operations. This suggests potential mental health benefits from remote instruction, at least in the medium term. (JEL I12, I18, I21, I28, I31)

Evelina Björkegren

Helena Svaleryd

Category	Quartile
经济学	1
经济学, 经济学	1

Remote Instruction and Student Mental Health: Swedish Evidence from the Pandemic

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