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Rajat Pillai
Independent Researcher
Kerala, India
Abstract
The rapid expansion of online schooling, accelerated by global events such as the COVID-19 pandemic, has transformed the educational landscape, offering unprecedented flexibility and accessibility. Yet, the shift from brick‑and‑mortar classrooms to digital platforms raises critical questions about the psychosocial dimensions of remote learning—particularly the quality and depth of peer bonding. This manuscript delivers a comprehensive psychological assessment of peer relationships among secondary school students engaged in online schooling. Grounded in Social Presence Theory, Attachment Theory, and Group Cohesion frameworks, it integrates quantitative findings from a survey of 95 participants with rich qualitative insights. Results reveal that while features like virtual breakout rooms, chat forums, and social media–based study groups can foster innovative forms of connection, significant barriers persist. Reduced nonverbal cues, technological disruptions, and video‑fatigue often undermine spontaneity and emotional resonance. Despite these challenges, many students report that instructor‑facilitated icebreakers and student‑driven virtual hangouts compensate for lost informal interactions, sustaining a sense of belonging. Importantly, the strength of peer bonds correlates positively with perceived social presence and overall well‑being, underscoring the need for deliberate community‑building strategies. This assessment concludes with targeted recommendations for educators, platform designers, and policymakers—ranging from embedding structured social activities and mentorship programs to optimizing user interfaces—to cultivate deeper, more resilient peer connections in virtual learning environments.
Keywords
Online schooling; peer bonding; psychological assessment; social presence; student well‑being
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