Online learning and child engagement: Examining elementary education in North-East India

The COVID-19 pandemic disrupted education globally, compelling schools to adopt virtual modes of instruction.This study examines the impact of online learning on elementary school children in aspirational districts across all eight states of North-East India, with particular attention to engagement, learning outcomes, and psycho-social challenges.Employing a descriptive cross-sectional mixed-method design, data were collected from 307 children across Grades VII and VIII in academic session 2022-23.Findings reveal that while 87% of children accessed online classes, device ownership remained limited, with most relying on parents' smartphones.Internet connectivity posed significant barriers, particularly in remote areas.Nearly 60% of children reported that online learning did not ease their academic tasks, and half expressed discomfort with instructional methods.Despite these challenges, many children acknowledged clear schedules and manageable tasks, with 60% reporting increased interest in studies and 53% noting improved self-planning skills.However, social isolation, distractions at home, and anxiety about academic progression emerged as critical concerns.Engagement was further hindered by the absence of peer interaction, games, and co-curricular activities, which children valued as integral to their schooling experience.Overall, results underscore the dual nature of virtual schooling: while it ensured continuity and fostered parental involvement, it also exacerbated inequities and limited holistic development.The study highlights the need for resilient digital education strategies that integrate technological access, pedagogical innovation, and psycho-social support to strengthen future preparedness in elementary education.