Social Distancing and Adolescent Psychological Well-Being: The Role of Practical Knowledge and Exercise.

Abstract Background and Objectives: This intensive longitudinal study investigated (a) the extent to which engaging in social distancing predicted adolescents’ same- and next-day stress and positive affect and (b) whether COVID-19-related knowledge and exercise moderated these links during statewide stay-at-home orders that mandated schools and nonessential businesses to close during the coronavirus pandemic. Methods: Over the course of 28 days at the onset of the COVID-19 pandemic, a nationwide sample of 349 adolescents (Mean age = 15.0; 40% male; 44% Black, 39% White, 9% Latinx, 6% Asian American, 2% Native American) completed daily surveys about their social distancing behaviors, knowledge about the coronavirus, and exercise habits. Analysis was conducted on a total of 9,372 assessments using longitudinal multilevel modeling approaches. Results: Daily engagement in social distancing predicted increases in adolescents’ stress and decreases in their positive affect. Practical knowledge about COVID-19 and daily exercise moderated these links. Specifically, practical knowledge and exercise weakened the positive link between social distancing and stress as well as the negative link between social distancing and positive affect. Conclusions: Adolescents’ practical knowledge and exercise have the potential to buffer against the adverse effects of social distancing on stress and positive affect. However, it is critical for healthcare providers to recognize that youth are experiencing significant stress due to the disruption of developmentally normal patterns of social interaction. Pediatricians should focus on explaining the rationale behind social distancing while encouraging exercise as an adaptive coping mechanism that has benefits for psychological well-being.