The effect of distance learning on parent–adolescent relationships in Arab society during and after the COVID-19 pandemic

This two-phase cross-sectional study examined distance learning’s impacton parent–adolescent relationships in Arab–Israeli society. Independentsamples of 200 parents (2021–2022) and 270 parents (2024) completed a42-item questionnaire assessing attitudes toward distance learning and relationship quality. The instrument demonstrated strong reliability (α = 0.90),with subscales showing α = 0.87–0.89 (attitudes) and α = 0.91–0.93 (rela-tionships). During the pandemic, a strong positive correlation (r = 0.797,p < .001) emerged between parents’ attitudes toward distance learningand relationship quality. Younger age, higher education, fewer children, anddigital literacy significantly predicted positive outcomes. Postpandemicresults reversed dramatically (r = −0.596, p < .001): Positive distance learningattitudes then associated with poorer relationships. Demographic predictorsshifted—education and digital literacy remained significant, but child num-ber became nonsignificant, and age effects reversed (with older parentsreporting better relationships). This reversal reflected families’ return to normal routines and reduced parental involvement necessity. Pandemic condi-tions uniquely fostered relationship quality through enforced proximity andshared challenges. However, the correlation reversal (positive to negative)suggests that technology adoption and intensive involvement that sup-ported relationships during crisis became counterproductive post pandemicwhen adolescents’ developmental needs for autonomy and peer connectionreasserted themselves. Cross-sectional design with demographically differentsamples limits causal inference. Measurement invariance is untested.Self-report biases are possible. Nonrandom sampling was used. Findings arespecific to the Arab–Israeli context.