The prolonged reliance on remote learning during the COVID-19 pandemic has revealed critical challenges in maintaining student well-being, academic engagement, and mental health support. This study examines the role of internationally coordinated policies and educational frameworks in addressing these issues, emphasizing the need for cross-border cooperation in developing sustainable remote learning support systems. By analyzing the effectiveness of a multi-faceted support model—including online counseling, virtual social initiatives, and academic mentorship—this research provides insights into policy approaches that can enhance student resilience during and after crises.

A sample of 180 high school students from diverse socioeconomic backgrounds, attending both public and private institutions, participated in the study. Data was collected through online surveys and semi-structured interviews to assess the impact of remote learning interventions. The findings indicate a statistically significant improvement in self-reported mental health indicators (p < 0.05) and academic engagement (p < 0.01). Students highlighted online peer socialization initiatives as particularly effective in mitigating the isolation associated with remote learning.

These results align with recent studies, such as Holzer et al. (2021), which emphasize the necessity of holistic well-being frameworks in education policy. By integrating student psychological and academic needs into a coordinated international response, this study underscores the importance of global educational cooperation in ensuring equitable access to well-being support systems. The findings contribute to ongoing discussions on how policymakers, international organizations, and educational institutions can collectively design and implement policies that safeguard student mental health in digital learning environments.

References:
[1] Holzer, J., Lüftinger, D., & Weber-Lehmann, H. (2021). Impact of school closures during the COVID-19 pandemic on student well-being and learning conditions. Studies in Educational Evaluation, 69, 100873. https://doi.org/10.1016/j.stueduc.2021.100873
[2] Winthrop, R. (2020). Reimagining education after COVID-19. Brookings Institution. Retrieved from https://www.brookings.edu/research/reimagining-education-after-covid-19/
[3] Zimmerman, J. F., & Cullinan, D. (2020). The impact of COVID-19 on K-12 education in the United States. Journal of Educational Change, 21(3), 475–485. https://doi.org/10.1007/s10833-020-09367-3

Keywords: Remote learning, student well-being, mental health policy, international education cooperation, crisis response.