Distance Learning Suitability Calculator
How well will distance learning work for your student?
Answer a few questions to see if distance learning is likely to be successful for your student based on research from New Zealand schools.
When schools shut down in 2020, distance learning became the default for millions of students overnight. But now, in 2025, it’s not just a backup plan-it’s a real option. So is it actually good for students? The answer isn’t yes or no. It depends on who the student is, what support they have, and how the program is built.
Distance learning isn’t one thing
People say "distance learning" like it’s a single system. It’s not. Some programs are live Zoom classes with daily attendance. Others are pre-recorded videos with weekly assignments. Some include one-on-one check-ins with teachers. Others? Students get a login, a syllabus, and are left to figure it out.
That’s the first problem. If distance learning means "do this on your own," it’s not good for most students. But if it means "structured support, flexible timing, and real human connection," it can work better than traditional school for some.
A 2024 study from the University of Auckland tracked 1,200 high school students in New Zealand using different distance learning models. Those with weekly video calls with teachers and access to peer study groups had pass rates 22% higher than those who only got emailed materials. The difference wasn’t the platform-it was the presence of consistent support.
Who benefits most?
Not every student thrives in a virtual classroom. But certain types do better than in a traditional setting.
Students with anxiety or social phobia often find distance learning less overwhelming. No crowded hallways, no pressure to speak up in front of 30 peers. One 16-year-old in Christchurch told researchers she finally started turning in assignments after switching to online classes. "I wasn’t failing because I was lazy," she said. "I was failing because I couldn’t walk into a room full of people."
Students with chronic health conditions-like severe asthma, epilepsy, or autoimmune disorders-can keep up with school without risking their health. A parent in Wellington shared that her daughter, who has a rare immune disorder, missed 78 days of school in one year before switching to distance learning. After the switch? She completed all her coursework with a B average.
Teenagers with demanding extracurriculars-elite athletes, performers, or young entrepreneurs-also benefit. A 15-year-old competitive rower from Dunedin trains five hours a day. Her school’s online schedule lets her study early mornings and evenings. She’s now accepted into a national sports scholarship program.
And then there are students who just learn differently. Some need to rewatch a lecture. Others need to pause and take notes in their own time. Distance learning gives them that control.
Who struggles?
But distance learning doesn’t work for everyone. And the people who suffer most are often the ones with the least support.
Younger students-especially under 12-need structure, supervision, and hands-on guidance. Most can’t manage their own schedule, stay focused without a teacher in the room, or ask for help when they’re stuck. A 2025 survey by the New Zealand Ministry of Education found that 43% of primary-aged students in distance programs fell behind in literacy and numeracy because parents weren’t able to help daily.
Students without reliable internet or a quiet place to study are at a huge disadvantage. In rural areas, bandwidth issues still cause dropped calls and failed uploads. One student in Kaikōura said he had to drive 15 minutes to the library every day just to join his class.
And then there’s the loneliness. Human connection isn’t just nice to have-it’s part of how kids learn. A study from Massey University found that students in fully remote programs were 3 times more likely to report feeling isolated than those in hybrid models. That isolation doesn’t just hurt mental health-it hurts grades.
What makes distance learning work?
It’s not the tech. It’s not the platform. It’s the design.
Programs that succeed have three things:
- Regular human contact-at least one live check-in per week with a teacher or mentor.
- Clear structure-daily or weekly schedules, deadlines, and expectations that are easy to follow.
- Peer connection-group projects, discussion forums, or virtual study groups where students interact.
One school in Tauranga started a "Virtual Classroom Hub"-a weekly 90-minute Zoom session where students from different grades worked on the same project. Teachers didn’t lecture. They just moved between breakout rooms, answering questions. Attendance jumped. Grades improved. And students said they felt less alone.
Another school in Hamilton gave every distance learner a "learning coach"-a staff member who checked in every Monday and Friday, not to monitor work, but to ask: "What’s working? What’s not? What do you need?" That simple shift turned dropout rates around.
It’s not about replacing school
The biggest mistake is thinking distance learning should replace traditional school. It shouldn’t. It should complement it.
Hybrid models-where students come in two days a week and learn remotely three-are proving the most effective. Students get the social and hands-on learning they need, plus the flexibility to manage health, work, or family demands.
One high school in Napier now offers a "Flex Path" option: students can choose to attend in person, fully remote, or a mix. They track outcomes by individual needs, not by model. Results? Overall student satisfaction is up 31%, and absenteeism is down 40%.
What parents and students should ask
If you’re considering distance learning, don’t just accept the offer. Ask these questions:
- How often will I talk to a real teacher? Is it scheduled or optional?
- Are there group activities or peer interactions built in?
- What happens if I fall behind? Is there a support system?
- Do I need special tech? Is help available if it breaks?
- Can I switch back to in-person if it’s not working?
If the answer to most of these is "no," walk away. Not because distance learning is bad-but because that version of it isn’t designed for students. It’s designed for convenience.
The bottom line
Distance learning isn’t good or bad. It’s a tool. And like any tool, it works when used for the right job.
For a student who needs flexibility, safety, or space to learn at their own pace-it can be life-changing. For a child who needs routine, hands-on help, or daily human interaction-it can be harmful.
The key isn’t whether learning happens online. It’s whether the student feels seen, supported, and capable. That’s what makes any education good. And that’s something no screen can give you on its own.
Is distance learning better than regular school?
It’s not better-it’s different. For some students, like those with anxiety, health issues, or busy schedules, distance learning offers advantages they don’t get in traditional classrooms. But for others-especially younger kids or those without support at home-it can lead to isolation and falling behind. The best approach depends on the individual student’s needs, not the model.
Can distance learning help students with special needs?
Yes, for many. Students with sensory sensitivities, social anxiety, or physical disabilities often thrive in distance learning because they can control their environment. But it only works if the program includes accommodations-like captioned videos, flexible deadlines, or access to specialists. Just putting a student online without support won’t help. The program must be designed with accessibility in mind from the start.
Does distance learning affect university admissions?
No, not if the program is accredited. Universities in New Zealand and abroad accept distance learning credits from recognized providers, including state schools and registered private institutions. What matters is the quality of the coursework and the grades earned, not whether classes were online or in person. A strong transcript from a well-run distance program looks the same on an application as one from a traditional school.
How do I know if my child is falling behind?
Look for signs: missed deadlines, silence in communication, withdrawal from online discussions, or sudden changes in mood. Regular check-ins with the teacher are key. If you’re not getting feedback every two weeks, ask for it. Many distance programs offer progress reports-don’t wait for them to come. Request them. Also, compare your child’s work to past assignments. If the quality has dropped and they’re not explaining why, it’s time to intervene.
What if my child hates online learning?
Don’t force it. Some kids simply need face-to-face interaction to learn. Talk to the school about switching to a hybrid model-even just one or two days a week in person can make a big difference. If the program doesn’t offer flexibility, consider other options. Your child’s education shouldn’t depend on a system that doesn’t fit them.
Is distance learning cheaper than traditional school?
For public schools in New Zealand, there’s no extra cost-it’s free. But families may spend more on internet, devices, or quiet study spaces. Private distance programs can be expensive. The real cost isn’t money-it’s time. Parents often end up acting as learning coaches, which can mean cutting work hours or managing stress. That’s a hidden price tag many don’t talk about.
What comes next?
If you’re trying distance learning and it’s not working, you’re not failing. The system might be.
Reach out to your school. Ask about hybrid options. Look for peer support groups. Talk to other parents. You’re not alone in this. And you don’t have to accept a model that doesn’t serve your child.
Education isn’t about where the lesson happens. It’s about whether the student feels capable, connected, and cared for. That’s the only metric that matters.
Write a comment