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. 2021 Jun 4;23(6):e28892. doi: 10.2196/28892

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©Dante L Mack, Alex W DaSilva, Courtney Rogers, Elin Hedlund, Eilis I Murphy, Vlado Vojdanovski, Jane Plomp, Weichen Wang, Subigya K Nepal, Paul E Holtzheimer, Dylan D Wagner, Nicholas C Jacobson, Meghan L Meyer, Andrew T Campbell, Jeremy F Huckins. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 04.06.2021.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Depression (top) and anxiety (bottom) scores across an academic term and the first 2 weeks of break, with the term influenced by the outbreak of the COVID-19 pandemic as a separate line. The shaded ribbons represent the standard error for each week. Winter 2020 weeks influenced by policy changes related to COVID-19 are represented with a shaded box from weeks 9 to 12. Colored text corresponds to the term in which the event took place. Depression and anxiety were measured with the PHQ-2 and GAD-2 scales through the StudentLife app. Control terms include data from the same group of individuals across previous academic terms. Finals: final examinations; GAD-2: Generalized Anxiety Disorder-2; PHQ-2: Patient Health Questionnaire-2.