Proximal and Auxiliary Support Systems in K–12 Digital Learning

Citation

Azukas, M.E., Garrett Dikkers, A. & Viano, S. (2026). Proximal and Auxiliary Support Systems in K–12 Digital Learning. Journal of Online Learning Research, 12(1), 73-96. https://www.learntechlib.org/primary/p/2128777/

Abstract

As K-12 digital learning becomes an increasingly institutionalized component of public education, understanding how students are supported beyond the formal instructional model is critical. This literature review examines proximal and auxiliary support systems, referred to as human and organizational supports that operate outside direct online instruction yet play a key role in helping students manage the academic, social, and emotional demands of digital learning. Drawing on established engagement frameworks and empirical studies, the review synthesizes research on support roles and structures that vary in their proximity to learners, including parents and guardians, on-site facilitators, peers, tutors, school-based non-instructional personnel, co-curricular programs, and community-based organizations. To organize this literature, the review distinguishes between two broad categories of support. Proximal supports are conceptualized as physically or situationally co-present actors who provide immediate, relational assistance within students’ home, school, or community contexts, while auxiliary supports are defined as remotely delivered or system-level supports that extend beyond students’ immediate learning environments. Findings indicate that parents and on-site facilitators are the most extensively studied proximal supports, yet their roles are often inconsistently defined and unevenly implemented. Research on auxiliary supports, including tutoring, academic coaching, counseling services, librarianship, and digitally mediated co-curricular opportunities, remains limited despite emerging evidence of their potential to support student engagement, persistence, and well-being. The literature further reveals persistent challenges related to role clarity, coordination, and equitable access to support across digital learning contexts. This review identifies promising practices, highlights critical gaps in the existing research base, and outlines priorities for future research and policy aimed at strengthening coherent, evidence-based support ecosystems for K–12 online learners.

Authors

• Azukas, M. Elizabeth
• Dikkers, Amy Garrett
• Viano, Samantha L

Reference Type

Journal

Keywords

• K-12 online learning
• Student support