COVID-19 related disruption in higher education students' health and wellbeing: Implications for university action

Abstract

The COVID 19 pandemic has led to substantial disruptions in the lives of students in higher education. Partial or full closures of institutions for face-to-face teaching or consultations over a long-lasting period of time in many countries have had significant consequences on the psychosocial health and wellbeing of many students. This perspectives article summarizes the implications on mental, social, and behavioral aspects of students' wellbeing. Moreover, the need for health promoting und supportive services, programmes, structures, and policies is outlined with recommendations for institutional actions on the level of teaching practice, counseling services, and health monitoring, and with the call to re-affirm the wider policy-oriented approach of the Health Promoting University.

University Students’ Financial Situation During COVID-19 and Anxiety and Depressive Symptoms: Results of the COVID-19 German Student Well-Being Study (C19 GSWS)

“… 40 As a result, existing educational inequalities across different socio-economic groups might grow in the future. 63 , 67 In contrast to previous research, 1 in our study, no evidence of gender-related differences regarding students’ financial situation was detected.…”

“… 72 During the pandemic, “Health Promoting Universities” were reaffirmed as highly suitable for promoting their students’ resilience and mental health, whereby a special focus should lie on student groups at high risk as social inequalities might have increased during the pandemic. 67 Further research should also develop tailored online platforms and tools in line with students’ needs and practices. 67 Similarly, a recent umbrella review of seven studies points to the effectiveness of digital mental health interventions in alleviating depression, anxiety, stress, and eating disorder symptoms in university students.…”

Factors influencing Australian nursing and midwifery students COVID-19 vaccination intentions

“…In order to attend placement, most students take leave from paid work, they were unable to change this due to late placement cancellation, but also had added costs of cancelled accommodation and flights [16] . Mandates created an additional level of stress for students on top of the mental health impact of contracting the disease, border closures and lockdowns [38] . Mandates created conflicts in workplaces between people with different views, with some being prepared to undertake vaccination to keep their jobs even though they disagreed with the mandate, and others being prepared to lose their job rather than comply with vaccination mandates [20] .…”

Keeping university open did not increase the risk of SARS-CoV-2 acquisition: A test negative case-control study among students

“…Immediately after the start of the pandemic, in many countries schools and HEIs replaced face-to-face lectures with remote teaching activities [21,22]. The prolonged closure of HEIs led to a worsening in students' performance, mental health and well-being, suggesting that interruption of face-to-face teaching activities is not a sustainable long-term measure [23][24][25]. Subsequently, face-to-face teaching activities were partially resumed, albeit with the requirement for strict preventive measures.…”