Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study

Abstract

The global COVID-19 pandemic has impacted on the mental well-being of university students, but little attention has been given to international students, who may have a unique experience and perspective. The aim of this study was to explore the views of international students and university staff towards COVID-19 restrictions, self-isolation, their well-being, and support needs, through eight online focus groups with international students (n = 29) and semi-structured interviews with university staff (n = 17) at a higher education institution in England. Data were analysed using an inductive thematic approach, revealing three key themes and six subthemes: (1) practical, academic, and psychological challenges faced during self-isolation and the COVID-19 pandemic; (2) coping strategies to self-isolation and life during the pandemic; and (3) views on further support needed for international students. International students faced practical, academic, and psychological challenges during the COVID-19 pandemic, particularly relating to the rapid transition to online learning and the impact of social restrictions on integration with peers and well-being. Online social connections with peers, family, or new acquaintances reduced feelings of isolation and encouraged involvement in university life. Despite raising mental health concerns, most international students did not access mental health support services. Staff related this to perceived stigma around mental health in certain cultural groups. In conclusion, international students experienced specific practical and emotional challenges during the pandemic, and are at risk of mental ill-health, but may not actively seek out support from university services. Proactive and personalised approaches to student support will be important for positive student experiences and the retention of students who are studying abroad in the UK higher education system.

University Students’ Mental Health and Well-Being during the COVID-19 Pandemic: Findings from the UniCoVac Qualitative Study

“…An Australian study found students used video chats, social media, took up exercising and engaged in new hobbies to cope with the pandemic [ 28 ]. Similar findings have also been presented from a qualitative study conducted among international students registered in an UK university where students shared about watching movies, chatting with friends and family and exercising as coping strategies they employed during the pandemic [ 33 ]. Alongside positive coping, some studies also found students engaging in negative coping strategies such as smoking and alcohol consumption to get through the pandemic [ 9 , 26 , 34 ].…”

Perceived Past and Current COVID-19-Stressors, Coping Strategies and Psychological Health among University Students: A Mediated-Moderated Model

“…However, since the beginning of the COVID-19 pandemic, university students had to also deal with further changes which abruptly occurred in their life [ 8 , 9 ], potentially eliciting notable levels of stress related to the control measures (i.e., isolation due to the lockdown) and to the fear of being infected and infecting others, as well as to the drastic modifications in the relational and social life [ 10 , 11 , 12 ]. From this perspective, the COVID-19-related changes have deeply affected students’ interpersonal life, entailing specific experiences (i.e., loneliness; lack of connection; a frustrated sense of belonging) which expose them to a significantly high risk for psychological health [ 13 ].…”

A Qualitative Evaluation of the Barriers and Enablers for Implementation of an Asymptomatic SARS-CoV-2 Testing Service at the University of Nottingham: A Multi-Site Higher Education Setting in England

“…ATS staff proposed that some students did not engage in testing to avoid the possibility of self-isolation. Self-isolation has been particularly challenging for university students, as evidenced by studies exploring the practical, social, and psychological impacts of social restrictions in student samples at the same institution, across various stages of the pandemic [ 2 , 3 , 60 ]. Regarding testing uptake, it has previously been advocated that uptake, adherence and satisfaction with testing is likely to be influenced by the level of support provided to students who are self-isolating [ 28 , 61 ].…”