Students’ Views towards Sars-Cov-2 Mass Asymptomatic Testing, Social Distancing and Self-Isolation in a University Setting during the COVID-19 Pandemic: A Qualitative Study

Abstract

We aimed to explore university students’ perceptions and experiences of SARS-CoV-2 mass asymptomatic testing, social distancing and self-isolation, during the COVID-19 pandemic. This qualitative study comprised of four rapid online focus groups conducted at a higher education institution in England, during high alert (tier 2) national COVID-19 restrictions. Participants were purposively sampled university students (n = 25) representing a range of gender, age, living circumstances (on/off campus), and SARS-CoV-2 testing/self-isolation experiences. Data were analysed using an inductive thematic approach. Six themes with 16 sub-themes emerged from the analysis of the qualitative data: ‘Term-time Experiences’, ‘Risk Perception and Worry’, ‘Engagement in Protective Behaviours’, ‘Openness to Testing’, ‘Barriers to Testing’ and ‘General Wellbeing’. Students described feeling safe on campus, believed most of their peers are adherent to protective behaviours and were positive towards asymptomatic testing in university settings. University communications about COVID-19 testing and social behaviours need to be timely and presented in a more inclusive way to reach groups of students who currently feel marginalised. Barriers to engagement with SARS-CoV-2 testing, social distancing and self-isolation were primarily associated with fear of the mental health impacts of self-isolation, including worry about how they will cope, high anxiety, low mood, guilt relating to impact on others and loneliness. Loneliness in students could be mitigated through increased intra-university communications and a focus on establishment of low COVID-risk social activities to help students build and enhance their social support networks. These findings are particularly pertinent in the context of mass asymptomatic testing programmes being implemented in educational settings and high numbers of students being required to self-isolate. Universities need to determine the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student mental health and welfare support services.

Knowledge, Attitudes, and Behavior Related to COVID-19 Testing: A Rapid Scoping Review

“…4.1.4. Social Solidarity, Peer-Pressure, and Stigma Social pressure (e.g., relating to the expected reactions of employers, friends, and family to an individual's decision to seek testing or test result) was a sub-focus of 14 studies in this review [23,24,26,27,32,33,38,40,45,46,48,54,67]. Six studies focused on negative pressure from employers and peers [38,40,45,46] or stigma [54,67] as barriers to testing.…”

COVID-19: A Cross-Sectional Study of Healthcare Students’ Perceptions of Life during the Pandemic in the United States and Brazil

“…A second study of university students demonstrated that mental health status was influential on risk and protective behaviors. Behavioral determinants included thoughts around coping with self-isolation and avoidance of loneliness [2]. In an additional study, protective factors against psychosocial impacts included being non-Hispanic White, being of a higher SES, and being able to spend at least two hours per day outside, demonstrating the influence of differential risk factors across social determinants [1].…”

“…With the increasing use of learning platforms such as Zoom, students are "dedicating cognitive resources" impacting their cognitive load leading to "Zoom fatigue" [20]. In prior studies, while some students adapted well to online learning platforms, others struggled, particularly for those without previously established social support [2]. This further endorses our findings and validates the need for administrators to be aware of the issues and challenges students may face, especially during times of change that have been brought about by the COVID-19 pandemic, thus highlighting the need for social and emotional support for students.…”

“…Developing human resources capable of contributing positively to solving global public health problems is a current challenge including the evolution of education of healthcare students' needs with the shifting global climate created by the pandemic [1,2]. In this sense, higher education courses for healthcare students need to be deeply transformed to comprehend and deal with worldwide problems, regarding local, regional, and global contexts [1,3].…”

“…Number of symptoms totaled for each student and categorically grouped 2. Distinct variables answering yes/no of symptoms experienced.…”