“This doesn’t feel like living”: How the COVID-19 Pandemic Affected the Mental Health of Vulnerable University Students in the United Kingdom

Abstract

Introduction: Concerns about student mental health have been rising globally. The COVID-19 pandemic triggered unprecedented disruption in higher education as universities were forced to close and adapt their education delivery. Understanding the impact of this on vulnerable students can inform higher education’s response to future similar events. Aims: To understand the lived experience of first year university students studying in the United Kingdom, who had a history of poor mental health and lived on a low income, we examined the inter-relatedness between mental health, financial strain, remote learning and engagement, and well-being. Methods: At the start of their first year of study, whilst the UK was in periods of lockdown, we conducted in-depth semi-structured interviews with 20 diverse first-year university students. We analyzed data using interpretative phenomenological analysis. Results: The pandemic’s impact on student mental health, engagement and learning remained pervasive and serious. Key themes conveyed how isolation triggered past mental health difficulties and a perception that the universities – and government – had forgotten about them. Students also experienced greater difficulty in navigating the liminal threshold between being a child and an adult, and having the additional worry of financial instability left students with fewer coping resources. Conclusions: To mitigate the impact of future pandemic responses, constant and effective communication is needed between faculty and students to safeguard against isolation and low motivation. Vulnerable students need guidance in coping skills to manage mental health risks when they are away from family and familiar support networks.

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

“…This is in line with a growing body of literature that has found notable effect heterogeneity among different student groups, whereby students from non-academic backgrounds, with low social support, and those in a difficult socio-economic situation suffered particularly from the pandemic, further widening pre-existing financial inequalities. 15 , 40 , 47 , 63 Coulaud et al suggested that the pandemic seemed to have had an increasing effect on social inequalities, with the most economically vulnerable subpopulations of students facing detrimental consequences for their mental health, 47 such as increased anxiety regarding financial uncertainty. 40 As a result, existing educational inequalities across different socio-economic groups might grow in the future.…”

“… 15 , 40 , 47 , 63 Coulaud et al suggested that the pandemic seemed to have had an increasing effect on social inequalities, with the most economically vulnerable subpopulations of students facing detrimental consequences for their mental health, 47 such as increased anxiety regarding financial uncertainty. 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.…”

“…38,39 Poor mental health in students often intersects with other dimensions of vulnerability, such as financial hardship. 40 Richardson et al reported that financial problems appear to lead to poor mental health in students with the possibility of a vicious cycle of financial issues and mental health. 8 In fact, results from several international studies suggested that mental health problems are linked to financial problems.…”

The role of the teacher-student relationship in the innovation of education: Interdisciplinary review of the issue

“…In terms of vulnerability, there is a multitude of different scenarios. Higher education's response to similar events in the future can be guided by an understanding of the impact of change on vulnerable students (Horner et al, 2022). Weak understudies need direction in adapting abilities to oversee emotional well-being chances when they are away from family and naturally encouraging groups of people.…”