- During the pandemic, students experienced a decrease in their level of social interaction, with many seeking ways to keep in contact with others. When asked who the students communicate with online daily, 52% (largely Asian and European students) said a close family member. 47.8% of students said they communicated with someone they live with (largely students from Oceania and North America), and 45.8% of students said they relied greatly on social networks (largely South and North American students). However, higher education students (especially in North and South America) reported the lowest frequency in which they had online communications with their university administration (2.8%) and voluntary organizations (3.7%),
- Students also reported who they first turned to when talking about the pandemic. 45% went to close family members, 29% turned to a person they live with, 6% went to distant family members, and 5% went to a close friend. However, it was observed that first year undergraduate students were more likely to report contacting their close friends and using social networks to communicate than postgraduate students.


Global Impact of the COVID-19 Pandemic on Higher Education Students: Social life

- The COVID-19 pandemic has caused stress for higher education students especially because of the way it has impacted lives, economics, and academic activities.

- When reporting the frequency of positive emotions experienced by higher education students since the pandemic’s beginning, the following results were discovered: “hopeful (39.4%), joyful (29.7%), proud (26.5%), and relieved (17.9%).” With North American students reporting the greatest levels of joy (34.5%), and students from Asia reporting the most hope (42.2%).

- Relating to the frequency of negative emotions, 45.2% experienced boredom, 39.8% were anxious, 39.1% reported frustration, 25.9% felt anger, 18.8% experienced hopelessness, and 10% felt shame.

- Students in South America reported the greatest levels of anxiety (65.7%), followed by Oceania (64.4%), North America (55.8%), and Europe (48.7%). However, some of the lowest levels of anxiety were found in Africa (38.1%) and Asia (32.7%). This continent pattern was closely resembled when observing frustration levels as well.

- It was also found that men seemed to feel more hope, undergraduate students feeling more bored, and arts and humanity students experiencing more anxiety and frustration. 


Global Impact of the COVID-19 Pandemic on Higher Education Students: Emotional Life

- During the pandemic lockdown, 42.6% of higher education students felt worried about their future career, and 40.2% worried over issues with studying. However, only 22.1% felt concerned about traveling abroad, and 21.6% worried about their physical health. 
- Students from South America reported being most concerned about their future education (49.1%), their families and relationships (47%), study issues (46.6%), their mental health (43.2%), and concern about a possible future COVID crisis or pandemic (42.6%)
- Students from Africa reported the greatest concern for their future careers (55.7%), finances (50.8%), and abroad travel (30.1%).
- Students from Europe were most concerned about their leisure activities (sports, socializing, parties, etc.) (32.1%). 
- The reports from students in Asia, North America, and Oceania did not show the greatest amount of concern for any category.
- As compared to men, females reported greater concern relating to their career, studying, and future education. In addition, while part time students reported greater concern over personal finances, full time students were more worried about issues relating to studying. Students getting their undergraduate education worried the most about their educational future. Students who could not cover their studying costs prior to the pandemic experienced concern over numerous personal circumstances. Additionally, students who lost their job because of the pandemic felt the greatest concern over their future career, finances, and education.


Global Impact of the COVID-19 Pandemic on Higher Education Students: Personal Circumstances

- Using a 1-5 scale, higher education students were asked to report their level of satisfaction with the organization of teaching processes. Students reported an average satisfaction level of 3.3 for their lectures, 3.12 for tutorials and seminars, and 3.2 for mentorships. However, higher education students in Africa reported the lowest levels of satisfaction. Additionally, students living in poverty as well as those from rural areas in which internet connection proves difficult reported dissatisfaction with the online learning methods.
- Following the switch to online delivery, 30.8% of students globally said their workload become less than it had been when classes were in person. 26.6% of students said their workload remained the same, and 42.6% reported an increase in their workload. This increase was largely reported by higher education students in Oceania (59.8%), Europe (58%), and North America (54.7%). However, students in Asia, Africa, and South America largely reported the decrease in workload. 
- These students from Asia, Africa, and South America explained that they experienced problems with poor internet network, unfamiliarity with using “ICT equipment,” and that using their phones was sometimes the only option to join online courses.
- An increase in workload was also reported by students in Germany (76%), Portugal (77%), Malaysia (78%), and Mexico (73%).
- Art students, undergraduate students, and females seemed to be more likely to report a greater workload. 
- Students also reported difficulty with focusing during their online courses, and they felt their quality of studying declined compared to when they had in person classes. However, they seemed to be able to adapt to the shift.
- Social science and graduate students said they felt their performance increased since the shift, undergraduate students felt that it was much harder to stay focused. 


Global Impact of the COVID-19 Pandemic on Higher Education Students: Academic Work

- Using a global survey, researchers were interested in higher education student’s access to the materials necessary for learning at home during the COVID pandemic. They were also interested in the level of skill students had relating to computer use. 
- Students had greatest access to office supplies such as paper and pens (80.4%), followed by computers (75.2%). 
- The students who reported computers being the most “available electronic equipment” were from Oceania (96%), North America (93.6%), and Europe (86.2%).
- Students reported limited printer access (33%), and materials for studying (51.8%). Students from Africa, Asia, and South America had the most limited access to printers. 
- 59.9 % of students reported a good connection to the internet. However, only 29.2% of students in Africa reported this.
- Relating to student’s confidence in their competency with computers, students felt they were most skilled when using communication platforms (4.06). The average score for browsing skill was 3.97, and 3.86 was the rating for their ability to share “digital content.”
- The lower levels of confidence came from the ability to adjust advanced settings (3.37) and navigating platforms (3.53).
- Relating to teaching platform confidence, Africa had the lowest rating (3.05), while North America (4.14) and Oceania (4.38) had the higher ratings. 
- Male students were also more likely to report higher computer skill confidence than females.


Global Impact of the COVID-19 Pandemic on Higher Education Students: Academic Life

Using a global survey answered by 30,383 higher education students from 62 countries, researchers in this study measured the impacts the COVID 19 pandemic has had on student’s lives. 

Michigan State University

The pandemic led to the social isolation and other triggers of many students which may have had effects on their mental health. 

The Effects of COVID-19 Pandemic on Students Mental Health

Aristovnik, Aleksander; Keržič, Damijana; Ravšelj, Dejan; Tomaževič, Nina; Umek, Lan. 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective" Sustainability 12, no. 20: 8438. https://doi.org/10.3390/su12208438

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective Reference 

The COVID-19 pandemic has brought about significant changes for undergraduate students, especially when it comes to the negative repercussions on their mental health. This study seeks to explore the experience of stress, anxiety, and depression among undergraduate students in a university in Kentucky during an early phase of the pandemic. Results concluded that 88% of students surveyed experienced moderate to severe stress, 44% experienced moderate to severe anxiety, and 36% experienced moderate to severe depression. This study also identified high-risk populations, as well as how often students utilized the mental health services provided by their university.

Stress, anxiety, and depression among undergraduate students during the COVID-19 pandemic and their use of mental health services.

This study was designed to assess the impact of the COVID-19 pandemic on the daily living, mental well-being, and experiences of racial discrimination among college students from communities of color. Findings suggested that students of color experienced elevated disruption on finances, living situations, academic performance, educational plans, and career goals. The findings also suggest that the primary mental health challenges on these students included stress, anxiety, and depression, especially due to the increased amount of racially-motivated violence against the Black and Asian American communities. The study indicates that higher education institutions would greatly benefit from financially and emotionally supporting students of color during the pandemic.

The impact of COVID-19 on college students from communities of color

LGBTQ people tend to have higher risk for mental health issues, in part due to family and social situations. Nearly half of queer students have immediate family members that are unsupportive of their identity or who the student feels uncomfortable coming out to. Aproximately 60% of queer college students experience psychological distress, anxiety and depression throughout the course of the pandemic.

COVID-19 pandemic on LGBTQ students' mental health

College students show a very high prevalence of mental disorders and suicidal thoughts and behaviors, and low rates of treatment uptake. This study aims to assess treatment access, intentions to seek help, and perceived barriers to help-seeking. Results show that receipt of treatment was low, particularly among names and those with no STBs (suicidal thoughts and behaviors), and men were less likely to intend to access external professional services and were more likely than females to rate embarrassment or worry about being treated differently as important reasons for not seeking treatment.

Readiness to change the barriers to treatment seeking in college students with a mental disorder

- Trauma and Loss
- job insecurity
- food insecurity
- esclation of domestic violence
- exasurbation of pre-morbid conditions
- disrupted social support systems
- uncertainty

Types Stressors during the COVID-19 pandemic

Student mental heath during the COVID-19 pademic by country

Gender differences on the effects of COVID-19 on student mental health

The COVID-19 pandemic has led to significant, sustained, and continuing stresses on the socio-psychology of societies and has led to the development of depression, anxiety and PTSD, particularly on college-age populations. This study aimed to assess the psychosocial effects and coping strategies of university students during the COVID-19 pandemic. Results suggested that students reported increased degrees of depression, anxiety, and stress, and dysfunctional coping strategies were less utilized than problem-focused coping strategies.

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