By Jonathan Glazzard and Samuel Stones
This blog addresses the impact that Covid-19 is having on higher education students. It outlines some of the potential challenges associated with the Covid-19 lockdown and provides some practical advice to support students with the multiple transitions that they are currently experiencing. Transition is an ongoing process which involves adaptations to different contexts and changes in interpersonal relationships (Jindal-Snape, 2010). In line with Multiple and Multi-dimensional Transitions (MMT) theory (Jindal-Snape, 2016) we conceptualise transitions as multiple and synchronous rather than linear and sequential. In addition, transitions not only impact upon individuals, but also on their families (Jindal-Snape & Ingram, 2013), their friends (Rienties & Nolan, 2014) and others that they are connected to.
The Covid-19 lockdown has resulted in students experiencing multiple transitions. Many have moved out of their university accommodation and away from their university cities to re-join their families. This has also resulted in transitions for their families who will need to adapt to their children living with them again. In addition, these geographical transitions have resulted in disruptions to interpersonal relationships, because contact with university friends and lecturers has moved to online contact rather than face-to-face contact. Friendships and social networks that have been established at university provide students with an important source of self-esteem and resilience. Self-esteem can act as a buffer to help individuals to cope with setbacks (Jindal-Snape & Miller, 2010), but when sources of self-esteem are removed this can make transitions more difficult. In addition, research has found that students perceive their relationships with lecturers to be an important support network (Evans & Stevenson, 2011) so when direct contact with staff is not possible this can make students more vulnerable. Resilience is a protective factor which can reduce stressors during times of transitions (Jindal-Snape, 2010). However, we know that resilience is not just an innate trait within individuals. It is relational. Access to social networks, positive relationships with lecturers and friendships all serve to support resilience. When these social connections are disrupted this can have an adverse effect on a person’s resilience. Therefore, support networks can become risk factors when things go wrong (Jindal-Snape & Rienties, 2016).
During the last few weeks, we have had informal conversations with students about how the current situation is affecting them. Many students are trying hard to maintain a sense of structure and routine to each day. However, some are experiencing negative transitions. Finding a quiet space to study and concentrate is not always easy to achieve, particularly if they are living in households with younger siblings. Some students are struggling with lack of access to university library buildings and for others, they are finding it increasingly difficult to stay motivated due to the effects of social isolation. For students in the final year of their degree programmes, some are mourning the lack of opportunity to say goodbye to their university friends, who they have been strongly connected to during the last three years. Some students have experienced negative psychological transitions due to the effects of isolation and this has resulted in poor mental health, which has detrimentally impacted on levels of concentration, motivation and self-esteem. Although students appear to value opportunities for online learning, many have reported that this cannot replace face-to-face teaching and some are missing the opportunity to physically attend lectures due to the motivating effect that this can have on their learning. In addition, many are worrying about the health of older family members and friends and this is exacerbated by the fact that they cannot spend time with them.
All is not lost. Students recognise that the current situation is beyond the control of their universities. They value the time that they are spending with their families and they have learned not to take things for granted. However, it is clear that students are experiencing multiple and multidimensional transitions and that some of these transitions are negative. To support students in managing the current situation we have outlined some practical advice below which has the potential to turn negative transitions into positive transitions for students.
Developing a consistent routine is important. Starting each day with a list of priorities is a useful way of focusing the mind. It does not need to be a long list of priorities and they don’t all need to be academic priorities. However, having a focus for each day is important to maintain a sense of purpose. Students could start each week by deciding what they would like to achieve by the end of the week, even if this is just one thing. In addition, waking up early and getting washed and dressed is important because it changes they way we think. It puts us more into a ‘work’ mode which helps us to be productive. Taking regular breaks throughout the day is important and maintaining regular physical activity will help students to feel more energised. It is important for students to keep in regular contact with university lecturers through e-mail, telephone or video so that they maintain a sense of connection with the university. It is also important to keep in regular contact with friends from university via social media platforms, Skype or other video conferencing software. This is particularly important for students who are living alone so that they can maintain social connectivity. Focusing on immediate goals and priorities for the future will help students to stay motivated.
Professor Jonathan Glazzard is Professor of Inclusive Education in the Carnegie School of Education. He is Director of the Centre for LGBTQ+ Inclusion in Education and he is Principal Researcher in the Carnegie Centre of Excellence for Mental Health in Schools, at Leeds Beckett University.
Samuel Stones is an Associate Leader and Head of Year 7 at a secondary school and sixth form college in North Yorkshire. He is also a lecturer and doctoral researcher in the Carnegie School of Education at Leeds Beckett University and he works in partnership with the Centre for LGBTQ+ Inclusion in Education to explore and research the role of schools in advancing LGBTQ+ inclusion.
Image copyright: Divya Jindal-Snape
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