Undergrad Emotional and Mental Well-Being.pdf

Undergrad Emotional and Mental Well-Being.pdf

Recent studies show college students in the United States experienced increased levels of stress, anxiety, and depression during the COVID-19 pandemic, particularly those from underserved populations. Understanding students’ experiences and ways of coping during the pandemic can help institutions better support students’ needs in times of crisis. The purpose of this study was to understand factors that shaped undergraduate students’ emotional and mental well-being during COVID-19 in the Fall of 2020 at a Hispanic-serving institution (HSI). As part of a larger, NSF-funded study, twelve undergraduate students from a university in southwest Arizona participated in semi-structured interviews. The grounded theory that emerged from a qualitative analysis of students’ interview responses revealed how students’ mental and emotional well-being was impacted by academic, work, personal, and other pandemic-related factors, and coping strategies that helped students during the Fall of 2020. Students reported feeling depressed, anxious, stressed, tired or exhausted, and socially isolated during the pandemic. Contributing factors included difficulty balancing their academic workload, family, and work responsibilities, lack of motivation, challenges associated with online class modality, uncertainty, financial stress, COVID-related health concerns, and lack of social interaction. Students’ ways of coping mediated between these challenges and students’ emotional and mental well-being. Coping strategies included consistent routines, self-care practices, and external support. External support that shaped students’ emotional experiences included support from family and peers, support at work instructor support, and institutional support including financial aid/scholarship, COVID screening on campus, free food supplies, and technological resources. Findings from this study showed the importance of social support for college students during a global crisis that helped reduce feelings of isolation and fostered feelings of belongingness. This study broadened our understanding of the pandemic-related factors that influenced students’ emotional and mental well-being at HSIs. Coping strategies that students mentioned can inform interventions at the institutional level to support students’ mental health needs as they re-adjust to in-person classes. Further, highlighting the lived experiences of students during a time of crisis can help identify existing barriers and inequities at institutions of higher learning. Recommendations based on these experiences can help increase equity and access in meaningful ways.