COVID-19 and the Effect on College Students
#RealCollege During the Pandemic
The Hope Center for College, Community, and Justice
Mid-April to Mid-May 2020
Goldrick-Rab, S., Coca, V., Kienzl, G., Welton, C.R., Dahl, S., & Magnelia, S. (2020). #RealCollege during the pandemic: New evidence on basic needs insecurity and student well-being. The Hope Center for College, Community, and Justice. https://hope4college.com/wp-content/uploads/2020/06/Hopecenter_RealCollegeDuringthePandemic.pdf
This report is a first look at the survey results responded to by 38,000 college students in 2- and 4-year colleges immediately following the pandemic shut-downs in March/April 2020. The survey results focus on food, housing, and job insecurity as well as the well-being and mental health of the college students at the height of the pandemic. Overall the survey confirms that the COVID-19 pandemic has had adverse effects on the health and well-being of college students throughout the nation in both 2- and 4-year institutions.
"Basic needs insecurity among college students was already widespread before the pandemic, and this report indicates that the rates are likely worse now. Moreover, there are stark racial/ethnic disparities that, if not remedied, will further drive inequities in college attainment." (Goldrick-Rab et al., 2020, p. 19)
My initial thoughts: Overall, I felt the familiar feeling I've felt throughout grad school—I've been living in a bubble. This summer I interned at Muncie's Ivy Tech Community College and learned so much about helping take care of students' basic needs. Ivy Tech Muncie has what they consider "wraparound services" to take care of the whole student. IvyCares is one of these services that offer emergency funds, help with food insecurity, transportation, and mental health. Ball State recently launched their Basic Needs hub which gives guidance and resources to college students who are facing basic needs insecurities. I'm ashamed to admit that up until that point, I had not considered college students would struggle to meet basic needs. I naively thought that if students found a way to pay for college (whether by financial aid, grants, scholarships, or loans) they were then in a position to also provide for their basic needs. Even while typing, I hear how foolish that frame of thinking sounds. Even if a student's education is fully grant-funded, this only means they were in a financial position in the first place to qualify for the grant. Which of course then means, to begin with, there is little money for basic needs. The same can be said for those paying for their education out of pocket or through loans. The cost of a college education is at an all-time high with monthly payments on loans eating into the budget for housing and food.
One thing I appreciated about the 2020 report was a list of resources to help guide colleges support their students who are struggling with basic needs insecurities. Below I've copy/pasted directly from the report.
Supporting Students During COVID-19: The #RealCollege Guide is a comprehensive overview of ways to communicate care and support across the institution.
Guide to Emergency Grant Aid Distribution is useful for institutions that must allocate scarce resources, specifically philanthropic dollars, to achieve equitable impact.
Maximizing the Impact of CARES Emergency Aid Funds for Students distills best practices using the most up-to-date Department of Education guidance.
Supporting #RealCollege Students with Caring Enrollment Management and Financial Aid Practices During COVID-19 is intended for administrators and staff in those critical offices.
COVID-19 Response for Students Who are Homeless or With Experience in Foster Care helps staff who work with these key vulnerable populations.
In addition, we offer Surviving COVID-19: A #RealCollege Guide for Students, which has been eagerly received by undergraduates across the country.
We also recommend students utilize two other key resources:
Swift Student is a platform that assists students, free-of-charge, with financial aid appeals.
COVIDCollegeSupport.com provides a wealth of resources.
Source: (Goldrick-Rab et al., 2020, p. 19).
*For a more recent and updated report involving more student responses, check out #RealCollege 2021: Basic Needs Insecurity During the Ongoing Pandemic. (Click here to go directly to the report).
Capitalism and the (il)Logics of Higher Education’s COVID-19 Response: A Black Feminist Critique
Stewart ,T.J. (2021). Capitalism and the (il)logics of higher education’s COVID-19 response: A black feminist critique. Leisure Sciences, 43(1-2), 260-266. https://doi.org/10.1080/01490400.2020.1774011
Key Points: Are educational institutions perpetuating the capitalist belief that regardless of how the people (students, staff, faculty) are doing, they must keep producing no matter the cost?
"As coronavirus sweeps across the globe along with the corresponding measures to mitigate its spread, higher education was uniquely positioned to model how to put peo- ple first, how to center people in the margins, how to care for students, and how to demonstrate our mission to be a public good, yet, we failed. The violation of our logics - to produce, to survive, to financially thrive - are mired in capitalistic violence. With an ever-rising death toll, millions of people continue to face incredibly challenging home lives, financial hardships, and both mental and physical health issues; higher edu- cation does not know what it means to stop or pause. Higher education struggles to put humanity above our ability to produce. The illogic of capitalism robs us of our capacity to recognize that we are in crisis and despite the lip-service of our prepared sentiments/ statements about how we are all “in this together”; in the midst of this chaos our responses have actually been about organizational continuity, capitalism, and reducing our value to what we are able to sustain and what our bodies are able to produce." (Stewart, 2021, p. 3-4)
My initial thoughts: Initially I felt defensive for the faculty members who switched to teaching their courses entirely online in a matter of days and who were initially being called out in the ways they did a poor job. It makes sense the rest of the spring semester of 2020 would feel like a shit show. Nobody knew what they were doing. It feels like a lot to ask that faculty would have a clear handle on online course expectations. At the same time, it seems that there was also little grace to be had towards the students who also had to shift to taking all their classes online (which most certainly now felt like a disrupted course) all while many were needing to find new places to live, losing their jobs, and struggling to make ends meet. Stewart (2021) summarizes it succinctly when she states, "There were critiques of higher education long before COVID-19; however, I argue those critiques now ring more forcefully because the failings that previously existed were exacerbated by the spread of coronavirus" (p. 2). Her point being, had we considered "the people" of the educational institution long before COVID-19 then maybe "the people" (not only students but faculty and staff as well) wouldn't have felt left out to dry as severely as they had. Had the needs of those who were marginalized been considered before COVID-19? Were they considered during the height of the pandemic when institutions closed suddenly and left some students without housing, internet, laptops, transportation, and food? Stewart would argue they were not considered. I think being a year and a half out from the start of the shut-downs has shown that COVID-19 has placed a spotlight on inequities and the value that's placed on keeping things moving no matter the cost. However, because of that spotlight, I think there have been some institutional changes in how a college would handle a similar situation in the future. As we are still in the pandemic with the knowledge that a shut-down could happen at any time, I think (or at least I hope) more college institutions are aware of how their initial handling of the situation affected many students, faculty, and staff negatively. I would love to read another article from Stewart written a year and a half into the pandemic on how she might view any changes and also most likely the long way colleges still have to go in this area.
Sidenote that is unrelated, yet related. I find it interesting that at least at Ball State, they are requiring faculty and staff to come back to work on campus. From what it seems like, there is little flexibility with this edict. I realize working from home is not a practical solution for every staff and faculty member. However, for those that have shown it can be done (because if the pandemic showed us anything it's that people can be productive from home) why not allow more flexibility. We are still in a pandemic after all. It could be that the mom of a child who now has to quarantine at home for two weeks because he was a close contact to someone who caught COVID-19 could work from home during those two weeks instead of taking sick time. Doesn't this also benefit the employer? These are just some initial thoughts running through my head as I thought about the institution wanting to go back to their old way of thinking so that everything can seem back to "normal."
How College Students Are Helping Each Other Survive
Marcus, E. (2020, November 23). How college students are helping each other survive. The New York Times. https://www.nytimes.com/2020/11/23/style/college-mutual-aid-networks.html
Key Points: College students seeing the effects of the pandemic on their fellow classmates' start-up mutual aid networks to raise money and support students in distress financially or with basic needs.
"These mutual aid networks are springing up because the new economics of college ... puts students at a significant economic disadvantage" Sara Goldrick-Rab, as quoted by the The New York Times. (Marcus, 2020)
My initial thoughts: Sara Goldrick-Rab, one of the authors of my first weekly reading above, #RealCollege During the Pandemic, is interviewed for this article. Her thoughts on the public's view of college students spoke directly to me and what I wrote in my initial thoughts about viewing college students as more privileged than they are. "She cited exorbitant tuition costs and ever-rising living expenses to argue that college students, in general, are often misrepresented as more privileged than they are—and that was even before the pandemic" (Marcus, 2020).
To tie into my second weekly reading by Terah J. Stewart, Capitalism and the (il)Logics of Higher Education’s COVID-19 Response: A Black Feminist Critique, The New York Times quotes Duke University junior, Hadeel Hamoud about the reason he helped found Duke Mutual Aid, "It's a form of community care that is in response to the failures of capitalist structures." I like that he said he was inspired by the Black Panters' aid program. I learned about this program in my Cultural Identities class Spring 2021 semester. I was surprised to learn about the philanthropy of the Black Panthers.
In other deep thoughts, I wonder how many conservative Christians support missionaries, yet fight against socialism? You know the Franklin Graham missionaries? Isn't this basically a form of socialism that they support? I mean wasn't Jesus the ultimate socialist? I have personal experience being on this end of giving since my husband was a campus missionary and raised support for his salary for 10 years.
"At its core, mutual aid is a form of charity in which neighbors or peers work together to help each other out on a case-by-case basis. (The term is often attributed to 'Mutual Aid: A Factor of Evolution,' a 1902 essay collection by the Russian social theorist Peter Kropotkin, who argued that voluntary cooperation has been key to the flourishing of human civilization.)" (Marcus, 2020).
The Chronicle of Higher Education: Almanac 2021-2022
Read, B. (Ed.). (2021). The chronicle of higher education: Almanac 2021-2022. https://store.chronicle.com/collections/the-almanac-of-higher-education/products/the-almanac-of-higher-education-2021
My initial thoughts: I focused on the "Student" section of the almanac. It seemed like much of this data was coming from fall 2019, right before the pandemic brought everything to a halt. I found this interesting because the website states this about the Almanac, "This year we used data to capture some of the most noteworthy ways colleges have navigated what is likely to be a forever-altered higher-education landscape." This doesn't seem to be the case, at least in the Student section. However, I enjoyed reading "A Profile of Freshmen at 4-Year Colleges, Fall 2019" (p. 38-39). As the mom of a college freshman, it makes me wonder what he would answer for some of these questions: Top activities that students estimate they have a "very good chance" of doing in college, Top objectives considered "essential" or "very important." Guess I'll have to ask.
I also noticed that there seemed to be higher enrollment in for-profit colleges among the "Colleges With the Most Students Receiving Higher-Education Benefits for Military-Service Members and Veterans, 2018-19"(p. 36). I'm not sure if that is because many of those programs are offered online or because they market well to those demographics. It made me more interested in checking out the book Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy to learn more.
Optimism and Weariness: Results for Students Entering College 2021
Beginning College Survey of Student Engagement (BCSSE). (2021). Optimism and weariness: Results for students entering college 2021. Center for Postsecondary Research, Indiana University. https://nsse.indiana.edu/bcsse/reports-data/bcsse-covid2.html#optimism
Key Points: Fall 2021 college freshmen are coming off their senior year with a combination of all online classes, mixed online and in-person classes (highest percentage), or all in-person classes. Though this type of atmosphere has become typical of a COVID-19 landscape, it's anything but typical to students going through it. To quote Stewart, "Faculty have tried to reason with students that our current realities are our 'new normal' when nothing is normal about this moment" (Stewart, 2021, p. 3). This report points out that Fall 2021 college freshmen are weary, yet optimistic that college will be different.
One big takeaway is the role proactive role student support staff will need to take with these freshmen.
"The combination of mental and emotional exhaustion and expected academic difficulty strongly suggests an imperative to implement widespread and early check-ins by faculty, academic advisors, and student life staff to offer the support and—if necessary—intervention to help students’ first college year be successful" (BCSSE, 2021, The toll of the pandemic on students’ mental health).
Initial Thoughts: As the mom of a current freshman I witnessed this first hand. There's a constant cloud hanging over their heads as they wonder if at any moment they'll be quarantined or their school shut down and back to all online. While he's only been in classes for a week, there is still a constant threat that activities could come to an end and they will have to stay put in their dorm rooms.
As a GA in an academic advising position to freshmen, I noticed when scheduling their fall semester many were adamant about not wanting online classes—even just one. While others felt comfortable and confident taking a mix of both face-to-face and online classes since they had experience with that type of learning. Meeting with students during drop/add week I've also witnessed students struggling with going to class as they've been used to managing online classes on their own time frame. There have also been students who tend towards having more social anxiety finding it to be a greater struggle to go to class surrounded by people when they've been used to learning in their own space online. To begin with, the first year of college is filled with new beginnings and major adjustments. Adding the mental exhaustion from coming off a year of high school in a pandemic I think has added some greater adjustments for these students to handle. I also worry about only working about my caseload of freshmen while only working 20 hours during my GA. I've already noticed that the proactive advising philosophy is a must for many of my students. However, I lack the time to be able to give that to them.
The Impact of COVID-19 on College Student Well-Being
The Healthy Minds Network., & American College Health Association. (2021). The impact of COVID-19 on college student well-being. https://healthymindsnetwork.org/wp-content/uploads/2020/07/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf
Key points:
"This brief data report presents results from 18,764 students on 14 campuses that participated in the surveys from late March through May 2020. The report is organized as follows:
Summary
Campus and student characteristics (Table 1)
COVID-19 prevalence and susceptibility (Figures 1-2)
Students’ concerns related to the pandemic (Figure 3)
Non-health impacts of COVID-19 (Figures 4-7)
Hygiene and physical distancing behaviors among students (Figure 8)
Trusted sources of information (Figure 9)
Supportiveness of campus response (Figure 10)
Mental health and substance use pre/post pandemic (Figure 11)"
(The Healthy Minds Network, 2021, Title Page).
Initial Thoughts: Honestly, I was happy to read "Eighty-four percent of students report that public health agencies are among their most trusted sources of information, making this the most trusted source overall" (The Healthy Minds Network, 2021, Sources of Information). Since this survey was fielded between March and May 2020, it does make me wonder if that would still be the case today. I would hope so.
JED’s POV on Campus Mental Health and Well-being in Fall 2021 Reopening
The JED Foundation. (2021, August 4). JED’s POV on-campus mental health and well-being in fall 2021 reopening. https://www.jedfoundation.org/jeds-pov-on-campus-mental-health-and-well-being-in-fall-2021-reopening/#context
Key Points: The JED Foundation is a leading organization in the promotion of mental health well-being and suicide prevention. In this POV, the JED Foundation offers guidance to colleges to help them prepare for students to come back to campus and the mental health needs that will follow. Below are a list of topics discussed in the POV:
Engage in Strategic Planning through an Equitable Implementation Lens
Develop Life Skills
Promote Social Connectedness
Identify Students at Risk
Increase Help-Seeking Behavior
Provide Substance Abuse and Mental Health Services
Follow Crisis Management Procedures
Restrict Access to Potentially Lethal Means
My initial thoughts: As this POV points out, 2020 and 2021 brought to a greater light the horrors and inequities of police brutality, a polarizing election, more mass shootings, Asian hate, and now anti-maskers and anti-vaxers clashing against restrictions and mandates. It's no wonder students are mentally exhausted.
"As articulated from one college professor, it is critical that campuses understand the links between stress, trauma, and learning and how to incorporate a trauma-informed approach that will help in creating healing communities." (referencing from Mays Imad's article How to Make Mental Health a Top Priority This Fall and Beyond) (The Jed Foundation, 2021, Engage is Strategic Planning, 5th para)
As a graduate student who struggled with anxiety before the pandemic, I can relate to struggling even more during it. Now that we are back on campus, I am experiencing greater social anxiety and insecurity than I had in my previous year of graduate school with all online classes. I'm going to read May Imad's article linked above and take notes for myself on how to navigate my last semester.
Where Do We Go Next? Youth Insights on the High School Experience During a Year of Historic Upheaval
Flanagan, S.K., Margolius, M., Pileggi, M., Glaser, L., Burkander, K., Kincheloe, M., & Freeman, J. (2021, June). Where do we go next? Youth insights on the high school experience during a year of historic upheaval. America’s Promise Alliance. https://8rri53pm0cs22jk3vvqna1ub-wpengine.netdna-ssl.com/wp-content/uploads/2021/06/where-do-we-go-next.pdf
Key Points: See the abstract here.
"The present report explores three interconnected, but distinct, areas of young people’s lives that have been particularly salient over the past year and are fundamental to supporting their learning and growth in the future. Those three areas are young people’s sense of wellbeing, including their mental health and relationships; their opportunities to learn about race and racism in school and how that affects the ways they understand and engage
with the world around them; and their plans for after high school and sense of readiness for pursuing those plans. Understanding young people’s current experiences across those areas will be crucial as schools and communities plan their responses and approaches for the forthcoming recovery period." (Flanagan et al., 2021, p. 5)
"The survey was designed to assess young people’s experiences during an unprecedented school year that was shaped by the COVID-19 pandemic and a swelling movement for racial justice. Specifically, the present study sought to take a holistic approach to better understanding young people’s high school experiences over the past year, all amidst an uncertain economic, social, and educational landscape" (Flanagan et al., 2021, p. 6).
My initial thoughts: I really appreciated that this survey took a more holistic approach and touched on the racial justice movement as well as the pandemic. As a mom to two teenagers, one now a freshman in college and one still in high school, I can say that while the pandemic has created the greatest amount of stress in their lives, we have also been able to have healthy discussions around race that may not have happened otherwise. But how many students didn't have the opportunity to learn more about race and the movement that is happening around them? On top of that, the election along with misinformation and divisiveness surrounding it as well as COVID have also added to the stress these teens are dealing with. I'm glad to see a survey that took some of that into account. Now with Critical Race Theory (CRT) and what seems like the mention of teaching historically accurate accounts about race in the classroom being shut down throughout different states and school districts, it seems like students having the opportunity to have engaging conversations about race is even more at risk. As a graduate student who spent her first and second semesters being taught under the CRT philosophy by her professor, I'm thankful to say I learned more about race in those two semesters than I had in my 45 years of life to this point. I'm not sure why people are so up in arms about it.
Question from the survey: "Amidst ongoing racial violence and a year of heightened discourse on race, racism, and racial justice, to what degree are students afforded opportunities to learn about race and racism in school? Further, how do these learning opportunities shape students’ interpretations of power, privilege, and oppression in society (e.g., critical consciousness) as well as their likelihood of engaging in social action to create a more just world?" (Flanagan et al., 2021, p. 7).
10 Course Policies to Rethink on Your Fall Syllabus
Johnson, M.R. (2021, August 11). 10 course policies to rethink on your fall syllabus. The Chronicle of Higher Education. https://www.chronicle.com/article/10-course-policies-to-rethink-on-your-fall-syllabus
Key Points: Students are entering the fall semester during what feels like a never-ending pandemic. They're stressed, overwhelmed and there's a feeling that they could be quarantined or things could shut down at any moment. This article gives ideas to professors on how to rethink their syllabus with flexibility in mind.
Attendance policies
Group work
Late assignments
Workload
Where to find help
Tone
Office hours
Course costs
Camera policies
Grading policies
My initial thoughts: As a current graduate student, this list of ideas professors can implement into their syllabi was refreshing to read. In fact, it made me think how the pandemic might change some aspects of education for the better even if/when we get on the other side of the pandemic. Things like doing away with (or lightening) attendance policies and allowing late assignments can give a student some time to catch up and breathe so they can get back to being their best. I know this from personal experience. I also appreciated what the author had to say about camera policies. Honestly, I just get tired of seeing my face in the corner of the screen. And yes, I know I can turn off my view, but then I'm overly concerned at what's being shown to others that I can't keep an eye on. Having the freedom to turn my camera off and on at my own discretion creates much less anxiety in my life.
Comments