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Mental wellbeing among higher education students in England during the pandemic: a longitudinal study of COVID-19 experiences, social connectedness and greenspace use

Mental wellbeing among higher education students in England during the pandemic: a longitudinal study of COVID-19 experiences, social connectedness and greenspace use
Mental wellbeing among higher education students in England during the pandemic: a longitudinal study of COVID-19 experiences, social connectedness and greenspace use

The COVID-19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between COVID-19 experiences, lifestyle behaviours, social connectedness and mental wellbeing in the second year of the pandemic. The validated Warwick–Edinburgh Mental Wellbeing Scale was used to measure the primary outcome mental wellbeing. Self-reported data from 161 university students (18–35-year-old) in England was obtained. Data collection took place across two time points with contrasting COVID-19 epidemiological and countermeasure attributes. T1 occurred in the spring of 2021, during the tail end of the third national lockdown when indoor household mixing was prohibited and vaccination rates were low among 18–35 year olds. T2 took place 6 months later, in the autumn of 2021, when restrictions had ended and vaccination rates were high. Within-participant changes in students showed that mental wellbeing significantly improved over 6 months, suggesting positive adjustment. Fear of COVID-19 and engagement in COVID-19 protective behaviours significantly decreased as pandemic restrictions eased. Physical activity levels were high and did not change over time, while greenspace visits significantly diminished. Social support remained the same and group membership significantly increased over time. Hierarchal regressions revealed that social support was the most critical contributor to mental wellbeing. We discuss lessons for mental wellbeing promotion strategies: encouraging the use of greenspace as locations for distanced social interaction and physical activity in times of lockdown constraints.

COVID-19, England, higher education, mental wellbeing
0141-1926
1281-1307
Lemyre, Anaïs
3adae165-6be9-4141-a39f-99f0f64ceef5
Chrisinger, Benjamin W.
792cc9fa-9203-41a6-8064-b60b7ae20f1a
Palmer-Cooper, Emma
e96e8cb6-2221-4dc7-b556-603f2cf6b086
Messina, Jane P.
d7056ef3-752d-48df-8907-2161e498b47c
Lemyre, Anaïs
3adae165-6be9-4141-a39f-99f0f64ceef5
Chrisinger, Benjamin W.
792cc9fa-9203-41a6-8064-b60b7ae20f1a
Palmer-Cooper, Emma
e96e8cb6-2221-4dc7-b556-603f2cf6b086
Messina, Jane P.
d7056ef3-752d-48df-8907-2161e498b47c

Lemyre, Anaïs, Chrisinger, Benjamin W., Palmer-Cooper, Emma and Messina, Jane P. (2024) Mental wellbeing among higher education students in England during the pandemic: a longitudinal study of COVID-19 experiences, social connectedness and greenspace use. British Educational Research Journal, 50 (3), 1281-1307. (doi:10.1002/berj.3976).

Record type: Article

Abstract

The COVID-19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between COVID-19 experiences, lifestyle behaviours, social connectedness and mental wellbeing in the second year of the pandemic. The validated Warwick–Edinburgh Mental Wellbeing Scale was used to measure the primary outcome mental wellbeing. Self-reported data from 161 university students (18–35-year-old) in England was obtained. Data collection took place across two time points with contrasting COVID-19 epidemiological and countermeasure attributes. T1 occurred in the spring of 2021, during the tail end of the third national lockdown when indoor household mixing was prohibited and vaccination rates were low among 18–35 year olds. T2 took place 6 months later, in the autumn of 2021, when restrictions had ended and vaccination rates were high. Within-participant changes in students showed that mental wellbeing significantly improved over 6 months, suggesting positive adjustment. Fear of COVID-19 and engagement in COVID-19 protective behaviours significantly decreased as pandemic restrictions eased. Physical activity levels were high and did not change over time, while greenspace visits significantly diminished. Social support remained the same and group membership significantly increased over time. Hierarchal regressions revealed that social support was the most critical contributor to mental wellbeing. We discuss lessons for mental wellbeing promotion strategies: encouraging the use of greenspace as locations for distanced social interaction and physical activity in times of lockdown constraints.

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More information

Accepted/In Press date: 8 January 2024
e-pub ahead of print date: 23 January 2024
Published date: 5 June 2024
Keywords: COVID-19, England, higher education, mental wellbeing

Identifiers

Local EPrints ID: 486538
URI: http://eprints.soton.ac.uk/id/eprint/486538
ISSN: 0141-1926
PURE UUID: 4d96d8c8-b11b-4f98-817f-f94aca748752
ORCID for Emma Palmer-Cooper: ORCID iD orcid.org/0000-0002-5416-1518

Catalogue record

Date deposited: 25 Jan 2024 17:35
Last modified: 05 Feb 2025 03:03

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Contributors

Author: Anaïs Lemyre
Author: Benjamin W. Chrisinger
Author: Jane P. Messina

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