Abstract
Despite increasing awareness of the importance of psychological wellbeing of university students1, 2, 3, levels of wellbeing continue to be significantly poorer than the general adult population4. Students with a high sense of wellbeing achieve better academically, have improved retention rates, and have better university experiences1, 2. Of all the student groups, Postgraduate Taught (PGT) students face a particular set of acute challenges, during their relatively short time at university. These include transitioning to a new environment, having higher academic expectations, their living environment, and juggling responsibilities5
. To better understand and address student wellbeing is more important than ever in the current COVID-19 environment, where loneliness, uncertainty, and online
learning/social interactions could become a source of difficulty. The aims of this study are three-fold: 1) to monitor and better understand PGT wellbeing across an
academic year; 2) to compare the wellbeing of current PGT students (impacted by COVID-19) to our pre-COVID 2018-2019 cohort; and 3) to influence policy and practice at our University by developing the necessary tools to support PGT students as they adjust to and thrive during their year of postgraduate study.
We use a longitudinal mixed method design utilising both questionnaire (including the CORE-GP wellbeing scale6) and focus group methodologies, at various points across the academic year. Preliminary quantitative data has given insight into our second aim, showing a decrease in wellbeing in this academic year compared to pre-COVID academic years. The qualitative data provided the context for this as students reflected upon their university experiences and highlighted factors that
helped and challenged their wellbeing whilst at university. Students reported low wellbeing to be related to a lack of social interaction, loneliness and issues surrounding equality, diversity and inclusion. Yet, encouragingly, students have reported the kindness and pastoral support by academic staff as helpful for their wellbeing.
. To better understand and address student wellbeing is more important than ever in the current COVID-19 environment, where loneliness, uncertainty, and online
learning/social interactions could become a source of difficulty. The aims of this study are three-fold: 1) to monitor and better understand PGT wellbeing across an
academic year; 2) to compare the wellbeing of current PGT students (impacted by COVID-19) to our pre-COVID 2018-2019 cohort; and 3) to influence policy and practice at our University by developing the necessary tools to support PGT students as they adjust to and thrive during their year of postgraduate study.
We use a longitudinal mixed method design utilising both questionnaire (including the CORE-GP wellbeing scale6) and focus group methodologies, at various points across the academic year. Preliminary quantitative data has given insight into our second aim, showing a decrease in wellbeing in this academic year compared to pre-COVID academic years. The qualitative data provided the context for this as students reflected upon their university experiences and highlighted factors that
helped and challenged their wellbeing whilst at university. Students reported low wellbeing to be related to a lack of social interaction, loneliness and issues surrounding equality, diversity and inclusion. Yet, encouragingly, students have reported the kindness and pastoral support by academic staff as helpful for their wellbeing.
| Original language | English |
|---|---|
| Title of host publication | Education Studies PGR Conference 2021 |
| Pages | 53 |
| Publication status | Unpublished - 24 Apr 2021 |
