Abstract
This cross-sectional analysis estimated differences, based on disability status, in college students' (n = 777) experiences during the COVID-19 pandemic. Data were modeled using t-tests and logistic regression. Most participants were white (86.2%), and women (66.4%). The mode age was 23. A third (35.6%) had at least one disability. Students reported high rates of psychosocial distress, like fear of contracting (59.7%) and spreading (74.3%) COVID-19, worry about friends and family (83.7%), and increased anxiety (72.5%), depression (59.9%), and substance use (24.7%). Forty-two percent (42.2%) were scared they would miss out on their education through virtual classes. About a third feared forgetting assignments (34.1%) and making mistakes (33.9%). Fewer students expressed apprehension about (27.9%) and intimidation by (26.3%) virtual learning. Only 17.2% would continue taking virtual classes after the pandemic. Students with disabilities (M = 12.4, SD = 4.1) experienced more psychosocial stressors compared to students without disabilities (M = 9.9, SD = 4.2), [t(775) = 7.86, p < 0.001]. In adjusted models, disabled students were more than twice as likely to experience worry about medical bills (OR = 2.29), loneliness (OR = 2.09), and increased anxiety (OR = 2.31). They were also more than three times as likely to report increased depression (OR = 3.51) and changes in sexual activity (OR = 3.12). However, students with disabilities (M = 1.5, SD = 1.1) also reported receiving more support compared to their non-disabled classmates (M = 1.1, SD = 1.1), [t(775) = 6.06, p < 0.001]. Disabled students were more likely to feel a sense of contributing to society by following precautions (OR = 1.80) and receive support from family and others (emotional support: OR = 2.01, financial support: OR = 2.04). Interestingly, no significant differences were found in students' feelings associated with online or virtual learning [t(526.08) = 0.42, p = 0.68]. Students with disabilities, though, trended toward reporting negative experiences with virtual learning. In conclusion, students with disabilities were disproportionately affected by COVID-19 stressors, but also expressed more support and a sense of contributing to the common good.
Highlights
As community spread of COVID-19 became an increasing concern, college campuses in the United States implemented drastic changes to their day-to-day operations
Among the students who participated in the survey, just over a third (35.6%) reported a disability
We explored COVID-19 related experiences among college students with and without disabilities enrolled at Oklahoma State University during the Fall 2020 semester
Summary
As community spread of COVID-19 became an increasing concern, college campuses in the United States implemented drastic changes to their day-to-day operations. Students returning to college from spring break were forced to relocate away from campus and engage in alternate learning formats to limit community spread. By the end of March 2020, more than 1,400 colleges and universities had transitioned away from existing course formats relying mostly on face-to-face instruction to virtual learning formats exclusively [1]. Even prior to the challenges brought about by COVID-19, college students in the United States experienced significant levels of psychosocial distress [2]. Changes brought about by the pandemic intensified these psychosocial concerns as students lost social activity, which was one of their main coping strategies [4] and faced upheaval and uncertainty [5, 6]. While the stressors of the pandemic affected all students, they intensified long-standing issues for students from historically excluded groups
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