Abstract
As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.
Highlights
As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education
As we approach the academic year, it is important to consider how best to support the new cohort of undergraduate students as they transition to higher education, during this turbulent climate
We present a compendium of five key considerations and recommendations for higher education educators to support students during the transition to university in the 2021–2022 academic year
Summary
As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. There was a large variety in schooling experiences from June 2020 to January 2021 as school provision was regularly interrupted by COVID-19 breakouts, self-isolation due to COVID-19 contact, and changes in keyworker education provision As a result, these students will arrive at university having missed a considerable amount of their schooling, socializing, and will not have been formally assessed by pretertiary examinations. We present a compendium of five key considerations and recommendations for higher education educators to support students during the transition to university in the 2021–2022 academic year These recommendations reflect the pedagogic literature that demonstrates how students can best be supported in “normal” pre-COVID circumstances and offers ways to adapt these suggestions in light of the current context. This model allows educators to establish barriers and facilitators of self-regulated learning in an online context
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