Understanding the stress and coping experiences of undergraduate university students in the COVID-19 context: A qualitative study

Abstract

Background: The various psychological challenges experienced by university students have been well- characterised. The university experience can be stressful, which can negatively impact on mental health. Student stress was further exacerbated by the COVID-19 pandemic due to the lack of on-campus learning and peer contact. This study aims to understand the stress experiences and coping strategies of undergraduate university students in Ireland during the COVID-19 pandemic and to explore the differences between first-year and returning students’ experiences. Methods: Undergraduate students at the National University of Ireland, Galway, took part in online semi-structured interviews via Microsoft Teams. Interviews were recorded, transcribed verbatim, and analysed using inductive reflexive thematic analysis. Results: Nineteen students were interviewed (10 first-years and 9 returning students). Three themes were developed in relation to perceived stressors: (1) ‘The unknown. The dragon. The fear of getting sick’ with sub-themes, ‘Fear of COVID-19’ and ‘Chronic uncertainty and negative media messages’; (2) ‘Online learning is overwhelming’ with sub-themes ‘Difficulties with university workload’ and ‘One place, same screen, same things’; (3) ‘Social isolation’ with sub-themes ‘Lack of peer contact’ and ‘Fear of missing out’. Two themes in relation to coping were also developed: (1) ‘Help each other, keep each other afloat’ and (2) ‘Focusing on the positives in a shared storm.’ First-year students described additional stressors not experienced by returning students such as navigating university for the first time remotely and making friends virtually. Conclusion: All students struggled with various additional stressors due to the COVID-19 situation, particularly first-year students who experienced additional stressors while adjusting to university in a pandemic context. All students described coping strategies to help manage stress, which may be useful in developing future interventions and mental health supports for university students.