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COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.

There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi-structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politics, and War Studies) to understand students' perspectives. Students reflected on wellbeing module content and, more broadly, on curriculum processes (teaching, pedagogy, assessment) within their degree. Reflexive thematic analysis was applied to transcripts, generating three themes: embedding wellbeing in the curriculum; assessment, challenge, and academic support; and social connection and interaction. The findings provide evidence for teaching, pedagogy, and assessment practices supporting higher education student wellbeing. These align with recommended good teaching practices, such as considering appropriate assessment methods followed by effective feedback. Students saw the benefits of being academically challenged if scaffolded appropriately. Strong peer connection, teacher-student interaction, and communication were crucial to learning and wellbeing. These findings provide implications for future curriculum design that can support learning and wellbeing.

Life course theory posits that social, structural, and cultural contexts shape individuals' life outcomes. Using this theory, we investigated whether inequalities in education and employment outcomes for young people with marginalised identities are shaped by the university environment they attended. Based on UK national statistics, universities with similar social, cultural, economic, and physical environments were clustered. These clusters were linked to the Longitudinal Study of Young People in England (LSYPE) cohort dataset to determine whether different university environments predicted differences in outcomes. We observed a mixed picture with no definitive pattern for any marginalised identity. Social and economic environments played a role in predicting education outcomes of young people. Social, cultural, and economic environments were important in predicting employment outcomes. The physical environment did not have any impact. This research emphasises a need for more creative policies within certain universities that address education and employment inequalities.

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020-May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption.

COVID-19 forced a rapid migration to online education and many institutions will continue with some online education post-pandemic. Here, we examined digital capabilities, measuring abilities and confidence, which are critical for online learning. We also examined social identity and connectedness which may be impacted by online study and considered whether these factors, along with digital capabilities, predict variance in student mental wellbeing and loneliness. Data were collected from 417 students at a large London university during the first UK lockdown. Students showed high digital abilities and confidence but there were individual differences in some digital domains determined, in part, by demographic and study factors. A significant proportion of variance in loneliness ratings could be explained by demographic factors, connection to the university and digital confidence. Significant predictors of wellbeing included loneliness, digital confidence, connectedness, social identity and a suitable study space. Based on these results we suggest that universities should consider how to improve digital confidence and ensure access to study spaces to support students in future online learning.

Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.

During emerging adulthood (18–25 years), university students have taken steps towards independent living and learning. However, they are also in a liminal phase before the 'stable roles' of adulthood. This developmental context distinguishes them from both adolescents and peers who are not attending university. In order to support student well-being, their unique priorities and concerns need to be taken into consideration. This qualitative study explored what life domains were important to students, and what influenced Quality of Life (QoL) within these, in order to build a novel conceptual model of student QoL. Individual interviews (n = 18) were conducted with undergraduate students (aged 18–25 years). The themes derived via Template Analysis were Supportive and Rewarding University Studies, Personal Growth, Social Support, Concerns about Finances and Financial Independence, Physical Environment, Physical and Mental Well-being, and Maintaining Balance. As well as conceptualising QoL in students, this model has practical value for operationalising student QoL. It is a framework to help universities to understand the needs and priorities of students and provide well-being initiatives in line with these needs. [ABSTRACT FROM AUTHOR]

Although mental health in higher education is increasingly recognised as a public health issue, postgraduate research students are often overlooked. Recent studies indicate a high prevalence of mental distress in this population. This study assesses the experience of doctoral researchers and identifies factors influencing mental wellbeing and perceived stress. A cross-sectional study examined how key demographic, individual and contextual factors related to stress and mental wellbeing in a sample of 431 doctoral researchers in the United Kingdom. Respondents gave positive reports about their supervisory relationship and identified feeling confidently prepared for their work. Family support, good general health, sleep and low levels of self-depreciation predicted stronger mental wellbeing and lower levels of stress. Students who were confident about their future career and felt well prepared for their studies were less stressed and those who were achievement orientated had better mental wellbeing. Focused attention on exploring career options and building confidence may help reduce stress among doctoral researchers. Taking steps to tackle the imposter phenomenon may help further. These could include addressing fear of failure, improving confidence in research ability and clarifying the role of doctoral researchers within the wider academic community. [ABSTRACT FROM AUTHOR]

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020–May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption. [ABSTRACT FROM AUTHOR]

Well-being is a multifaceted construct, and measuring well-being, both within particular groups and at a national level, is a priority for policy and practice. This national agenda on measuring well-being is mirrored in the Higher Education sector. This is the first conceptual review of how well-being is measured among university students in the UK. The aims of the review were to identify (i) the definitions or conceptualisations of well-being guiding the selection of well-being indicators for research within this population and (ii) measures of well-being used in university students in the UK. A scoping review method was used. Twenty-eight validated indicators used to measure well-being in UK students were identified. While many were direct measures of (primarily mental or psychological) well-being, indirect "proxy" indicators, including measures of mental health symptoms, were identified. This review has highlighted that there are inconsistencies in defining and measuring university student well-being, and the measures that have been used in this population are focused on subjective experience. These findings are in line with reviews of well-being measures in the general population. Implications for further research are discussed. [ABSTRACT FROM AUTHOR]

As concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university. This was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies. Forty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated 'poor' in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety. There is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn. • Evidence to support student wellbeing curriculum-embedded interventions is limited. • Many studies were rated poor risk of bias due to inconsistent reporting. • Consistency of wellbeing outcomes could improve synthesis. [ABSTRACT FROM AUTHOR]