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Maintaining wellbeing in university students is a government priority, but robust evidence has been lacking. Higher wellbeing is associated with better mental and physical health, higher self-esteem, self-efficacy, and effective coping strategies. This study aimed to identify, through an online survey in 2018, key determinants of wellbeing amongst a sample of 574 (65.5% female) students across all levels of study at a university in the UK. Most respondents (526 (91.8%)) reported feeling unusually stressed or overwhelmed at university. Residential students reported higher loneliness and number of stressors than commuter students, and postgraduate students reported higher wellbeing, resilience, and sense of coherence, and lower perceived stress and loneliness. Hierarchical regression analyses showed that 71.8% of the variance in wellbeing was predicted by a model containing demographics (age/gender, level of study, number of stressors), psychosocial variables, and perceived stress, with perceived stress, sense of coherence, loneliness, and resilience the strongest predictors. The findings suggest that interventions designed to improve resilience and sense of coherence, and reduce loneliness and perceived stress are likely to be effective in enhancing wellbeing in a student population., Author(s): Caroline E. Brett [sup.1] , Michelle L. Mathieson [sup.1] , Avril M. Rowley [sup.2] Author Affiliations: (1) grid.4425.7, 0000 0004 0368 0654, School of Psychology, Liverpool John Moores University, [...]

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.

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., Author(s): Patricia C. Jackman [sup.1] , Rebecca Sanderson [sup.2] , Tandy J. Haughey [sup.3] , Caroline E. Brett [sup.4] , Naomi White [sup.5] , Amy Zile [sup.6] , Katie Tyrrell [...]

Background and Aims: The impacts of the COVID‐19 pandemic have not been equal, with a disproportionate impact among ethnic minority communities. Structural inequalities in social determinants of health such as housing and employment have contributed to COVID‐19's impact on deprived communities, including many ethnic minority communities. To compare (1) how the UK government's "social distancing" restrictions and guidance were perceived and implemented by ethnic minority populations compared to white populations, (2) the impact of restrictions and guidance upon these groups. Methods: An explanatory sequential mixed methods study incorporated a quantitative survey and qualitative semi‐structured interviews to explore individual perceptions and experiences of COVID‐19 and the national restrictions. Survey participants (n = 1587) were recruited from North West England; 60 (4%) participants were from ethnic minority communities. Forty‐nine interviews were conducted; 19 (39%) participants were from ethnic minority communities. Interviews were transcribed verbatim and analysed using a thematic approach. Data collection was between April and August 2020. Results: Significant differences in demographics and household overcrowding were observed between white vs ethnic minority survey respondents, who were also significantly less confident in their knowledge of COVID‐19, less likely to be high‐risk drinkers, and marginally more likely to have experienced job loss and/or reduced household income. There were no group differences in wellbeing, perceptions, or nonfinancial impacts. Two inter‐related themes included: (1) government guidance, incorporating people's knowledge and understanding of the guidance and their confusion/frustration over messaging; (2) the impacts of restrictions on keyworkers, home‐schooling, working from home and changes in lifestyle/wellbeing. Conclusions: Further research is needed on the long‐term impacts of COVID‐19 on ethnic minority communities. If policy responses to COVID‐19 are to benefit ethnic minority communities, there is a need for future studies to consider fundamental societal issues, such as the role of housing and economic disadvantage. Highlights: What is known about this topic? The COVID‐19 pandemic has impacted the entire world, however it has had disproportionate impacts on ethnic minority communities.'Social distancing' is a public health intervention that has been utilised in previous pandemics where measures are put in place to encourage individuals to undertake a number of changes to their social behaviours to increase physical distance from others and to reduce number of contacts with other people.Living conditions such as overcrowding are a risk factor for ill health, including from COVID‐19. What this paper add? Ethnic minority respondents were significantly more concerned about the educational impacts on their children.Living in overcrowded homes significantly affected the ethnic minority respondents with regard to increased risk within their home environment, less space for privacy for working from home and education/welfare needs of children.More practical and relevant government guidance is needed for ethnic minority communities and future policy should consider the economic and societal impacts for ethnic minority workers. [ABSTRACT FROM AUTHOR]

The Lothian Birth Cohort 1936 sample is in a uniquely good position to provide relevant data on social class mobility patterns over most of the last century. These participants, with known ultimate social class attainment, took a validated mental test in the Scottish Mental Survey of 1947 and were followed up at approximately age 70. Then, besides their own age 11 mental ability data and educational and occupational attainment, they reported educational and occupational data on their parents and offspring. We constructed structural equation models of participant and offspring social class attainment and odds of social class movement, and compared results with those from the similarly recruited and assessed Lothian Birth Cohort 1921. In the 1936 cohort, relative transmission of social class from one generation to the next decreased, while relative transmission of educational attainment increased. In addition, effects of childhood IQ and educational attainment on social class decreased, apparently due to relative decrease in overall upward mobility and absolute increase in overall education level. (Contains 10 tables and 1 figure.)

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class movement is both restrained and facilitated. We tested these proposals using data from three generations. Study participants were men born in 1921 who participated in the Scottish Mental Survey of 1932 and thereafter in the Lothian Birth Cohort 1921's initial assessment in 1999-2001. In addition to their own data on mental ability at age 11 and educational and occupational attainment, they reported educational and occupational data on their fathers and offspring. We used these data to construct structural equation models of participant and offspring social class attainment and odds of moving up or down in social class. Consistent with our proposals, parental social class contributed to educational attainment, which in turn contributed to participant social class attainment, suggesting that educational attainment contributed to social class stability. Childhood mental ability contributed to participant educational and social class attainment but did not transfer to offspring. Education was also important to social mobility and, where measured, mental ability contributed to educational attainment. Education thus appeared to play a pivotal role in the association between ability and social class attainment. (Contains 3 figures and 7 tables.)

Here we reprint, and provide background and a commentary on, a recently-rediscovered lecture by Godfrey H. Thomson entitled, "Intelligence and civilisation." It was delivered at the University of Manchester, UK, on 23rd October, 1936, printed in 1937 in the short-lived "Journal of the University of Manchester" and as a pamphlet in Edinburgh. It was one in the series of lectures supported by the industrialist and philanthropist Ludwig Mond. The lecture is unusually valuable in that it places the theory, testing and practical application of intelligence against the background of the rise of fascism and its threat to civilisation. The lecture is a candid and accessible "confession and contemplation"; the frank thoughts of a person committed to, but critical of, intelligence testing and theory, but convinced of the power and place of intelligence differences in people's lives and in civilisation. It comes at an important time for Thomson, with regard to three of his major achievements: his Moray House Test series, the Scottish Mental Survey of 1932 (and the Northumbrian testing exercise that preceded it), and the preparation of his book "The Factorial Analysis of Human Ability." The understanding of the lecture is enhanced by recently-discovered archive materials on Thomson and his circle. ([Thomson, G.H. (1937a). "Intelligence and civilisation: A Ludwig Mond lecture delivered at the University of Manchester on October 23rd, 1936." "Journal of the University of Manchester," 1, 18-38], from the Ludwig Mond lecture). (Contains 3 figures.)