Abstract:
Although higher education students have been identified as one of the social groups most affected by the impact of COVID-19, higher education literature appears to focus more on documenting implications for teaching and learning, curriculum and institutions, than student wellbeing. This has resulted in gaps to our understanding and approaches to intervene positively in, student wellbeing within the higher education space ‘post-COVID-19’. Drawing on a novel survey data set administered in November 2021, of the 6877 higher education (University and TVET College) students in South Africa, this paper aims to contribute through cross-sectional data that allows analysis of student experience of COVID-19 and its relationship to student wellbeing. As expected, our findings confirm COVID-19 experience as a significant predictor of student wellbeing. We also identify satisfaction with interventions from higher education stakeholders in response to COVID-19 as the strongest, and the extent to which students felt impacted by changes to their routine behaviours as the weakest, predictors of wellbeing. The paper adds to existing international literature, the South African context with a large sample. Secondly, the analysis provides a more comprehensive view of the link between COVID-19 and higher education student wellbeing, as TVET College students are included. The composite measurement of COVID-19 experience is a further contribution. Finally, the findings add to the literature on COVID-19 and higher education student wellbeing, the experience of disadvantaged students. The findings underscore the emotional health of students as a critical area for higher education policy and intervention during times of uncertainty or disruption.
