Consequences of the COVID-19 Pandemic

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COVID-19-related changes in employment status were relatively similar across the two sectors. (Q32-35)

  • Approximately one-third of students across both sectors worked fewer hours, not by choice, and 36 to 37 percent of four- and two-year respondents, respectively, indicated they had earned less income, not by choice.

Many students indicated their family’s financial situation had worsened since the start of the COVID-19 outbreak. (Q31)

  • Fifty-eight percent of two-year respondents and 57 percent of four-year respondents indicated that their family’s financial situation had worsened since the start of the COVID-19 outbreak.
  • Parenting students, first-generation students, Black/African American students, and Hispanic students were more likely to experience shocks to their family’s finances.

Respondents at two-year institutions were slightly more likely to experience an increased obligation to support their family financially (compared to before the pandemic). (Q30)

  • Fifty-seven percent of two-year respondents agreed or strongly agreed they had more of an obligation, compared to 51 percent of respondents at four-year institutions.

Most respondents suffered mental and emotional tolls due to the pandemic. (Q29)

  • At two-year institutions, 84 percent of respondents reported the coronavirus (COVID-19) outbreak added to [their] levels of stress, anxiety, or depression. This was slightly higher at four-year institutions, where nearly nine in ten (88 percent) indicated their mental health had been negatively affected by the pandemic.

Q32-35: Did the coronavirus (COVID-19) outbreak of 2020 change your work/income situation?

Q32-35: Did the coronavirus (COVID-19) outbreak of 2020 change your work/income situation?

Q31: Since the coronavirus (COVID-19) outbreak of 2020, how would you describe your family’s finances?

Q31: Since the coronavirus (COVID-19) outbreak of 2020, how would you describe your family's finances?

Q30: I have more of an obligation to support my family financially compared to before the coronavirus (COVID-19) outbreak of 2020.*

Q30: I have more of an obligation to support my family financially compared to before the coronavirus (COVID-19) outbreak of 2020.*

*Responses indicating ‘Neutral’ are not shown

Q29: The coronavirus (COVID-19) outbreak of 2020 added to my levels of stress, anxiety, or depression.*

Q29: The coronavirus (COVID-19) outbreak of 2020 added to my levels of stress, anxiety, or depression.*

*Responses indicating ‘Neutral’ are not shown

  • Many postsecondary students are employed while in college and use their part- or full-time wages to pay for college-related expenses (see Paying for College, p. 12 for more). Unfortunately, the coronavirus pandemic has increased unemployment and other job-related issues, such as loss or reduction of wages, in the United States.55
  • COVID-19-related changes in employment status were relatively similar across the two sectors:
    • The most extreme employment outcome measured in the survey—losing a job, not by choice—was reported by 23 percent of four-year respondents and 24 percent of two-year respondents. Approximately one-third of students across both sectors worked fewer hours, not by choice, and 36 to 37 percent of four-year respondents and two-year respondents, respectively, indicated they had earned less income, not by choice.
    • For students who depend on income from part- or full-time employment to pay for college-related expenses, a loss of employment or reduction in hours can negatively impact their enrollment.
  • While students frequently rely upon their parents and/or family members to help pay for college-related costs (see Paying for College, p.12), many families have also seen negative impacts to their employment, income, and finances during the COVID-19 pandemic.
  • Lower-income students may face more severe economic shocks in light of the COVID-19 pandemic than affluent peers; these students are more likely to have a close family member see their income reduced due to the pandemic.56
  • Fifty-eight percent of two-year respondents, and 57 percent of four-year respondents, indicated their family’s financial situation had worsened since the start of the COVID-19 outbreak.
  • Parenting students, first-generation students, Black students, and Hispanic students were more likely to experience shocks to their family’s finances.
  • With nearly three in five students (across both sectors) indicating their familial finances had worsened during the pandemic, it is not surprising that many students also reported an increased obligation to support their family financially.

Respondents at two-year institutions were slightly more likely to report an increased obligation to support their family financially compared to before the COVID-19 outbreak. (Q30)

  • Fifty-seven percent of two-year respondents agreed or strongly agreed that they had more of an obligation, compared to 51 percent of respondents at four-year institutions.
  • Before the coronavirus pandemic, mental health challenges were prevalent on college campuses, with more than a third of college students meeting the criteria for at least one mental disorder in 2018-2019.57 Unfortunately, the Centers for Disease Control and Prevention (CDC) and other trusted organizations have cautioned that the coronavirus pandemic may worsen existing mental health problems. In fact, The Healthy Minds Study found nearly half (47 percent) of its respondents indicated depression or an anxiety disorder in their fall 2020 survey.58 Mental health problems can have severe consequences on students’ lives, including their energy level, mental ability, relationships with friends and family, and academic performance.
  • At two-year institutions, 84 percent of respondents reported that the COVID-19 outbreak added to [their] levels of stress, anxiety, or depression. This was slightly higher at four-year institutions, where nearly nine in ten (88 percent) indicated their mental health had been negatively affected by the pandemic.
  • Mental health can be a challenge for all students, but research suggests that it is especially challenging for certain groups of students, including first-generation students, students with dependents, and those with basic needs insecurities, among others. In this survey, respondents with the following characteristics were more likely to experience elevated levels of stress, anxiety, or depression:
    • Working one or more part- or full-time jobs
    • Being a first-generation student
    • Supporting children (two-year respondents only)
    • Supporting parents or guardians
    • Food insecurity, housing insecurity, and/or homelessness

Institutions can provide targeted emergency aid to students by coordinating efforts, consolidating resources, promoting the availability of aid, and addressing student needs holistically.

Without their normal social support networks available, many students struggling with stress and anxiety need access to mental health support.

Problem:

In addition to the normal pressure of balancing school, work, and family obligations, students struggle with keeping their focus on academics during this pandemic. Social distancing and quarantines further disrupt formerly reliable networks of support, leaving students vulnerable to mental health challenges.

Solution:

Institutions can provide students with mental health support, such as access to free or reduced-cost mental health services, medical counseling, mental health teleconferencing, and virtual support groups. They can enhance on-campus offerings or partner with local organizations to provide these services.

Students forced into virtual learning environments need adequate technical support.

Problem:

The reliance on virtual learning puts a premium on having adequate technology. But not all students will have the proper technical setup, especially students with inadequate financial means. This can lead to academic difficulties, alienation, and potentially stop-out.

Solution:

Institutions can use call campaigns and surveys to gauge the technological needs of their students and use innovative solutions to address those needs. Potential interventions include mailing coursework to students, renting laptops and/or wireless routers to students, and installing routers in on-campus parking lots.59

Solution:

Institutions can partner with internet service providers to help their students find low-cost options to fulfill their Internet and/or Wi-Fi needs, or offer students vouchers to cover the cost of these services. Households that meet certain criteria, including having a member receive a Federal Pell Grant during the current award year, may be eligible for discounted broadband service through the Emergency Broadband Benefit Program.60

During times of crisis, students need sensitive and appropriate communication with their institution.

Problem:

Crisis can lead to chaos without good communication. Poor communication can cause confusion and anxiety that can hinder student success.

Solution:

During a crisis, staff should demonstrate empathy and extend expressions of care and concern. Given the amount of information students may need to process, not all messaging needs to encourage students to act. Crisis communication should be evidence-based and share information from high-quality, trusted organizations.61 During COVID-19, institutions should consider sending information sourced from the Centers for Disease Control and Prevention and World Health Organization. In addition, leadership should have clearly defined crisis communication roles and consistently follow those roles to maintain clear communication.62 Text messages should be personalized; research suggests students prefer consistent, personalized communication directly from their institution over generic communication.

Trellis Company Webinar, Delivering Emergency Aid Services During COVID-19:
https://youtu.be/uSj3GoAFUS0

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