Emotional Well-Being in the Time of COVID-19: A Tale of Two Factors—Academic and Structural

Abstract

In this paper we documented the emotional impact of Covid-19 on Pakistani college/university students as they transitioned (rather quickly) from physical (face-to-face) to online classes; we investigate how academic/structural factors contributed to positive/negative emotional reactions among these students and show how the presence of these factors made the transition easier for some students and not so much for others. We use mixed-methods research, including an online survey instrument supplemented with focus group discussions. Pakistan has a stratified education system divided along lines of income /class. Unfortunately, online learning exacerbated existing inequalities and laid bare the stark digital divide. Our research confirms that students across all income brackets want similar things: synchronous lessons and an uninterrupted internet connection to listen to these lectures without voice distortion -- a supportive environment/infrastructure at home, and at the university (Student Affairs, IT support) reduces stress and allows students to focus on the lecture; they expect to be examined objectively and fairly, based on merit. Uneven access to these academic and structural determinants, however, added stress, anxiety, and frustration. Moreover, keeping everything else constant, being female is associated with greater anxiety and frustration: This is especially true for high-income girls; however, low-income female students reported hope in the face of adversity.