Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience

Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2024) Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience. Perspectives: Policy and Practice in Higher Education, 28 (3). pp. 141-151. ISSN 1360-3108

Accepted Version File will be available on: 21 August 2025. Available under License Creative Commons Attribution Non-commercial. Download (341kB)

Abstract

This literature review systematically analyses publications and articles up to mid-2023 related to the COVID-19 pandemic in the field of HE, specifically identifying pressures that students are experiencing. The aim of the review was to identify insights into the tensions faced by students in HE following their experiences of educational interruptions due to COVID-19. Additionally, this review explored the literature relating to the personal, professional, academic and societal pressures experienced by HE students. Student engagement, sense of belonging, alienation and resilience in a post-pandemic context was also examined. Results suggest that the effects of COVID-19 have increased pressure on HE students in multifaceted and interconnecting ways. Post-pandemic, students’ mental health and wellbeing is significantly reducing resilience. Issues facing the cohort of students currently at school will filter on into HE if not actioned. Therefore, Government and HEIs need to address the macro, meso and micro after effects of the COVID-19 pandemic. To do this, further focussed research is needed into post-pandemic HEI support systems and practical pedagogical strategies. HEIs could examine the effects of stress and anxiety resulting from the COVID-19 pandemic and could apply conceptual tools and educational theories to influence future strategies to increase students’ resilience, engagement, sense of belonging and thus academic resilience.