Where to from Here? Contemplating the Impact of COVID-19 on South African Students and Student Counseling Services in Higher Education

Abstract

The unprecedented magnitude and effects of the Covid-19 pandemic have rendered it a highly disruptive and traumatic phenomenon. This paper considers the impact of Covid-19 on South African students and Student Counseling Services in Higher Education. The paper specifically reflects on shifts in student mental health and psycho-social vulnerability as a consequence of the pandemic, and the increased demand for the student counselor advocacy role. The inevitable need for technological shifts to traditional student counseling practice is considered, as well as the transformational dilemma or "double-edged sword" inherent in such change, given the historical, psycho-social, and economic complexities of South African society which impact on student access and participation in Higher Education. The paper lastly considers the adoption of a customized or "blended" student counseling approach that incorporates traditional and technological-based elements, and that can accommodate student personal and mental health needs, preferences as well as contextual peculiarities and challenges.

Poor College Students’ Resilience Phase in Online Learning during the Covid-19 Pandemic

“…The services are expected to aid the students in comprehending their courses materials. This student assistance can be provided in the form of responsive services, such as the online individual or group counseling service (Naidoo & Cartwright, 2020). The provision of this counseling should also consider the facilities, access, and culture in the universities.…”

Wellness Constraints Among International University Students Transitioning Through Covid 19

“…While universities face multidimensional impacts, students are affected in significant ways as well. As commented by Naidoo and Cartwright (2020), the disruption to daily academic and social routines affects the sense of safety, self-regulation, safety, predictability and structure among students. This is significantly aligned to personal planning, decision-making, productivity and motivation areas being negatively affected.. For example, university students experiences in countries which imposed lockdown included cancellation of courses; campus and residence closures; transition to online learning; disruption to research; cancellation of workplace experiential learning and internships; and changes in assessments (Hamza, Ewing, Heath & Goldstein, 2020;Arnett, 2016;Duffy, Twenge, & Joiner, 2019).More so, not all universities engaged in online teaching prior to Covid 19, compelling them to adopt online learning without compromising high quality education.…”

“…As a precarious group, international students generally encounter multiple stressors on a daily basis, which are both contemporary and historical in nature. Such multiple stressors may potentially drain students emotionally and mentally; exhaust their coping resources; and compromise resilience in their personal and academic lives (Van Breda, 2017).In particular, concerns have been raised about the extent to which virtual shifts in teaching and learning practices are contextually relevant and student-centered for international students from diverse cultural backgrounds (Naidoo & Cartwright, 2020). Thus, the plight of this vulnerable group is associated with pronounced challenges and needs.…”

“…From a student's perspective, Covid 19 has triggered a catalyst for universities to consider ways of strengthening wellbeing of international students, considering the peculiarities and complexities facing them. For example, Naidoo and Cartwright (2020) reported that females are a high risk vulnerable group to exploitative sexual practices to support themselves and their studies. The pandemic has intensified the vulnerability of this group, both for local and international female students, thus posing new wellbeing challenges.…”

COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers

“…General population increases in self-reported anxiety, depressive thoughts, suicidal ideation, and being currently depressed/distressed (Vrublevska et al, 2021, Centers for Disease Control and Prevention (CDC), 2021), psychological challenges (Kruks et al, 2020). The lockdown caused 'panic' and 'anxiety ' (la Velle et al, 2020), which followed by students insecurity and anxiety due to isolation (physical and social isolation) (Jung et al, 2021), loneliness and stress-induced emotions (Händel et al, 2020Lāma, & Lāma, 2020, De Man et al, 2021, anxiety and depression heightened by family worries (Kee, 2021), there is more need for psychological counseling (Naidoo & Cartwright, 2020).…”