Impact of COVID-19 on Educational Engagement Among Nontraditional Students

Background/Purpose:

The COVID-19 pandemic has presented significant challenges for college students broadly, including financial, social, and mental health challenges (Lederer et al., 2020). These challenges are pronounced among nontraditional college students and young adults working toward reengaging academically. Completing a high school degree and participating in postsecondary educational opportunities represents critical social milestones for nontraditional students. Many nontraditional students’ ability to excel in education is disproportionately affected by socioenvironmental hurdles. The COVID-19 pandemic has compounded existing challenges for many nontraditional students and presented substantial barriers to educational continuity (Blake et al., 2021). This qualitative study used direct youth voice to examine the impact of COVID-19 on nontraditional students participating in a school re-engagement program. The program provides young people who were previously disengaged from school with support and resources to complete a high school diploma and progress to postsecondary and vocational opportunities. It is vital to understand the academic, social, and economic challenges COVID-19 has presented for these vulnerable students.

Methods:

Data derived from 142 short answer responses to the question: “How has the COVID-19 pandemic affected your education pathway?” provided by young people participating in an education re-engagement program in a Pacific Northwest metropolitan area. The program serves students primarily ranging from 18 to 26 years old (average age of 24). Over 60% of participants identify as students of color. The short answer question was included as an optional response at the end of a program evaluation survey completed by over 300 students participating in the educational re-engagement program. Inductive thematic coding was used to analyze students’ responses. Twenty-four unique codes were identified, comprising both positive and negative perceptions of COVID-19’s impact on academic, economic, social, and health and wellness domains. Multiple coders, including staff members from the education re-engagement program, participated in coding responses and identifying emergent themes.

Results:

Results indicate that the impact of COVID-19 augmented students’ sense of precarity in multiple forms. Significant themes that emerged included job loss and economic hardships, housing loss, and significant adverse mental health effects. Students also detailed their loss of motivation due to the lack of community support they experienced with distance or online learning and less access to vital educational resources with off-campus classes. Approximately a quarter reported that they were currently experiencing some form of housing instability. While a minority of students reported that COVID-19 had improved their educational experiences and enjoyed online course work and the time freedom provided by a work-from-home structure, most students said they viewed the impacts of COVID-19 as significantly interrupting and inhibiting their well-being and educational progress.

Conclusions and Implications:

The study’s findings build on a growing recognition of the harmful and disproportionate impacts of the COVID-19 pandemic on nontraditional students, for whom a lack of resources and supports has been further diminished. This has resulted in substantial strains on student’s ability to continue their educational goals and negatively impacted their health and well-being. Strategies to support nontraditional students and bolster their ability to continue their academic pursuits are discussed.