Exploring pandemic preparedness in higher education: lessons learnt from students' lived experiences during a critical time.

Background: The COVID-19 pandemic has had a marked impact on educational disruption and progression of students. Linked to this, studies have demonstrated increases in depression, anxiety, and stress, with long-term outcomes yet to be understood. Students in Higher Education (HE) were at particular risk due to circumstances such as financial stress from job loss, shifting to online learning and uncertainties about the future, with many international students isolated from social support networks. This study explored lived experiences of determinants for academic disruption in HE students during the COVID-19 pandemic across Germany and the UK. Methods: The study used qualitative secondary data collected from extension and mitigation claim forms from 2019 until 2021 from a university with campuses in the UK and Germany. A phenomenological perspective was utilised to draw out experiences and insights into determinants for mitigation from students to enhance our understanding of real problems encountered during a period of crisis. Thematic data analysis was used to create themes of influence for mitigation of assessments. Results: Themes identified pre and during the COVID-19 pandemic included; pre-COVID: work-related commitments; bereavement; illness of a family member; mental and physical health issues; natural disasters, during 2020/21, themes created were; COVID-19 social impacts; workplace and financial demands; psychological distress; physical illness, with subthemes evolving such as family responsibilities; and caring for others; furlough and its financial impacts; heavy workload for frontline health care workers; mental health impacts; physical abuse and crime, COVID-19 physical symptoms. Conclusion: We suggest an Integrated 'Determinants of Wellbeing Framework' for supporting HE students during critical times such as a pandemic. Our suggested framework was adapted from determining health inequalities and the concept of the 'flourishing student' that maps the relationship between the student, their environment and well-being. It is hoped the framework will serve to inform future theories around disruption to student progression and to explore the relevant impact on educational outcomes in HE thus assisting in appropriate support planning.

[Exploring the relationship between refugee women and female volunteers]. / Zur Beziehungsgestaltung zwischen geflüchteten Frauen und weiblichen Freiwilligen.

The growing number of refugees arriving in Germany in 2015 increased the need for support and care in psychosocial matters, on the part of both, refugees and volunteers. The research project ReWoven investigated the relationship between refugee women and female volunteers, who were not necessarily familiar with each other, through 32 guided interviews (16 with Arab & Farsi speaking women, 16 women with female volunteers). The results reveal a relevant uncertainty surrounding the definition of "volunteering" on both sides as well as misunderstandings and imbalances in their interaction. Both constitute obstacles in building close, reciprocal relationships between members of the two groups. When exploring the relationship between refugee women and female volunteers, the influence of the organization that provides the context of their encounters should be considered.