As promises of the end of the pandemic are appearing, mental health professionals share their psychological observations of 2020’s impact to students and caution what we may have to anticipate post-COVID.
Jenet is currently the Head of Counselling Unit at INTI International University
Jenet Roslin Jovan, the Head of Counselling Unit at INTI International University, shared that as the lockdown began, she witnessed a significant number of students struggling with anxiety, stress, demotivation, loss of interest, and loneliness.
She shared that these responses were especially prominent amongst vulnerable student groups such as international students and students who were unable to go home, because they lacked the physical support of their families and peers.
“Understandably so, it was an overwhelming time for our young adults. They were flooded with daily news of increasing case numbers, loss of life, travel restrictions, and reduced social interactions,” said Jenet.
Teow Ker Shin – a colleague of Jenet’s and Student Counsellor at INTI International College Subang, added that on top of the influencing factors mentioned by Jenet, the pandemic also brought about financial worries and disruption to the educational system students were used to, leading to more stresses built up for them.
“Virtual learning increased their screen time tremendously and limited their physical interactions with others. While some students managed to adapt to this form of learning, other students did not receive it well, as they felt increasingly isolated from spending too much time alone,” said the Masters in Guidance and Counseling graduate from Universiti Kebangsaan Malaysia (UKM).
Ker Shin (centre) addressing students in a workshop organised prior to the pandemic
Ker Shin conveyed that fully online learning also created digital fatigue amongst students, which limited their ability to stay focused in classes for long hours.
The reopening of schools and ease of restrictions also brought about new psychological challenges for students.
Ker Shin explained, “While face-to-face classes were able to reduce digital fatigue and increase social connection, the looming physical and health risks of the pandemic still made it a worrisome and anxious time for students.”
She said that this activated students’ nervous response systems substantially, which hindered their learning experiences in schools.
When asked for a viable solution to address the mental health issues caused by the epidemic, both Ker Shin and Jenet shared that a blended learning experience for all students seem ideal post-COVID.
“It balances the need for social connection and restrictions, while still allowing them to continue with their education uninterrupted,” concluded Jenet.