Due to the exploratory nature of this study, a stepwise entry method was used (with the exception of covariates) to specify regression analysis. The frequency of combined reported PCR testing (swab and saliva) completion was used as the dependent variable. Gender was dummy coded, with males set as the referent group. Covariates (gender and year of study) were entered in block one (forced entry), followed by student’s mental wellbeing variables (block two, stepwise entry), and satisfaction with programme services and communication (block three, stepwise entry). See Table 8 and Table 9 for overview. Two standardised residuals (>+/−3.0) were identified as extreme scores and were removed from this analysis (n = 91). Increased PCR test adherence was significantly associated with being in the first year of study (as expected due to the higher number of tests available for first years compared with final years), lower levels of anxiety, increased worry about contracting COVID-19 and increased satisfaction with the way in which information was communicated (see Table 8). The final regression model accounted for 78.2% of the explained variance in the dependent variable (adjusted R2 = 0.769, SE = 2.06). The statistical correlates associated with the frequency of antibody tests were determined with several study variables (see Table 7). Increased frequency of antibody tests completed during the pilot was statistically significantly associated with being first year of study (again, as expected due to the higher number of tests offered to first year compared with final years), lower level of anxiety symptoms, having greater worry about friends or family contracting COVID-19, increased satisfaction with the drop-off point for completed tests and greater confidence in the outcome of the test. The final regression model explained 57.9% of the total variance (adjusted R2= 0.579, SE = 1.54; see Table 9).