| Id |
Subject |
Object |
Predicate |
Lexical cue |
| T214 |
0-6 |
Sentence |
denotes |
3.2.1. |
| T215 |
7-15 |
Sentence |
denotes |
Theme 1: |
| T216 |
16-47 |
Sentence |
denotes |
Emotional Responses to COVID-19 |
| T217 |
48-69 |
Sentence |
denotes |
(i) Negative Feelings |
| T218 |
70-254 |
Sentence |
denotes |
Participants expressed complex emotional reactions to COVID-19, including physical exhaustion and a range of psychological responses such as frustration, uncertainty, anxiety and fear. |
| T219 |
255-506 |
Sentence |
denotes |
Fear was alluded to not only in the context of the risk to themselves and their families of contracting COVID-19 but also in respect to a sense of guilt they would feel should they receive a positive test result and risk spreading the virus to others. |
| T220 |
507-818 |
Sentence |
denotes |
While a minority were less concerned by the virus, there was widespread acknowledgement that the pandemic had impacted significantly on mental health for both students and staff, “in the beginning when it all went into lockdown it felt really alien and it made me quite anxious” (P128, female, staff, academic). |
| T221 |
819-1097 |
Sentence |
denotes |
Students expressed frustration with regard to the negative media representation of university students, and they perceived mixed messages from the government had encouraged them to “eat out, to help out”, and subsequently “blamed students for going out, and spreading COVID-19”. |
| T222 |
1098-1121 |
Sentence |
denotes |
(ii) COVID-19 around Me |
| T223 |
1122-1316 |
Sentence |
denotes |
Variations observed in participants’ emotional reactions to COVID-19 (students and staff) and their level of concern about COVID-19 appeared to be related directly to their personal experiences. |
| T224 |
1317-1508 |
Sentence |
denotes |
Anxiety and fear were much more pronounced in those reporting greater personal exposure to the negative impacts of COVID-19 than those who had no prior experience of the virus or its impacts. |
| T225 |
1509-2015 |
Sentence |
denotes |
For example, interviewees were seemingly more anxious and concerned if they had received a positive test result, had (or knew someone who had) self-isolated during the pandemic, had an underlying health condition that increased health risk, or knew someone who had become seriously ill due to COVID-19: “one of my friends was on a ventilator for ten weeks because of… being affected by COVID, he was a nurse working with elderly people so that was quite a scary experience” (P126, female, staff, academic). |
| T226 |
2016-2042 |
Sentence |
denotes |
(iii) Coping with COVID-19 |
| T227 |
2043-2354 |
Sentence |
denotes |
Participants referred to a diverse range of coping mechanisms adopted in response to the virus, which included participation in the university asymptomatic testing provision, media avoidance, distractions, and an acceptance that outcomes were beyond their control, all of which appeared to reduce their anxiety. |
| T228 |
2355-2559 |
Sentence |
denotes |
Many students alluded to peer support both with relation to shared engagement with peers in the testing processes (e.g., within household “bubbles”) and accessing support from peers during self-isolation. |
| T229 |
2560-2721 |
Sentence |
denotes |
It was suggested that students who live off campus may have less peer support and may find periods of self-isolation more challenging than those living in halls. |
| T230 |
2722-3306 |
Sentence |
denotes |
A small number of students had struggled to cope during the pandemic, particularly when self-isolating, and staff indicated that further support was required for mental wellbeing, particularly for those students with existing mental health concerns. “We have had situations where students have significant mental health crises during self-isolation and that has put a lot of stress on the other students in the house where they are in an isolating situation… we need to make sure we have enough support 24 h a day, seven days a week, for these students” (P129, male, staff, academic). |
