| Id |
Subject |
Object |
Predicate |
Lexical cue |
| T227 |
0-311 |
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 |
312-516 |
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 |
517-678 |
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 |
679-1263 |
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). |
