Communication was a pivotal factor throughout the process. Most of the participants referred to the appropriateness and acceptability of communications from the university, including the clear sign-up instructions provided at the outset, concise information about testing and the processes, and appropriate approaches to communication of test results: “yes it was good, we didn’t get told when we had negative results but then we got an email at the end of the day saying that anyone who was positive had been contacted so obviously you knew that you were negative” (P121, female, Yr1, student). Others highlighted problems that had occurred with communications, such as delays in the provision of instructions, and some “less clear” communications that had led to misunderstanding about the purpose of the testing, how to take the swab tests and how samples would be used “I think it would have been better if you got an email every time, just because then you’re kind of like well did they do my test?... There is always a little thing in the back of your head like did it actually test negative? Or did my test not get there?” (P101, female, Yr5, student). Both students and staff had expected to receive their antibody test results but had not received it during the study period, and the lack of communication related to when, or if, results would be available affected adherence to the antibody testing element of the programme. Staff highlighted some inadequacies in university-wide communications about the self-isolation processes and support that students could expect to receive, and the time they spent clarifying communications with students had significantly increased staff workloads.