A nexus of student food (in)security, common mental disorders, and academic success in the midst of the covid-19 pandemic

Abstract

Background: South African Higher Education Institutions (HEIs), akin to their global counterparts, grapple with the challenge of low throughput and dropout rates, as students often extend beyond the minimum required duration to complete their academic programmes. Research has identified the first year of study as the period carrying the highest risk for student failure and attrition. Factors such as prior academic performance, family background, and the student's ability to integrate into various aspects of university life emerge as significant determinants of academic success. Notably absent from these determinants are considerations pertaining to student wellbeing, encompassing mental health and food security status. These aspects assumed heightened awareness during the coronavirus disease of 2019 (COVID-19) pandemic, which posed threats to social, economic physical, and psychological wellbeing. For university students, the pandemic necessitated a swift adoption of a new pedagogical approach - Emergency Remote Teaching and Learning (ERTL) – along with most students being forced to relocate home, while simultaneously facing the harsh realities of mass job loss, illness, and grief brought on by the pandemic. Objective: This PhD aims to measure the impact of the COVID-19 pandemic on first time, first year university students’ food insecurity and mental health status (specifically, the common mental disorders (CMDs): anxiety, depression and mental distress symptoms), as well as to understand the implications of this on academic success. Methods: Taking place at a large, urban South African university, this research made use of a concurrent triangulation research design. Two cross-sectional surveys were administered in the years 2019 (before the pandemic) and 2020 (during the COVID-19 pandemic). Included in the surveys were validated tools used to measure depression (Patient Health Questionnaire 9-item (PHQ 9)), anxiety (Generalized Anxiety Disorder 7-item (GAD-7)), and mental distress symptoms. The Household Food Insecurity Access Scale (HFIAS) was also included in the two cross-sectional surveys to measure food insecurity levels. This tool was validated before being administered. Academic success was evaluated through two distinct approaches: i) the first method involved scrutinizing student failure rates and progress; ii) the second method focused on assessing retention and dropout rates. Qualitative data collection took place in 2020 and took the form of in-depth interviews (IDIs) and focus group discussions (FGDs). ii Results: Due to the lockdown directive, students living at home during studies increased from 29% in 2019 to 88% in 2020. In terms of the student failure rate, a reduction was noted from 23.4% (95% CI: 20.7- 26.3) in 2019 to 14.6% (95% CI: 12.0- 17.7) in 2020. Teaching staff acknowledged that students seemed to have a better grasp of complex content during ERTL, and feedback from students themselves indicated the benefits of being able to access and replay lecture recordings as well as the flexibility introduced by ERTL. Increased dropout levels were found - increasing from 5.5% (95% CI 4.2- 7.2) in 2020 to 10.5% (95% CI 8.2- 13.2) in 2021. Moderate food insecurity status (OR= 2.50; 95% CI: 1.12- 5.55; p=0.025), and severe mental distress symptoms (OR= 7.08; 95% CI: 2.67- 18.81; p<0.001) increased the odds of student dropout. The adjusted prevalence of food security was found to be better during the later time point - 30.3% (95% CI: 27.4- 33.4) in 2019 before the COVID-19 pandemic, to 37.9% (95% CI: 34.1- 41.9) 2020 during the COVID-19 pandemic. While the prevalence of CMD symptoms worsened over time; the prevalence of severe anxiety symptoms increased from 17.5% (95% CI: 15.2- 20.1) in 2019 to 25.4% (95% CI: 22.0- 29.1) in 2020. Conclusions: The study found an increase in student dropout and a decrease in failure rates during the pandemic, findings corroborated by other studies. Analyses suggest mental distress symptoms and food insecurity were important drivers of student dropout during the pandemic. Findings highlighted a clear decline of food insecurity when compared to figures before the pandemic. Literature highlighted how food and eating practices change when students are at home; this may have reduced food insecurity levels. A significant increase in the prevalence of CMD symptoms during the COVID-19 pandemic was observed and is believed to have been influenced by various intricate factors including grief, job loss and confinement. These findings provide important insights to HEIs in the event of future disruptions and as they embrace hybrid teaching and learning approaches post COVID-19. Although the reduction in failure rates may have been possibly due to changing the delivery of content (ERTL), HEIs must consider economic, social and mental health factors that may exclude certain groups of students when designing these approaches. It is crucial to explore ways to facilitate remote learning for students that address epistemological access challenges while maintaining inclusivity and connectedness as this is likely to contribute positively to academic success.