Abstract

This article investigates the effects of the Coronavirus pandemic on the educational experiences of young people living and studying at university in the Kirklees area of England. Its findings challenge ongoing debates about the difficulties young people faced as a result of the Coronavirus pandemic lockdowns and restrictions. This study adopts qualitative research and data analysis methods in the form of semi-structured interviews and thematic analysis to encourage and facilitate young people to share their experiences from their own perspectives using their own individual voice. The key findings in this article suggest that the Coronavirus pandemic had an overall negative influence on the educational attainment of young people in higher education, leaving them feeling determined and motivated to continue studying in hopes of improving their educational outcomes. The restrictions imposed as a result of the Coronavirus pandemic appeared to have caused young people to experience turbulent and challenging transitions into higher education. Young people also reported a lack of trust in the ability of policymakers to act in the best interest of students due to their voices not being considered in the development and implementation of pandemic educational policies and emergency provision throughout the course of Covid-19. The findings presented in this article hope to inform the professional practice of policymakers by highlighting and establishing the importance of young people being viewed as agents and experts in their own lives, so that they receive better suited support in the event of future pandemics or similar events. 

Keywords

Coronavirus pandemic, Higher education, Policy, Agency, Disruption, Lived experiences, Students, Young people, Mental health, Impact

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