A grounded theory study of student coping and resilience during the COVID-19 pandemic

Abstract

Disasters generate widespread disruption, loss, and stress that affect multiple dimensions of individuals’ lives but limited attention has been given to how students navigate prolonged stress and identity formation during crises. The COVID-19 pandemic exemplified this impact, profoundly disrupting the academic, personal, and professional lives of students in higher education. This study explores the processes of stress, coping, and resilience among social work students in the United States during the pandemic, using a grounded theory approach. Through semi-structured interviews with ten participants, three key phases emerged: disruption and early coping, adaptive transition, and building resilience. Participants initially engaged in short-term coping strategies, such as self-preservation, escapism, and excessive news consumption, to stabilize amidst uncertainty. As the pandemic persisted, students transitioned to resilient coping by creating routines, building support networks, and engaging in reflective practices, fostering adaptability and emotional regulation. These strategies laid the foundation for resilience, characterized by heightened empathy, redefined values, and strengthened professional identities. Findings offer theoretical insights that build upon the transactional model of stress and coping. This study underscores the importance of equitable access to resources and intentional interventions that promote resilience and growth in educational and professional contexts. Implications include fostering coping strategies, integrating reflective practices, and addressing systemic barriers to well-being. Future research should explore these processes across diverse populations and crisis contexts.