Student mental wellbeing in relation to coping, social network satisfaction, and academic stressors during and after the COVID-19 pandemic: a repeated cross-sectional study (2020–2023)

The disruption of students' social and academic environments during the COVID-19 pandemic indicates potential long-term effects on student mental wellbeing. This study examines differences and associations in mental wellbeing, academic stressors, coping strategies, and social network satisfaction among full-time students during the second lockdown (2020) and two years after the final lockdown (2023) in the Netherlands. Using a repeated cross-sectional design, validated questionnaires were completed by 877 students in 2020 and 497 in 2023. Mental wellbeing was slightly lower in 2023 (M = 46.73) than in 2020 (M = 48.55), with a significant effect of time (B = -1.75, p < .001). Female students reported lower wellbeing overall (B = -2.24, p < .001). Coping strategies were more frequently used in 2023; avoidant (B = -2.51, p < .001) and emotion-focused coping (B = -1.65, p = .034) were negatively associated with wellbeing, whereas problem-focused coping was positively related (B = 3.77, p < .001), though this effect was weaker in 2023 as compared to 2020. Academic stressors remained stable, with only academic self-perceptions showing a positive relation with wellbeing (B = 3.24, p < .001). Social network satisfaction was lower in 2023 (M = 8.85 vs. 9.43) but was still significantly associated with wellbeing (B = 1.01, p < .001). These findings suggest that mental wellbeing did not recover two years after the final lockdown. Strengthening social connectedness, positive academic self-perception and promoting adaptive coping strategies may be essential for supporting wellbeing.