How do students living in India’s urban and rural areas perceive and experience the impact of lockdown on their mental health? A systematic review

Abstract

Background: The COVID-19 pandemic has presented significant challenges to global public health, with profound impacts on the mental health of students. This systematic review aimed to elucidate the perceptions and experiences of students residing in urban and rural areas of India regarding the mental health ramifications of the COVID-19 lockdown. 

Methods: A comprehensive systematic review was conducted, synthesizing qualitative research studies focused on the mental health impacts of the COVID-19 lockdown on students. Studies published between 2020 and 2024 were retrieved from databases including CINAHL, MEDLINE, and Google Scholar. A thematic analysis and comparative analysis was employed to identify and analyse recurring themes pertaining to mental health impacts, challenges, stressors, and coping mechanisms. 

Results: The review revealed that urban students experienced significant emotional distress due to social isolation and the transition to online education, manifesting in increased levels of anxiety, stress, and depression. The lack of face-to-face interaction, coupled with prolonged screen time, contributed to feelings of loneliness and physical health issues such as poor vision and back pain. Conversely, rural students faced fewer disruptions in social interactions but encountered unique challenges such as increased family responsibilities and early marriages driven by economic constraints. The educational disruptions were compounded by limited access to digital resources and reliable internet, significantly hindering their ability to participate in online learning. Urban students primarily relied on digital tools, structured routines, and virtual social interactions as coping mechanisms, which helped mitigate some of the negative effects of isolation. In contrast, rural students engaged in traditional activities, shared tasks, and family bonding, emphasizing the importance of physical presence and community support in managing stress. 

Conclusion: This study highlights the necessity for tailored mental health support programs, educational reforms, and economic assistance to address the distinct needs of students in urban and rural settings. Recommendations include the implementation of mental health initiatives, enhancements in online education engagement, and financial support to prevent early marriages and promote educational attainment. The findings emphasize the critical importance of context-specific policies to support the mental health and educational needs of students during and following crises such as the COVID-19 pandemic.