A Grounded Theory Study of Student Coping and Resilience During the COVID-19 Pandemic

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M. Scheffert, Jennifer Henson This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6890443/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 14 You are reading this latest preprint version Abstract Disasters generate widespread disruption, loss, and stress that affect multiple dimensions of individuals' lives. 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 extend the Transactional Model of Stress and Coping by illustrating the evolution of coping into adaptive coping, which catalyzes resilience. 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. Stress and coping Resilience Adversity University students COVID-19 pandemic Introduction Disasters and crises—whether personal, societal, or global—often produce disruption, stress, and layers of acute and cumulative loss across emotional, relational, and developmental domains (Author 1). The COVID-19 pandemic exemplified these effects on an unprecedented scale, severing support networks, reshaping daily routines, and destabilizing assumptions of safety (Author 1, Author 2). Although not all losses—whether death-related or non-death-related—were clinically traumatic, the cumulative disruption to structure, relationships, and developmental progress created sustained psychological stress that demanded adaptation (Author 1). Students in professional training programs such as social work, counseling, and other helping professions were especially affected, as these disciplines rely on structure, interpersonal connection, and opportunities for meaning-making (Hitchcock et al., 2024; Tariq et al., 2023). Pandemic-related disruptions compounded the emotional labor already embedded in these fields, introducing grief, disconnection, and ongoing uncertainty (Author 1; Author 2). Understanding how students experience and respond to these overlapping stressors is critical to developing trauma-informed educational practices, clinical strategies, and policy interventions that support systemic resilience. Stress is commonly defined as an individual’s response to external demands that exceed available coping resources (Lazarus & Folkman, 1984). In professional human services training contexts, these demands are often heightened by academic pressures, emotional labor, and exposure to human suffering (Hitchcock et al., 2024; Wilks & Spivey, 2010). The ability to navigate crises depends on a range of coping strategies—both problem-focused and emotion-focused—as well as access to resources and systemic support structures (Emirch et al., 2024; Deng et al., 2022; Theodoratou et al., 2023). Although research has documented elevated stress and burnout among students during the pandemic (Author 2; Camacho-Zuniga et al., 2021; Emrich et al., 2024; Tariq et al., 2023) few studies have examined how they navigated layered loss and disruption over time. This study addresses that gap by exploring how social work students responded to loss, made meaning of stress, and adapted their coping strategies within a disrupted environment. Stress and Coping in Crisis Contexts The Transactional Model of Stress and Coping (TMSC), developed by Lazarus and Folkman (1984), offers a cognitive framework for understanding how individuals evaluate and respond to stress. According to this model, stress arises when perceived demands exceed coping resources, prompting individuals to engage in primary appraisal (assessing whether a situation is threatening or challenging) and secondary appraisal (evaluating their capacity to respond). Coping strategies are generally classified as problem-focused (targeting the stressor) or emotion-focused (regulating emotional response), though research increasingly recognizes that these categories often overlap in practice (Emrich et al., 2024; Obbarius et al., 2021; Park et al., 2021; Theodoratou et al., 2023). Research on crisis adaptation highlights that individuals rely on a combination of these strategies, with effectiveness influenced by resource availability, social support, and personal resilience such as access to stable housing, peer connection, and institutional flexibility (Author 2; Emrich et al., 20240 Park et al., 2021; Theodoratou et al., 2023). While widely applied across health, education, and trauma contexts, the TMSC has been critiqued for emphasizing discrete, event-based stressors and linear coping pathways (Park, 2010; Obbarius et al., 2021; Mazzetti et al., 2021). The TMSC framework tracks a single event arc, yet COVID‑19 and other disasters often force individuals to navigate rolling waves of threat re‑appraisal and strategy revision causing coping to become recursive, not sequential (Polizzi et al., 2023). Recent scholarship therefore urges models that capture iterative, time‑layered adaptation rather than one‑off “appraise–cope–recover” cycles (Park et al., 2021; Polizzi et al., 2023) This recursive process is especially relevant in professional training contexts where students must integrate academic pressures, personal development, and emerging professional identities within systems strained by ongoing uncertainty. Ambiguous Loss and Disruption in Role Transitions However, coping models alone do not fully capture the sustained and intangible nature of losses encountered during prolonged crises such as the COVID-19 pandemic. To more deeply understand the emotional toll of prolonged crises like the COVID-19 pandemic—particularly for students in professional training—coping models must also incorporate frameworks that acknowledge the unresolved and intangible nature of many losses and associated complexity of stress this causes (Author 1; Camacho-Zuniga et al., 2021). While stress-appraisal frameworks effectively describe responses to immediate threats, they often overlook chronic, cumulative, and non-death losses that lack clear resolution. The concept of ambiguous loss (Boss, 1999) provides a valuable extension to coping theory, capturing losses that lack clarity and closure, such as disrupted routines, canceled milestones, and fractured relationships (Author 2; Hager et al., 2022). These ambiguous losses significantly increased students’ experiences of anxiety, depression, and disconnection, particularly when coping was challenged by limited access to institutional resources and support networks (Author 1; Author 2; Camacho-Zuniga et al., 2021). Students in helping professions faced unique challenges from these ambiguous losses, particularly the sudden loss of direct practice opportunities and mentorship relationships (Author 1). These sudden disruptions undermined the relational structures vital to professional identity formation and reflective learning (Author 2; Kim et al., 2022; Rehman et al., 2024). The abrupt shift to remote learning and diminished access to field placements challenged students’ sense of purpose and belonging, often interrupting critical opportunities for meaning-making and professional growth (Author 1; Rehman et al., 2024; Russet & Griffiths, 2024). Coping and Resilience in Response to Loss and Stress Given these interruptions, developing resilience became essential for maintaining professional and academic engagement in social work and related fields (Hitchcock et al., 2024; Russet & Griffiths, 2024). Social‑work and other helping professional programs demand sustained empathy, skill development, and reflexivity—exposures that elevate baseline stress even outside a pandemic (Hitchcock et al., 2024; Lemieux et al., 2020). Before 2020, students leaned on self‑care routines, cohort solidarity, and supervisory debriefing to blunt burnout; avoidant styles consistently predicted higher distress than active or emotion‑focused strategies (Hitchcock et al., 2024; Lemieux et al., 2020; Russet & Griffiths, 2024). COVID‑19, however, shifted availability of established coping mechanisms and magnified inequities for higher education students: those lacking secure finances, broadband access, or private space reported sharper spikes in anxiety and depression (Beaunoyer et al., 2020; Kim et al., 2022;). In social work education, resilience—the capacity to adapt and remain engaged amid stress—is increasingly recognized as essential for professional development (Hitchcock et al., 2024; Wilks & Spivey, 2010). Resilience—broadly understood as the ability to adapt and remain engaged in the face of adversity—is increasingly recognized as a developmental process rather than a fixed trait (Sharifi, 2016). Contemporary resilience research depicts resilience as cultivated through iterative challenge–reflection loops, institutional flexibility, mentoring, and collective meaning-making (Sharifi, 2016; Mazzetti et al., 2024). This view challenges traditional notions of resilience as innate toughness and emphasizes resilience as a skill set developed within supportive environments. Despite growing literature on student mental health during the COVID-19 pandemic, few studies have examined how students in helping professions specifically navigated cumulative non-death losses and sustained disruptions over extended periods. Even fewer have explored the processes by which students adapt their coping strategies, appraise layered losses, and engage in meaning-making within disrupted training contexts. This study addresses this gap by examining the lived experiences of social work students during the pandemic, focusing explicitly on how they responded to loss, adapted coping strategies over time, and maintained professional engagement and growth despite ongoing adversity. Methods Study Design This study employed a grounded theory approach, framed within a social constructivist perspective, to explore the experiences of social work students in the United States during the COVID-19 pandemic. Grounded theory facilitated theory generation from the data, allowing for an in-depth examination of stress, coping, and resilience in this context. Using a social constructivist lens, the analysis sought to capture the socially constructed meanings that students attributed to their experiences, thereby enhancing the depth and trustworthiness of the findings. The lead author—a PhD student at the time—observed educational disruptions affecting students across campuses, though their program was not directly impacted. These observations informed the study’s focus on understanding social work students’ perspectives during the pandemic. To reduce potential bias, reflexive memos documented the lead author’s reflections, while a second coder independently analyzed the data, with discussions conducted iteratively to review and reach consensus on coding and themes. Together, these practices enhanced the rigor and credibility of the study, capturing both shared and unique experiences across diverse social contexts. Participants and Recruitment Participants were recruited through purposive sampling, targeting social work students enrolled in Bachelor of Social Work (BSW), Master of Social Work (MSW), Doctor of Social Work (DSW), and PhD Social Work programs across the United States. Recruitment took place via social media groups and academic email lists. Eligible participants were enrolled in social work programs and had experienced the transition from in-person to online learning due to COVID-19. Participants came from urban, suburban, and rural settings. This study was approved for human subjects research by the author’s institutional review board. All participants provided verbal and written informed consent prior to participation. Data Collection Data were collected via semi-structured interviews on Zoom between May and June 2021. Each interview lasted approximately 60–90 minutes, focusing on participants' experiences with pandemic-related stress, shifting responsibilities, and evolving coping mechanisms. An interview guide, developed from an initial literature review and pilot tested with graduate students, provided clarity and relevance. Data collection continued until theoretical saturation was reached by the eighth interview, with two additional interviews conducted to confirm thematic stability and robustness. Data Analysis Data analysis adhered to grounded theory coding methods as outlined by Charmaz (2006), utilizing open, axial, and selective coding in a cyclical, iterative process. Transcripts were coded in Dedoose software, beginning with open coding to break down data into initial concepts. Axial coding then examined relationships among these concepts, grouping them into broader categories and identifying properties within each. Selective coding followed, focusing on a core category to integrate all other themes, further refining the emerging theory. A second coder also independently coded the data. Codes were reviewed and discussed in an iterative process to ensure agreement regarding coding and thematic development, minimizing potential bias and strengthening the reliability of the findings. Constant comparison was applied throughout, as new data were continuously compared to existing codes and categories to refine and deepen the analysis. Analytic and reflexive memos documented evolving insights and facilitated reflexivity, ensuring transparency and rigor. Rigor and Trustworthiness To ensure rigor and trustworthiness, this study employed reflexive practices and collaborative coding strategies grounded in grounded theory and social constructivism. The lead author maintained reflexive journals to critically examine their positionality as a PhD student and faculty member, documenting potential biases and assumptions that could influence data interpretation. This reflexive process enhanced transparency and credibility throughout the research. A second coder independently coded the entirety of the data, and an iterative review process was conducted to reach agreement on coding and thematic development. Discrepancies between coders were addressed through discussion, refining the coding framework and ensuring that themes accurately reflected the participants’ narratives. This collaborative approach strengthened the reliability of the findings by minimizing individual researcher bias and fostering a comprehensive analysis of the data. Findings The sample consisted of 10 participants, including five undergraduate (BSW) and five graduate social work students (four MSW and one PhD). All participants identified as white and female, with ages ranging from 21 to 48 years (M = 31, SD = 11.6). The geographic distribution of participants' programs varied: five programs were located in city/urban settings, three in small-town settings with populations under 50,000, and two in rural areas. While some participants were traditional students attending school full-time, others balanced their studies with part-time or full-time employment, including roles as essential workers. This diversity in academic level, geographic setting, and life stage allowed for a nuanced exploration of how individual and environmental factors shaped their experiences of stress, coping, and resilience during the COVID-19 pandemic. This study explored the experiences of ten social work students as they navigated the COVID-19 pandemic. Their narratives revealed a developmental process spanning from disruption to adaptation and, for many, the development of resilience. Findings are organized into three phases: (1) Disruption and Early Coping, (2) Adaptive Transition, and (3) Building Resilience, each with interrelated subthemes. Phase 1: Disruption and Early Coping From Disbelief to Disorientation Participants described the onset of the pandemic as emotionally disorienting. Initial reactions included disbelief, fear, confusion, and in some cases, fleeting relief at the pause in academic routines. One student described the shift as “like a thunderstorm rolling in” (ID 1), while another likened it to a “horror movie” (ID 4). A participant recalled, “At first, it didn’t feel real… and then the fear set in” (ID 7). These early reactions framed how participants appraised the crisis and began coping. Short-Term Stabilization — Escapism, News Consumption, and Self-Preservation To manage emotional experiences, students turned to short-term coping strategies. These included comfort eating, excessive sleeping, and disengagement from responsibilities. Some relied heavily on social media or constant news monitoring: “I was obsessively checking dashboards… local, state, national—over and over again” (ID 1). Others described retreating into entertainment or online distractions: “Watching Netflix and living in that world… disassociating became a big way to cope” (ID 2). While these strategies provided temporary stability, participants recognized their limitations and the need for more sustainable approaches as the crisis persisted. Phase 2: Adaptive Transition — Coping Amid Compounding Stressors Stressors Converge — Isolation, Academic Fractures, and Grief As the pandemic continued, students experienced overlapping challenges. Academic disruptions, feelings of isolation, financial strain, and personal losses compounded their distress. “It felt like everything was falling apart at once—school, family, work… every part of my life was under pressure” (ID 9). Online learning left many feeling disconnected: “It was just PowerPoints and reading... no interaction, no questions” (ID 7). Social isolation was described as particularly difficult: “The silence at home felt deafening” (ID 2).Several participants experienced the deaths of loved ones, often without traditional grieving rituals: “We couldn’t say goodbye… it was really hard not being able to celebrate their lives” (ID 9). Structure as Strategy — Reclaiming Agency Through Routine Faced with prolonged uncertainty, participants began creating routines to regain a sense of control: “Scheduling my days—even for little things like breaks or cooking—made everything feel less chaotic” (ID 7). Routine became a grounding force, particularly for students balancing school and work. These efforts marked a shift from reactive to intentional coping. Support Reimagined — Networks as Emotional Infrastructure Students sought out peers, family, and cohort members to counter isolation: “My friends and I would play games over Zoom—anything to keep things feeling normal” (ID 5). “Group chats with my cohort were a lifeline. Constant check-ins really helped” (ID 3), these networks provided both emotional and practical support, reinforcing students’ resilience. Reflective Recalibration — Meaning-Making and Reframing As routines and support networks stabilized students’ day-to-day experiences, many began engaging in reflection and mindfulness: “I started managing my breathing and setting boundaries… it helped me manage anxiety” (ID 7). “I kept telling myself, ‘It’s okay to grow.’ Looking back, I see how far I’ve come” (ID 4). These practices deepened emotional awareness and fostered a shift toward long-term adaptation. Phase 3: Building Resilience — Reconstructing Identity and Purpose Empathy as Strength Through personal hardship, many participants reported an expanded capacity for empathy: “I’ve gone through loss… but that’s okay because it’s made me a more compassionate person” (ID 2). This emotional insight carried over into their work with clients and peers, reinforcing their professional values. Recentered Values and Priorities The pandemic prompted a reevaluation of what mattered most. Students described renewed gratitude for health, relationships, and personal integrity: “Being isolated made me realize how important people are… having someone to talk to matters” (ID 6). Another student notes, “I’m more grateful for what I have, and that’s changed how I live” (ID 3). Professional Purpose and Identity Development For many, the experience reaffirmed their commitment to the social work profession: “The pandemic reinforced why I chose this field—I want to make a difference” (ID 4). Some students voiced a stronger alignment with social justice and advocacy: “It made me want to fight harder for change, for people who are struggling” (ID 7). For many of the participants, prolonged adversity was associated with a deeper sense of purpose and professional identity. Discussion Navigating crises and prolonged stressors requires adaptation extending beyond immediate coping, significantly influencing long-term resilience and professional identity development. Social work students face unique stressors due to their emotionally demanding training, exposure to client trauma, and the need to balance personal and professional responsibilities (Hitchcock et al., 2021; Lemieux et al., 2020 ; Wilks & Spivey, 2010 ). While existing research underscores the importance of both individual coping strategies and contextual resources such as institutional support and access to resources (Russet & Griffiths, 2024; Theodoratou et al., 2023 ), limited attention has been given to how social work students specifically navigate sustained stress, particularly in relation to professional identity and resilience development. To address this gap, the present study employed a grounded theory approach and social constructivist lens to examine how social work students navigated the intersecting challenges of stress, disruption, and professional formation during the COVID-19 pandemic. The findings highlight evolving coping strategies, emphasizing resilience as a dynamic, developmental process rather than a fixed trait. The insights underscore the necessity of supportive structures within professional training contexts to foster resilience and adaptation. Disruption and Early Coping Initially, students experienced emotional disorientation, including disbelief, anxiety, and temporary relief due to initial cancellations of responsibilities. Early coping strategies included short-term behaviors such as excessive news monitoring, emotional disengagement, and comfort-seeking. These behaviors align with the primary and secondary appraisal phases of the TMSC (Lazarus & Folkman, 1984 ), reflecting a perceived imbalance between stressors and available resources. Although initially stabilizing, these strategies proved unsustainable over time, particularly for students lacking robust support systems or resources such as reliable internet and mental health services (Camacho-Zuñiga et al., 2021 ; Huang et al., 2021 ; Patias et al., 2021 ). This underscores the need for equitable resource access and early support interventions during crisis onset. Adaptive Transition Having initially managed emotional disruption with short-term strategies, students gradually developed intentional, structured coping mechanisms that formed the foundation for longer-term resilience. As the pandemic progressed, overlapping stressors—including academic disruptions, isolation, financial instability, and personal losses—intensified emotional distress and depleted initial coping resources. Participants often described a sense of cumulative burden, as overlapping stressors amplified their vulnerability and depleted their initial coping resources and consequently students transitioned into more intentional forms of coping. They reported developing routines, restructuring expectations, and relying more consistently on social networks. These adaptive coping mechanisms, blending problem-focused strategies (routine building) with emotion-focused approaches (mindfulness, peer support), reinforced each other to foster greater emotional stability and self-efficacy. This recursive, rather than linear, coping progression aligns with recent adaptations of the TMSC framework, suggesting coping strategies function synergistically rather than independently (Obbarius et al., 2021 ; Theodoratou et al., 2023 ). Resilience Development Students’ sustained coping efforts eventually led to increased resilience, characterized by heightened empathy, clarified values, and renewed professional commitment. Resilience emerged through iterative meaning-making processes rather than as an inevitable outcome of adversity, reinforcing the importance of recognizing resilience as context-dependent and individually variable (Barak et al., 2025 ; Obbarius et al., 2021 ; Theodoratou et al., 2023 ). This study advances the TMSC by framing resilience as a potential outcome of adaptive coping processes, cautioning against overly idealized narratives that overlook persistent systemic barriers (Adler & Schwaba, 2024 ; Obbarius et al., 2021 ). Recommendations for Practice and Policy The findings indicate that resilience should be explicitly cultivated through structured educational and professional interventions. Practical strategies include workshops on mindfulness, emotional regulation, stress management, and structured reflective practices (Milicivec et al., 2016). Additionally, educators and organizational leaders must create environments that address disparities in resource access, support resilience-building efforts, and provide structured opportunities to process residual distress (Author 1; Kim et al., 2022 ; Tsirimokou et al., 2023 ). Addressing Systemic Barriers to Resilience and Growth Systemic barriers often impede resilience and growth, underscoring the need for supportive environments (Dishop et al., 2019 ). Institutions and organizations should invest in resources that ensure equitable access to stress management tools, mental health services, and technological training (Magnavita et al., 2022 ). Institutions should prioritize ensuring consistent internet access and mental health resources, barriers specifically identified by participants as significantly influencing their capacity to effectively cope during crises. Flexible policies—such as remote work options, academic accommodations, and workload adjustments—can reduce stress and allow individuals to focus on adaptive coping (Author 1; Dishop et al., 2019 ; Kim et al., 2022 ; Magnavita et al., 2022 ). Leadership plays a pivotal role in shaping organizational cultures that prioritize inclusivity, responsiveness, and support (Magnavita et al., 2022 ; Tsirimokou et al., 2023 ). By fostering a culture where individuals feel valued, organizations can amplify resilience and encourage growth (Deaton et al., 2021 ). Policymakers also have a critical role in advocating for systemic changes that address mental health disparities, ensure equitable access to resources, and promote well-being in high-stress sectors (Dishop et al., 2019 ; Dryden et al., 2021 ). Strategies for Fostering Resilience Practical strategies for enhancing resilience should focus on resilience as an evolving capacity developed through iterative experiences (Milicivec et al., 2016; Mazzetti et al., 2024 ). Foundational coping strategies, such as establishing routines and seeking social support, can mature into sustained resilient coping mechanisms during prolonged crises (Antonova et al., 2021 ; Barak et al., 2025 ). Educational and professional development programs should integrate interventions like mindfulness workshops, emotional regulation training, and stress management techniques, coupled with structured reflective practices (Milicivec et al., 2016). Additionally, fostering environments that encourage reflective practices, peer support, and professional growth opportunities is essential for processing residual distress and facilitating meaningful adaptation (Antonova et al., 2021 ; Barak et al., 2025 ; Deaton et al., 2021 ; Tsirimokou et al., 2023 ). Finally, structured opportunities for meaning-making—such as journaling, facilitated discussions, and reflective exercises—can help individuals integrate insights gained through adversity, promoting long-term well-being, reducing burnout, and strengthening personal and professional identity (Cameron et al., 2022 ; Deaton et al., 2021 ). Limitations and Future Directions While this study offers rich insight into how social work students navigated stress, adaptation, and growth during the COVID-19 pandemic, several limitations warrant consideration. First, the small, purposive sample (N = 10) limits the generalizability of findings. Although the study aimed to capture a range of student experiences across educational levels and geographic locations, all participants identified as white women, resulting in a homogenous sample that constrains the exploration of racial, gender, and cultural variation in coping and growth processes. Second, the study relied on self-selected participants, which may have introduced bias. Those who volunteered may have had a greater capacity or willingness for reflection, potentially overrepresenting individuals with more insight into resilience. Future research should explore whether students with different coping styles or limited access to reflective spaces engage in similar adaptation processes. Third, the unique context of the COVID-19 pandemic presents both a strength and a constraint. While it offers a rare opportunity to examine adaptation during a prolonged, large-scale disruption, the global and long-duration nature of the crisis may not reflect how students respond to more acute, localized stressors such as natural disasters or community trauma. As such, findings may not fully transfer to other types of crises or professional contexts. Additionally, the virtual interview format, necessary due to pandemic safety measures, may have limited the depth of emotional disclosure or nuanced exploration of sensitive topics, potentially affecting findings related to more private coping struggles. Rapport-building limitations and possible distractions in home environments may have affected participants’ openness. Finally, the lead researcher’s dual role as a PhD student and faculty member, while balanced through reflexive journaling and collaborative coding, may have shaped data interpretation or participant responses in subtle ways. Although measures were taken to mitigate this through transparency and co-coding, future studies may benefit from additional triangulation methods such as member checking or peer debriefing. Future research should address these limitations by expanding methodological scope and participant diversity. Future research should prioritize longitudinal designs to track resilience trajectories from training to early professional practice, assess differential impacts of institutional supports identified as critical in this study, and explore these processes across more diverse student demographics. Longitudinal studies are essential to examine how resilience evolves over time, particularly as participants transition into professional practice. These studies could provide deeper insights into the long-term implications of coping and growth on career trajectories, well-being, and professional sustainability. Additionally, cross-disciplinary comparative studies could explore whether students in other high-demand fields, such as nursing, education, or emergency services, experience similar processes or require distinct strategies to foster resilience. Quantitative research could complement these qualitative findings by identifying broader patterns of resilience and growth across diverse student populations and crisis contexts. Finally, future research should investigate the systemic and institutional factors that foster resilience. Exploring how policies, such as equitable access to mental health resources, flexible learning environments, and structured opportunities for reflective practice, influence students’ ability to adapt and thrive would provide actionable insights for educators and administrators. Extending research into other contexts, such as natural disasters, economic recessions, or localized community traumas, would deepen understanding of the context-specific factors that shape resilience. Conclusion This study uniquely contributes by reframing the TMSC to account explicitly for iterative, adaptive processes in prolonged crisis contexts, emphasizing resilience not as a static trait but as a dynamic outcome influenced by evolving coping strategies and contextual resources (Lazarus & Folkman, 1984 ; Obbarius et al., 2021 ; Theodoratou et al., 2023 ). By examining the lived experiences of social work students during the COVID-19 pandemic, it underscores how coping strategies evolve beyond immediate stress resolution to foster thriving in the face of prolonged adversity. The findings emphasize resilience as an iterative process, shaped by feedback loops of successful coping efforts, and highlights the role of resilience in the development of personal and professional identities (Cai et al., 2024 ; Obbarius et la., 2021; Rehman et al., 2024 ).These insights provide a framework for understanding the interplay of coping, resilience, and growth across diverse contexts, offering practical strategies for educators and institutions to cultivate these capacities in student populations (Author 1; Kim et al., 2022 ; Tsirimokou et al., 2023 ). Future research should empirically validate these theoretical extensions, exploring their applicability across disciplines, crises, and populations to refine our understanding of how individuals navigate and transform adversity in complex environments. Declarations Author Contribution Statement Aynsley H. M. Scheffert led the conceptualization, study design, data collection, methodology, analysis, writing, and editing of the manuscript. Jennifer C. Henson contributed to analysis, writing, and editing. Both authors reviewed and approved the final manuscript. Competing Interests: The authors declare that they have no competing financial or non-financial interests related to this research. Funding: This research received no external funding. Ethical Approval: This study was conducted in accordance with ethical guidelines and was approved by Baylor University’s Institutional Review Board. Informed consent was obtained from all participants in writing. Data Availability: The datasets generated and analyzed during the current study are available upon request from the corresponding author. Clinical trial number: not applicable. Consent to Publish Declaration: not applicable References Adler, J. M., & Schwaba, T. (2024). 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How social work education fosters professional resilience: Student and newly qualified practitioner perspectives. Australian Social Work , 1–13. https://doi.org/10.1080/0312407X.2024.2374755 Huang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry Research , 288 , 112954–112954. https://doi.org/10.1016/j.psychres.2020.112954 Huang, Y., Su, X., Si, M., Xiao, W., Wang, H., Wang, W., ... & Qiao, Y. (2021). The impacts of coping style and perceived social support on the mental health of undergraduate students during the early phases of the COVID-19 pandemic in China: a multicenter survey. BMC psychiatry , 21 , 1-12. https://doi.org/10.1186/s12888-021-03546-y Jung, H. O., & Han, S. W. (2023). Post-traumatic growth of people who have experienced earthquakes: Qualitative research systematic literature review. Frontiers in Psychiatry , 13 , 1070681–1070681. https://doi.org/10.3389/fpsyt.2022.1070681 Kilmer, R. P., & Gil-Rivas, V. (2010). Exploring posttraumatic growth in children impacted by Hurricane Katrina: Correlates of the phenomenon and developmental considerations. Child Development , 81 (4), 1211–1227. https://doi.org/10.1111/j.1467-8624.2010.01463.x Kim, Y. K., Yu, M.., Moon, S. S., Maleku, A., Um, M. Y., & Tefera, G. Y.. (2022). Sociodemographic characteristics, preventive behaviors, and the mental health status of social work students in the US during the COVID-19 pandemic. Social Work in Mental Health 20, 5. 578-603. Krishnamurthy, S. (2020). The future of business education: a commentary in the shadow of the Covid-19 pandemic. J. Bus. Res. 117, 1–5. doi: 10.1016/j.jbusres.2020.05.034 Lazarus, R. S., Folkman, S. (1984). Stress, appraisal, and coping (Vol. 464). Springer. Lemieux, C. M., Moles, A., Brown, K. M., & Borskey, E. J. (2020). Social work students in the aftermath of the Great Flood of 2016: Mental health, substance use, and adaptive coping. Journal of Social Work Education , 56 (4), 630–648. https://doi.org/10.1080/10437797.2019.1661914 Magnavita, N., Chiorri, C., Karimi, L., & Karanika-Murray, M. (2022). The impact of quality of work organization on distress and absenteeism among healthcare workers. International journal of environmental research and public health , 19 (20), 13458. Mazzetti, G., Çetin, M., Guglielmi, D., & Simbula, S. (2024). Resilience and the dynamics of job demands: A diary study on interactions in healthcare professionals during the COVID‐19 pandemic. Journal of Advanced Nursing . Milicevic, A., Milton, I., & O’Loughlin, C. (2016). Experiential reflective learning as a foundation for emotional resilience: An evaluation of contemplative emotional training in mental health workers. International Journal of Educational Research , 80 , 25-36. Obbarius, N., Fischer, F., Liegl, G., Obbarius, A., & Rose, M. (2021). A modified version of the transactional stress concept according to Lazarus and Folkman was confirmed in a psychosomatic inpatient sample. Frontiers in psychology , 12 , 584333. https://doi.org/10.3389/fpsyg.2021.584333 Park, C. L., Finkelstein-Fox, L., Russell, B. S., Fendrich, M., Hutchison, M., Becker, J., Cooper, H., & Kazak, A. E. (2021). Psychological resilience early in the COVID-19 pandemic: Stressors, resources, and coping Strategies in a national sample of Americans. The American Psychologist , 76 (5), 715–728. https://doi.org/10.1037/amp00008 Park, C. L. (2010). Making Sense of the Meaning Literature: An Integrative Review of Meaning Making and Its Effects on Adjustment to Stressful Life Events. Psychological Bulletin, 136, 257-301. http://dx.doi.org/10.1037/a0018301 Patias, N. D., Von Hohendorff, J., Cozzer, A. J., Flores, P. A., & Scorsolini-Comin, F. (2021). Mental health and coping strategies in undergraduate students during COVID-19 pandemic. Trends in psychology , 29 , 414-433. Polizzi, C. P., McDonald, C. W., Sleight, F. G., & Lynn, S. J. (2023). Resilience, Coping, and the Covid-19 Pandemic Across the Globe - an Update: What Have we Learned?. Clinical neuropsychiatry , 20 (4), 316–326. https://doi.org/10.36131/cnfioritieditore20230411 Rehman, M., Khalid, F., Sheth, U., Al-Duaij, L., Chow, J., Azim, A., Last, N., Blissett, S., & Sibbald, M. (2024). Quarantining from professional identity: How did COVID-19 impact professional identity formation in undergraduate medical education? Perspectives on Medical Education , 13 (1), 130–140. https://doi.org/10.5334/pme.1308 Russett, J. L., & Griffiths, D. (2024). Moving from Darkness to Light: Social Work Students' Reflections on COVID-19 in Practice and the Future of the Profession. Field Educator , 14 (1). Author 1 Author 2 Sharifi, A. (2016). A critical review of selected tools for assessing community resilience. Ecological Indicators , 69 , 629–647. https://doi.org/10.1016/j.ecolind.2016.05.023 Sun, W., Chen, W.-T., Zhang, Q., Ma, S., Huang, F., Zhang, L., & Lu, H. (2021). Post-traumatic growth experiences among COVID-19 confirmed cases in China: A qualitative study. Clinical Nursing Research , 30 (7), 1079–1087. https://doi.org/10.1177/10547738211016951 Tariq, S., Younas, F., & Qayyum, S. (2023). Emotional dissonance mediating between secondary traumatic stress and burnout: Probing postgraduate mental healthcare trainees. IUB Journal of Social Sciences , 5 (2), 222-232. Theodoratou, M., Farmakopoulou, I., Kougioumtzis, G., Kaltsouda, A., Siouti, Z., Sofologi, M., ... & Tsitsas, G. (2023). Emotion-focused coping, social support and active coping among university students: Gender differences. Journal of Psychology & Clinical Psychiatry , 14 (1), 5-9. Tsirimokou, A., Kloess, J. A., & Dhinse, S. K. (2023). Vicarious post-traumatic growth in professionals exposed to traumatogenic material: a systematic literature review. Trauma, Violence, & Abuse , 24 (3), 1848-1866. Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social work education , 29 (3), 276-288. Zhen, R., & Zhou, X. (2022). Latent patterns of posttraumatic stress symptoms, depression, and posttraumatic growth among adolescents during the COVID‐19 pandemic. Journal of Traumatic Stress , 35 (1), 197–209. https://doi.org/10.1002/jts.22720 Additional Declarations No competing interests reported. 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Scheffert","email":"data:image/png;base64,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","orcid":"","institution":"University of Iowa","correspondingAuthor":true,"prefix":"","firstName":"Aynsley","middleName":"H. M.","lastName":"Scheffert","suffix":""},{"id":482587903,"identity":"f142756a-eb0c-4f0f-9f04-f54bd44aadbe","order_by":1,"name":"Jennifer Henson","email":"","orcid":"","institution":"Bethel University","correspondingAuthor":false,"prefix":"","firstName":"Jennifer","middleName":"","lastName":"Henson","suffix":""}],"badges":[],"createdAt":"2025-06-13 19:23:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6890443/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6890443/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86326583,"identity":"a9139df3-6671-42bf-ac6f-ff89c98de2c1","added_by":"auto","created_at":"2025-07-09 10:57:24","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":935642,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6890443/v1/7ec95376-1d82-4e4c-b53f-52490ce5e720.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Grounded Theory Study of Student Coping and Resilience During the COVID-19 Pandemic","fulltext":[{"header":"Introduction","content":"\u003cp\u003eDisasters and crises—whether personal, societal, or global—often produce disruption, stress, and layers of acute and cumulative loss across emotional, relational, and developmental domains (Author 1). The COVID-19 pandemic exemplified these effects on an unprecedented scale, severing support networks, reshaping daily routines, and destabilizing assumptions of safety (Author 1, Author 2). Although not all losses—whether death-related or non-death-related—were clinically traumatic, the cumulative disruption to structure, relationships, and developmental progress created sustained psychological stress that demanded adaptation (Author 1). Students in professional training programs such as social work, counseling, and other helping professions were especially affected, as these disciplines rely on structure, interpersonal connection, and opportunities for meaning-making (Hitchcock et al., 2024; Tariq et al., 2023). Pandemic-related disruptions compounded the emotional labor already embedded in these fields, introducing grief, disconnection, and ongoing uncertainty (Author 1; Author 2). Understanding how students experience and respond to these overlapping stressors is critical to developing trauma-informed educational practices, clinical strategies, and policy interventions that support systemic resilience.\u003c/p\u003e\n\u003cp\u003eStress is commonly defined as an individual’s response to external demands that exceed available coping resources (Lazarus \u0026amp; Folkman, 1984). In professional human services training contexts, these demands are often heightened by academic pressures, emotional labor, and exposure to human suffering (Hitchcock et al., 2024; Wilks \u0026amp; Spivey, 2010). The ability to navigate crises depends on a range of coping strategies—both problem-focused and emotion-focused—as well as access to resources and systemic support structures (Emirch et al., 2024; Deng et al., 2022; Theodoratou et al., 2023). Although research has documented elevated stress and burnout among students during the pandemic (Author 2; Camacho-Zuniga et al., 2021; Emrich et al., 2024; Tariq et al., 2023) few studies have examined how they navigated layered loss and disruption over time. This study addresses that gap by exploring how social work students responded to loss, made meaning of stress, and adapted their coping strategies within a disrupted environment.\u003cbr\u003e\u003cstrong\u003eStress and Coping in Crisis Contexts\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Transactional Model of Stress and Coping (TMSC), developed by Lazarus and Folkman (1984), offers a cognitive framework for understanding how individuals evaluate and respond to stress. According to this model, stress arises when perceived demands exceed coping resources, prompting individuals to engage in primary appraisal (assessing whether a situation is threatening or challenging) and secondary appraisal (evaluating their capacity to respond). Coping strategies are generally classified as problem-focused (targeting the stressor) or emotion-focused (regulating emotional response), though research increasingly recognizes that these categories often overlap in practice (Emrich et al., 2024; Obbarius et al., 2021; Park et al., 2021; Theodoratou et al., 2023). Research on crisis adaptation highlights that individuals rely on a combination of these strategies, with effectiveness influenced by resource availability, social support, and personal resilience such as access to stable housing, peer connection, and institutional flexibility (Author 2; Emrich et al., 20240 Park et al., 2021; Theodoratou et al., 2023).\u003c/p\u003e\n\u003cp\u003eWhile widely applied across health, education, and trauma contexts, the TMSC has been critiqued for emphasizing discrete, event-based stressors and linear coping pathways (Park, 2010; Obbarius et al., 2021; Mazzetti et al., 2021). The TMSC framework tracks a single event arc, yet COVID‑19 and other disasters often force individuals to navigate rolling waves of threat re‑appraisal and strategy revision causing coping to become recursive, not sequential (Polizzi et al., 2023). Recent scholarship therefore urges models that capture iterative, time‑layered adaptation rather than one‑off “appraise–cope–recover” cycles (Park et al., 2021; Polizzi et al., 2023) This recursive process is especially relevant in professional training contexts where students must integrate academic pressures, personal development, and emerging professional identities within systems strained by ongoing uncertainty.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAmbiguous Loss and Disruption in Role Transitions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHowever, coping models alone do not fully capture the sustained and intangible nature of losses encountered during prolonged crises such as the COVID-19 pandemic. To more deeply understand the emotional toll of prolonged crises like the COVID-19 pandemic—particularly for students in professional training—coping models must also incorporate frameworks that acknowledge the unresolved and intangible nature of many losses and associated complexity of stress this causes (Author 1; Camacho-Zuniga et al., 2021). While stress-appraisal frameworks effectively describe responses to immediate threats, they often overlook chronic, cumulative, and non-death losses that lack clear resolution. The concept of ambiguous loss (Boss, 1999) provides a valuable extension to coping theory, capturing losses that lack clarity and closure, such as disrupted routines, canceled milestones, and fractured relationships (Author 2; Hager et al., 2022). These ambiguous losses significantly increased students’ experiences of anxiety, depression, and disconnection, particularly when coping was challenged by limited access to institutional resources and support networks (Author 1; Author 2; Camacho-Zuniga et al., 2021).\u003c/p\u003e\n\u003cp\u003eStudents in helping professions faced unique challenges from these ambiguous losses, particularly the sudden loss of direct practice opportunities and mentorship relationships (Author 1). These sudden disruptions undermined the relational structures vital to professional identity formation and reflective learning (Author 2; Kim et al., 2022; Rehman et al., 2024). The abrupt shift to remote learning and diminished access to field placements challenged students’ sense of purpose and belonging, often interrupting critical opportunities for meaning-making and professional growth (Author 1; Rehman et al., 2024; Russet \u0026amp; Griffiths, 2024).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCoping and Resilience in Response to Loss and Stress\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGiven these interruptions, developing resilience became essential for maintaining professional and academic engagement in social work and related fields (Hitchcock et al., 2024; Russet \u0026amp; Griffiths, 2024). Social‑work and other helping professional programs demand sustained empathy, skill development, and reflexivity—exposures that elevate baseline stress even outside a pandemic (Hitchcock et al., 2024; Lemieux et al., 2020). Before 2020, students leaned on self‑care routines, cohort solidarity, and supervisory debriefing to blunt burnout; avoidant styles consistently predicted higher distress than active or emotion‑focused strategies (Hitchcock et al., 2024; Lemieux et al., 2020; Russet \u0026amp; Griffiths, 2024). COVID‑19, however, shifted availability of established coping mechanisms and magnified inequities for higher education students: those lacking secure finances, broadband access, or private space reported sharper spikes in anxiety and depression (Beaunoyer et al., 2020; Kim et al., 2022;).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn social work education, resilience—the capacity to adapt and remain engaged amid stress—is increasingly recognized as essential for professional development (Hitchcock et al., 2024; Wilks \u0026amp; Spivey, 2010). Resilience—broadly understood as the ability to adapt and remain engaged in the face of adversity—is increasingly recognized as a developmental process rather than a fixed trait (Sharifi, 2016). Contemporary resilience research depicts resilience as cultivated through iterative challenge–reflection loops, institutional flexibility, mentoring, and collective meaning-making (Sharifi, 2016; Mazzetti et al., 2024). This view challenges traditional notions of resilience as innate toughness and emphasizes resilience as a skill set developed within supportive environments.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDespite growing literature on student mental health during the COVID-19 pandemic, few studies have examined how students in helping professions specifically navigated cumulative non-death losses and sustained disruptions over extended periods. Even fewer have explored the processes by which students adapt their coping strategies, appraise layered losses, and engage in meaning-making within disrupted training contexts. This study addresses this gap by examining the lived experiences of social work students during the pandemic, focusing explicitly on how they responded to loss, adapted coping strategies over time, and maintained professional engagement and growth despite ongoing adversity.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003eStudy Design\u003c/h2\u003e\u003cp\u003eThis study employed a grounded theory approach, framed within a social constructivist perspective, to explore the experiences of social work students in the United States during the COVID-19 pandemic. Grounded theory facilitated theory generation from the data, allowing for an in-depth examination of stress, coping, and resilience in this context. Using a social constructivist lens, the analysis sought to capture the socially constructed meanings that students attributed to their experiences, thereby enhancing the depth and trustworthiness of the findings.\u003c/p\u003e\u003cp\u003eThe lead author\u0026mdash;a PhD student at the time\u0026mdash;observed educational disruptions affecting students across campuses, though their program was not directly impacted. These observations informed the study\u0026rsquo;s focus on understanding social work students\u0026rsquo; perspectives during the pandemic. To reduce potential bias, reflexive memos documented the lead author\u0026rsquo;s reflections, while a second coder independently analyzed the data, with discussions conducted iteratively to review and reach consensus on coding and themes. Together, these practices enhanced the rigor and credibility of the study, capturing both shared and unique experiences across diverse social contexts.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eParticipants and Recruitment\u003c/h3\u003e\n\u003cp\u003eParticipants were recruited through purposive sampling, targeting social work students enrolled in Bachelor of Social Work (BSW), Master of Social Work (MSW), Doctor of Social Work (DSW), and PhD Social Work programs across the United States. Recruitment took place via social media groups and academic email lists. Eligible participants were enrolled in social work programs and had experienced the transition from in-person to online learning due to COVID-19. Participants came from urban, suburban, and rural settings. This study was approved for human subjects research by the author\u0026rsquo;s institutional review board. All participants provided verbal and written informed consent prior to participation.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eData Collection\u003c/h2\u003e\u003cp\u003eData were collected via semi-structured interviews on Zoom between May and June 2021. Each interview lasted approximately 60\u0026ndash;90 minutes, focusing on participants' experiences with pandemic-related stress, shifting responsibilities, and evolving coping mechanisms. An interview guide, developed from an initial literature review and pilot tested with graduate students, provided clarity and relevance. Data collection continued until theoretical saturation was reached by the eighth interview, with two additional interviews conducted to confirm thematic stability and robustness.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eData analysis adhered to grounded theory coding methods as outlined by Charmaz (2006), utilizing open, axial, and selective coding in a cyclical, iterative process. Transcripts were coded in Dedoose software, beginning with open coding to break down data into initial concepts. Axial coding then examined relationships among these concepts, grouping them into broader categories and identifying properties within each. Selective coding followed, focusing on a core category to integrate all other themes, further refining the emerging theory.\u003c/p\u003e\u003cp\u003eA second coder also independently coded the data. Codes were reviewed and discussed in an iterative process to ensure agreement regarding coding and thematic development, minimizing potential bias and strengthening the reliability of the findings. Constant comparison was applied throughout, as new data were continuously compared to existing codes and categories to refine and deepen the analysis. Analytic and reflexive memos documented evolving insights and facilitated reflexivity, ensuring transparency and rigor.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eRigor and Trustworthiness\u003c/h3\u003e\n\u003cp\u003eTo ensure rigor and trustworthiness, this study employed reflexive practices and collaborative coding strategies grounded in grounded theory and social constructivism. The lead author maintained reflexive journals to critically examine their positionality as a PhD student and faculty member, documenting potential biases and assumptions that could influence data interpretation. This reflexive process enhanced transparency and credibility throughout the research.\u003c/p\u003e\u003cp\u003eA second coder independently coded the entirety of the data, and an iterative review process was conducted to reach agreement on coding and thematic development. Discrepancies between coders were addressed through discussion, refining the coding framework and ensuring that themes accurately reflected the participants\u0026rsquo; narratives. This collaborative approach strengthened the reliability of the findings by minimizing individual researcher bias and fostering a comprehensive analysis of the data.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eFindings\u003c/h2\u003e\u003cp\u003eThe sample consisted of 10 participants, including five undergraduate (BSW) and five graduate social work students (four MSW and one PhD). All participants identified as white and female, with ages ranging from 21 to 48 years (M\u0026thinsp;=\u0026thinsp;31, SD\u0026thinsp;=\u0026thinsp;11.6). The geographic distribution of participants' programs varied: five programs were located in city/urban settings, three in small-town settings with populations under 50,000, and two in rural areas. While some participants were traditional students attending school full-time, others balanced their studies with part-time or full-time employment, including roles as essential workers. This diversity in academic level, geographic setting, and life stage allowed for a nuanced exploration of how individual and environmental factors shaped their experiences of stress, coping, and resilience during the COVID-19 pandemic.\u003c/p\u003e\u003cp\u003eThis study explored the experiences of ten social work students as they navigated the COVID-19 pandemic. Their narratives revealed a developmental process spanning from disruption to adaptation and, for many, the development of resilience. Findings are organized into three phases: (1) Disruption and Early Coping, (2) Adaptive Transition, and (3) Building Resilience, each with interrelated subthemes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003ePhase 1: Disruption and Early Coping\u003c/h2\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003eFrom Disbelief to Disorientation\u003c/h2\u003e\u003cp\u003eParticipants described the onset of the pandemic as emotionally disorienting. Initial reactions included disbelief, fear, confusion, and in some cases, fleeting relief at the pause in academic routines. One student described the shift as \u0026ldquo;like a thunderstorm rolling in\u0026rdquo; (ID 1), while another likened it to a \u0026ldquo;horror movie\u0026rdquo; (ID 4). A participant recalled, \u0026ldquo;At first, it didn\u0026rsquo;t feel real\u0026hellip; and then the fear set in\u0026rdquo; (ID 7). These early reactions framed how participants appraised the crisis and began coping.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eShort-Term Stabilization \u0026mdash; Escapism, News Consumption, and Self-Preservation\u003c/h2\u003e\u003cp\u003eTo manage emotional experiences, students turned to short-term coping strategies. These included comfort eating, excessive sleeping, and disengagement from responsibilities. Some relied heavily on social media or constant news monitoring: \u0026ldquo;I was obsessively checking dashboards\u0026hellip; local, state, national\u0026mdash;over and over again\u0026rdquo; (ID 1). Others described retreating into entertainment or online distractions: \u0026ldquo;Watching Netflix and living in that world\u0026hellip; disassociating became a big way to cope\u0026rdquo; (ID 2). While these strategies provided temporary stability, participants recognized their limitations and the need for more sustainable approaches as the crisis persisted.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003ePhase 2: Adaptive Transition \u0026mdash; Coping Amid Compounding Stressors\u003c/h2\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003eStressors Converge \u0026mdash; Isolation, Academic Fractures, and Grief\u003c/h2\u003e\u003cp\u003eAs the pandemic continued, students experienced overlapping challenges. Academic disruptions, feelings of isolation, financial strain, and personal losses compounded their distress.\u003c/p\u003e\u003cp\u003e\u0026ldquo;It felt like everything was falling apart at once\u0026mdash;school, family, work\u0026hellip; every part of my life was under pressure\u0026rdquo; (ID 9). Online learning left many feeling disconnected: \u0026ldquo;It was just PowerPoints and reading... no interaction, no questions\u0026rdquo; (ID 7).\u003c/p\u003e\u003cp\u003eSocial isolation was described as particularly difficult: \u0026ldquo;The silence at home felt deafening\u0026rdquo; (ID 2).Several participants experienced the deaths of loved ones, often without traditional grieving rituals: \u0026ldquo;We couldn\u0026rsquo;t say goodbye\u0026hellip; it was really hard not being able to celebrate their lives\u0026rdquo; (ID 9).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eStructure as Strategy \u0026mdash; Reclaiming Agency Through Routine\u003c/h2\u003e\u003cp\u003eFaced with prolonged uncertainty, participants began creating routines to regain a sense of control: \u0026ldquo;Scheduling my days\u0026mdash;even for little things like breaks or cooking\u0026mdash;made everything feel less chaotic\u0026rdquo; (ID 7). Routine became a grounding force, particularly for students balancing school and work. These efforts marked a shift from reactive to intentional coping.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eSupport Reimagined \u0026mdash; Networks as Emotional Infrastructure\u003c/h2\u003e\u003cp\u003eStudents sought out peers, family, and cohort members to counter isolation: \u0026ldquo;My friends and I would play games over Zoom\u0026mdash;anything to keep things feeling normal\u0026rdquo; (ID 5). \u0026ldquo;Group chats with my cohort were a lifeline. Constant check-ins really helped\u0026rdquo; (ID 3), these networks provided both emotional and practical support, reinforcing students\u0026rsquo; resilience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eReflective Recalibration \u0026mdash; Meaning-Making and Reframing\u003c/h2\u003e\u003cp\u003eAs routines and support networks stabilized students\u0026rsquo; day-to-day experiences, many began engaging in reflection and mindfulness: \u0026ldquo;I started managing my breathing and setting boundaries\u0026hellip; it helped me manage anxiety\u0026rdquo; (ID 7). \u0026ldquo;I kept telling myself, \u0026lsquo;It\u0026rsquo;s okay to grow.\u0026rsquo; Looking back, I see how far I\u0026rsquo;ve come\u0026rdquo; (ID 4). These practices deepened emotional awareness and fostered a shift toward long-term adaptation.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003ePhase 3: Building Resilience \u0026mdash; Reconstructing Identity and Purpose\u003c/h2\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003eEmpathy as Strength\u003c/h2\u003e\u003cp\u003eThrough personal hardship, many participants reported an expanded capacity for empathy: \u0026ldquo;I\u0026rsquo;ve gone through loss\u0026hellip; but that\u0026rsquo;s okay because it\u0026rsquo;s made me a more compassionate person\u0026rdquo; (ID 2). This emotional insight carried over into their work with clients and peers, reinforcing their professional values.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003eRecentered Values and Priorities\u003c/h2\u003e\u003cp\u003eThe pandemic prompted a reevaluation of what mattered most. Students described renewed gratitude for health, relationships, and personal integrity: \u0026ldquo;Being isolated made me realize how important people are\u0026hellip; having someone to talk to matters\u0026rdquo; (ID 6). Another student notes, \u0026ldquo;I\u0026rsquo;m more grateful for what I have, and that\u0026rsquo;s changed how I live\u0026rdquo; (ID 3).\u003c/p\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003eProfessional Purpose and Identity Development\u003c/h2\u003e\u003cp\u003eFor many, the experience reaffirmed their commitment to the social work profession: \u0026ldquo;The pandemic reinforced why I chose this field\u0026mdash;I want to make a difference\u0026rdquo; (ID 4). Some students voiced a stronger alignment with social justice and advocacy: \u0026ldquo;It made me want to fight harder for change, for people who are struggling\u0026rdquo; (ID 7). For many of the participants, prolonged adversity was associated with a deeper sense of purpose and professional identity.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eNavigating crises and prolonged stressors requires adaptation extending beyond immediate coping, significantly influencing long-term resilience and professional identity development. Social work students face unique stressors due to their emotionally demanding training, exposure to client trauma, and the need to balance personal and professional responsibilities (Hitchcock et al., 2021; Lemieux et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Wilks \u0026amp; Spivey, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). While existing research underscores the importance of both individual coping strategies and contextual resources such as institutional support and access to resources (Russet \u0026amp; Griffiths, 2024; Theodoratou et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), limited attention has been given to how social work students specifically navigate sustained stress, particularly in relation to professional identity and resilience development.\u003c/p\u003e\u003cp\u003eTo address this gap, the present study employed a grounded theory approach and social constructivist lens to examine how social work students navigated the intersecting challenges of stress, disruption, and professional formation during the COVID-19 pandemic. The findings highlight evolving coping strategies, emphasizing resilience as a dynamic, developmental process rather than a fixed trait. The insights underscore the necessity of supportive structures within professional training contexts to foster resilience and adaptation.\u003c/p\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003eDisruption and Early Coping\u003c/h2\u003e\u003cp\u003eInitially, students experienced emotional disorientation, including disbelief, anxiety, and temporary relief due to initial cancellations of responsibilities. Early coping strategies included short-term behaviors such as excessive news monitoring, emotional disengagement, and comfort-seeking. These behaviors align with the primary and secondary appraisal phases of the TMSC (Lazarus \u0026amp; Folkman, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1984\u003c/span\u003e), reflecting a perceived imbalance between stressors and available resources. Although initially stabilizing, these strategies proved unsustainable over time, particularly for students lacking robust support systems or resources such as reliable internet and mental health services (Camacho-Zu\u0026ntilde;iga et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Huang et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Patias et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This underscores the need for equitable resource access and early support interventions during crisis onset.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003eAdaptive Transition\u003c/h2\u003e\u003cp\u003eHaving initially managed emotional disruption with short-term strategies, students gradually developed intentional, structured coping mechanisms that formed the foundation for longer-term resilience. As the pandemic progressed, overlapping stressors\u0026mdash;including academic disruptions, isolation, financial instability, and personal losses\u0026mdash;intensified emotional distress and depleted initial coping resources. Participants often described a sense of cumulative burden, as overlapping stressors amplified their vulnerability and depleted their initial coping resources and consequently students transitioned into more intentional forms of coping. They reported developing routines, restructuring expectations, and relying more consistently on social networks. These adaptive coping mechanisms, blending problem-focused strategies (routine building) with emotion-focused approaches (mindfulness, peer support), reinforced each other to foster greater emotional stability and self-efficacy. This recursive, rather than linear, coping progression aligns with recent adaptations of the TMSC framework, suggesting coping strategies function synergistically rather than independently (Obbarius et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Theodoratou et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003eResilience Development\u003c/h2\u003e\u003cp\u003eStudents\u0026rsquo; sustained coping efforts eventually led to increased resilience, characterized by heightened empathy, clarified values, and renewed professional commitment. Resilience emerged through iterative meaning-making processes rather than as an inevitable outcome of adversity, reinforcing the importance of recognizing resilience as context-dependent and individually variable (Barak et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Obbarius et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Theodoratou et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This study advances the TMSC by framing resilience as a potential outcome of adaptive coping processes, cautioning against overly idealized narratives that overlook persistent systemic barriers (Adler \u0026amp; Schwaba, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Obbarius et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003eRecommendations for Practice and Policy\u003c/h2\u003e\u003cp\u003eThe findings indicate that resilience should be explicitly cultivated through structured educational and professional interventions. Practical strategies include workshops on mindfulness, emotional regulation, stress management, and structured reflective practices (Milicivec et al., 2016). Additionally, educators and organizational leaders must create environments that address disparities in resource access, support resilience-building efforts, and provide structured opportunities to process residual distress (Author 1; Kim et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tsirimokou et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003eAddressing Systemic Barriers to Resilience and Growth\u003c/h2\u003e\u003cp\u003eSystemic barriers often impede resilience and growth, underscoring the need for supportive environments (Dishop et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Institutions and organizations should invest in resources that ensure equitable access to stress management tools, mental health services, and technological training (Magnavita et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Institutions should prioritize ensuring consistent internet access and mental health resources, barriers specifically identified by participants as significantly influencing their capacity to effectively cope during crises. Flexible policies\u0026mdash;such as remote work options, academic accommodations, and workload adjustments\u0026mdash;can reduce stress and allow individuals to focus on adaptive coping (Author 1; Dishop et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Kim et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Magnavita et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eLeadership plays a pivotal role in shaping organizational cultures that prioritize inclusivity, responsiveness, and support (Magnavita et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tsirimokou et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By fostering a culture where individuals feel valued, organizations can amplify resilience and encourage growth (Deaton et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Policymakers also have a critical role in advocating for systemic changes that address mental health disparities, ensure equitable access to resources, and promote well-being in high-stress sectors (Dishop et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Dryden et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eStrategies for Fostering Resilience\u003c/h3\u003e\n\u003cp\u003ePractical strategies for enhancing resilience should focus on resilience as an evolving capacity developed through iterative experiences (Milicivec et al., 2016; Mazzetti et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Foundational coping strategies, such as establishing routines and seeking social support, can mature into sustained resilient coping mechanisms during prolonged crises (Antonova et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Barak et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Educational and professional development programs should integrate interventions like mindfulness workshops, emotional regulation training, and stress management techniques, coupled with structured reflective practices (Milicivec et al., 2016). Additionally, fostering environments that encourage reflective practices, peer support, and professional growth opportunities is essential for processing residual distress and facilitating meaningful adaptation (Antonova et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Barak et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Deaton et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Tsirimokou et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Finally, structured opportunities for meaning-making\u0026mdash;such as journaling, facilitated discussions, and reflective exercises\u0026mdash;can help individuals integrate insights gained through adversity, promoting long-term well-being, reducing burnout, and strengthening personal and professional identity (Cameron et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Deaton et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cdiv id=\"Sec31\" class=\"Section2\"\u003e\u003ch2\u003eLimitations and Future Directions\u003c/h2\u003e\u003cp\u003eWhile this study offers rich insight into how social work students navigated stress, adaptation, and growth during the COVID-19 pandemic, several limitations warrant consideration. First, the small, purposive sample (N\u0026thinsp;=\u0026thinsp;10) limits the generalizability of findings. Although the study aimed to capture a range of student experiences across educational levels and geographic locations, all participants identified as white women, resulting in a homogenous sample that constrains the exploration of racial, gender, and cultural variation in coping and growth processes. Second, the study relied on self-selected participants, which may have introduced bias. Those who volunteered may have had a greater capacity or willingness for reflection, potentially overrepresenting individuals with more insight into resilience. Future research should explore whether students with different coping styles or limited access to reflective spaces engage in similar adaptation processes.\u003c/p\u003e\u003cp\u003eThird, the unique context of the COVID-19 pandemic presents both a strength and a constraint. While it offers a rare opportunity to examine adaptation during a prolonged, large-scale disruption, the global and long-duration nature of the crisis may not reflect how students respond to more acute, localized stressors such as natural disasters or community trauma. As such, findings may not fully transfer to other types of crises or professional contexts.\u003c/p\u003e\u003cp\u003eAdditionally, the virtual interview format, necessary due to pandemic safety measures, may have limited the depth of emotional disclosure or nuanced exploration of sensitive topics, potentially affecting findings related to more private coping struggles. Rapport-building limitations and possible distractions in home environments may have affected participants\u0026rsquo; openness.\u003c/p\u003e\u003cp\u003eFinally, the lead researcher\u0026rsquo;s dual role as a PhD student and faculty member, while balanced through reflexive journaling and collaborative coding, may have shaped data interpretation or participant responses in subtle ways. Although measures were taken to mitigate this through transparency and co-coding, future studies may benefit from additional triangulation methods such as member checking or peer debriefing.\u003c/p\u003e\u003cp\u003eFuture research should address these limitations by expanding methodological scope and participant diversity. Future research should prioritize longitudinal designs to track resilience trajectories from training to early professional practice, assess differential impacts of institutional supports identified as critical in this study, and explore these processes across more diverse student demographics. Longitudinal studies are essential to examine how resilience evolves over time, particularly as participants transition into professional practice. These studies could provide deeper insights into the long-term implications of coping and growth on career trajectories, well-being, and professional sustainability. Additionally, cross-disciplinary comparative studies could explore whether students in other high-demand fields, such as nursing, education, or emergency services, experience similar processes or require distinct strategies to foster resilience. Quantitative research could complement these qualitative findings by identifying broader patterns of resilience and growth across diverse student populations and crisis contexts.\u003c/p\u003e\u003cp\u003eFinally, future research should investigate the systemic and institutional factors that foster resilience. Exploring how policies, such as equitable access to mental health resources, flexible learning environments, and structured opportunities for reflective practice, influence students\u0026rsquo; ability to adapt and thrive would provide actionable insights for educators and administrators. Extending research into other contexts, such as natural disasters, economic recessions, or localized community traumas, would deepen understanding of the context-specific factors that shape resilience.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study uniquely contributes by reframing the TMSC to account explicitly for iterative, adaptive processes in prolonged crisis contexts, emphasizing resilience not as a static trait but as a dynamic outcome influenced by evolving coping strategies and contextual resources (Lazarus \u0026amp; Folkman, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1984\u003c/span\u003e; Obbarius et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Theodoratou et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By examining the lived experiences of social work students during the COVID-19 pandemic, it underscores how coping strategies evolve beyond immediate stress resolution to foster thriving in the face of prolonged adversity. The findings emphasize resilience as an iterative process, shaped by feedback loops of successful coping efforts, and highlights the role of resilience in the development of personal and professional identities (Cai et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Obbarius et la., 2021; Rehman et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).These insights provide a framework for understanding the interplay of coping, resilience, and growth across diverse contexts, offering practical strategies for educators and institutions to cultivate these capacities in student populations (Author 1; Kim et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tsirimokou et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Future research should empirically validate these theoretical extensions, exploring their applicability across disciplines, crises, and populations to refine our understanding of how individuals navigate and transform adversity in complex environments.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contribution Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAynsley H. M. Scheffert led the conceptualization, study design, data collection, methodology, analysis, writing, and editing of the manuscript. Jennifer C. Henson contributed to analysis, writing, and editing. Both authors reviewed and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing financial or non-financial interests related to this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval:\u0026nbsp;\u003c/strong\u003eThis study was conducted in accordance with ethical guidelines and was approved by Baylor University\u0026rsquo;s Institutional Review Board. Informed consent was obtained from all participants in writing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability:\u0026nbsp;\u003c/strong\u003eThe datasets generated and analyzed during the current study are available upon request from the corresponding author. Clinical trial number: not applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish Declaration:\u0026nbsp;\u003c/strong\u003enot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAdler, J. M., \u0026amp; Schwaba, T. (2024). Beyond \u0026ldquo;post,\u0026rdquo;\u0026ldquo;traumatic,\u0026rdquo;\u0026ldquo;growth,\u0026rdquo; and prediction in research on posttraumatic growth. \u003cem\u003eAmerican Psychologist\u003c/em\u003e, \u003cem\u003e79\u003c/em\u003e(8), 1227.\u003c/li\u003e\n\u003cli\u003eAntonova, E., Schlosser, K., Pandey, R., \u0026amp; Kumari, V. (2021). Coping with COVID-19: Mindfulness-based approaches for mitigating mental health crisis. \u003cem\u003eFrontiers in psychiatry\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e, 563417. \u003c/li\u003e\n\u003cli\u003eBarak, A., Safyon, M., \u0026amp; Ben-Ezra, L. (2025). 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Latent patterns of posttraumatic stress symptoms, depression, and posttraumatic growth among adolescents during the COVID‐19 pandemic. \u003cem\u003eJournal of Traumatic Stress\u003c/em\u003e, \u003cem\u003e35\u003c/em\u003e(1), 197\u0026ndash;209. https://doi.org/10.1002/jts.22720 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Stress and coping, Resilience, Adversity, University students, COVID-19 pandemic","lastPublishedDoi":"10.21203/rs.3.rs-6890443/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6890443/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eDisasters generate widespread disruption, loss, and stress that affect multiple dimensions of individuals' lives. 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 extend the Transactional Model of Stress and Coping by illustrating the evolution of coping into adaptive coping, which catalyzes resilience. 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.\u003c/p\u003e","manuscriptTitle":"A Grounded Theory Study of Student Coping and Resilience During the COVID-19 Pandemic","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-09 10:49:14","doi":"10.21203/rs.3.rs-6890443/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-08-01T11:28:09+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-28T07:52:41+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-25T10:20:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-25T08:26:12+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"216523178116191045565511713401916046284","date":"2025-07-20T02:02:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"219045104208530799733081911077664520788","date":"2025-07-19T22:38:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"332728176079958288023632108160249585567","date":"2025-07-18T04:03:39+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-08T12:18:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"337006601913365179958138459659748399101","date":"2025-07-08T08:56:21+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-07T08:42:21+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-07T08:39:16+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-06-20T14:11:50+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-19T14:01:34+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2025-06-19T13:49:40+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d053a9bc-b273-4cf1-aa35-06f767e21447","owner":[],"postedDate":"July 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-09-05T18:23:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-09 10:49:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6890443","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6890443","identity":"rs-6890443","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}