The COVID-19 pandemic significantly disrupted the lives of college students, affecting their living, learning, and working environments. While previous research documented economic and mental health repercussions among the general population and highlighted the exacerbation of existing inequalities, this study specifically focused on the varied experiences of undergraduate students. The abrupt transition to virtual learning, campus closures, job losses, and altered living arrangements resulted in widespread disruption. This research aimed to understand how students were differentially impacted across financial, resource, and psychological domains, identifying subgroups based on the severity and type of impact. The study also explored the relationship between these impact profiles and students' well-being (self-esteem) and adjustment to college (academic and relational). This detailed understanding is crucial for informing effective support strategies on college campuses.

Existing literature demonstrated the widespread economic and psychological distress experienced by college students during the COVID-19 pandemic. Studies showed high rates of job loss, wage reduction, and reduced access to essential resources such as hygiene products, food, and medication. These financial and resource hardships were strongly linked to increased depression, anxiety, and perceived stress. Furthermore, research indicated that existing inequalities were exacerbated by the pandemic, with disparities in impact observed based on gender identity, year in school, race/ethnicity, and generational status. Women, first-year students, students of color, and first-generation students were identified as particularly vulnerable groups.

Data were collected from 894 undergraduate students at a southeastern university during the Spring 2021 semester. Participants completed an online survey assessing their perceptions of COVID-19's impact across financial, resource, and psychological domains using the COVID Impacts Questionnaire (CIQ). The College Student Adjustment Questionnaire (CAQ) measured educational and relational adjustment, while the Rosenberg Self-Esteem Scale (RSES) assessed self-esteem. Sociodemographic variables included race, gender identity, year in school, and generational status. Latent profile analysis (LPA) was employed to identify distinct subgroups of students based on their patterns of COVID-19-related impacts. A four-profile solution was selected based on several fit indices (AIC, BIC, SABIC, VLMR-LRT, BLRT), entropy, and AvePP. Multinomial logistic regression examined the association between sociodemographic variables and profile membership. Finally, analysis of variance (ANOVA) compared profile-specific means for self-esteem and college adjustment, controlling for demographic covariates.

The LPA identified four distinct profiles: 1) Minimally Impacted (32.5%): low impact across all domains; 2) Resource & Financially Impacted (15.8%): moderate financial and resource impacts, low psychological impact; 3) Psychologically & Financially Impacted (34.6%): moderate psychological and financial impacts, low resource impact; and 4) Highly Impacted (17%): high impact across all domains. Men were significantly more likely than women to be in the Minimally Impacted profile compared to the Psychologically & Financially Impacted and Highly Impacted profiles. First-generation college students were more likely to be in the Resource & Financially Impacted and Highly Impacted profiles compared to the Psychologically & Financially Impacted profile. First-year students were more likely to be in the Minimally Impacted profile compared to the Highly Impacted profile. No significant association was found between race and profile membership. Students in the Highly Impacted profile reported significantly lower self-esteem and poorer college adjustment (both educational and relational) than those in other profiles.

The findings highlight the heterogeneity of COVID-19's impact on college students, demonstrating that impact severity varies across domains and that certain demographic groups experience disproportionate burden. The results support previous research indicating gender disparities in mental health outcomes during the pandemic, with men reporting less severe psychological impacts. The finding that first-generation students were more susceptible to financial and resource-related difficulties underscores the need for targeted support services. The unexpected finding that first-year students were more likely to be minimally impacted might be attributable to their entering college after the initial pandemic disruptions. The lack of association between race and impact profiles may indicate that other factors, not measured in this study, are relevant. The strong relationship between high impact profiles and diminished well-being and adjustment reinforces the urgency for institutional interventions to support students facing these challenges.

This study provides valuable insights into the diverse impacts of the COVID-19 pandemic on college students. The identification of distinct impact profiles underscores the need for tailored interventions that address specific needs within each group. Future research should investigate the long-term effects of the pandemic on student well-being and explore the role of other factors, such as race-based discrimination, in shaping individual experiences. Colleges should prioritize support services for students experiencing financial hardship and mental health challenges, particularly women, first-generation students, and those in later years of study. These actions are vital for ensuring student success and overall well-being.

The study's limitations include its single-university sample, online survey design (potential for selection bias), and limited sample sizes for some subgroups, particularly non-binary and gender-diverse students. The cross-sectional design prevents causal inferences, and the results may not be generalizable to all college campuses. Future research should address these limitations through larger, more diverse samples and longitudinal designs.