Evaluating the REP-S brief resilience intervention for students in higher education: A multi-study mixed-methods programme of research

There is currently an unmet need in higher education for a structured, pre-emptive programme of support to help students enhance their capacity to respond resiliently to stress. Resilience is a complex biopsychosocial construct that subsumes a number of processes and capacities for adapting to stressful events in ways that facilitate continued optimal functioning. This article presents a mixed-methods evaluation of a transferable biopsychosocial resilience intervention for students - the Resilience Enhancement Programme for Students (REP-S). In Study 1, a randomised control trial showed that, in a sample of 65 students (36 intervention group, 25 control group), participating in the intervention was associated with significantly decreased perceived stress (p=.002), decreased trait neuroticism (p=.011) and enhanced self-esteem (p=.010) over a period of one month. In Study 2, written qualitative data from 145 students and focus group data from 20 students provided evidence that the intervention led to perceived positive changes, including reports of sleeping better, dealing effectively with assessments and managing interpersonal challenges. Future steps in the delivery and evaluation of the REP-S are discussed

The Resilience Enhancement Programme for Students (REP-S) (REP-S): evaluating an online intervention for boosting resilience in students

The Resilience Enhancement Programme for Students (REP-S) is a workshop-based intervention designed to boost resilience in students. The current study involved an empirical evaluation of an online version of the REP-S via a pre-post one-group quantitative design over one month and a post-intervention qualitative element. 56 students from the University of Greenwich qualified for inclusion in the study. Results indicated that perceived stress and trait neuroticism decreased over the month of the study, while resilience increased. Engagement with the intervention also predicted a reduction in neuroticism. Students reported experiencing a complex range of difficulties over the duration of the pandemic, and 80% of participants found the workshop to be effective in addressing these problems. Overall, participants found many more positives than negatives in the online delivery of the workshop. If rolled out on a wider basis, the REP-S has the potential to improve wellbeing and mental health across the higher education sector