The COVID-19 pandemic disrupted normalcy for college attending young adults which resulted in a loss of the campus environment and classroom setting. This change in setting may interfere with a student’s personal and academic wellbeing. This study used an online survey to evaluate college students’ academic and psychosocial frustrations during the COVID-19 pandemic. Data were collected from March–April 2020 at a land-grant university in the Appalachian region. Data were available from 2643 undergraduate and graduate students. There was a 65.8% and 15.7% increase in the number of students who reported their learning and health as fair, poor, or very poor after the COVID-19 pandemic, respectively. Qualitative responses were coded and 8 themes and 24 subthemes emerged. College students expressed frustrations regarding technology, classwork, research, family, social, emotional, behavioral, and financial aspects of life. These results can be used by higher education administration, faculty, and staff when planning for online courses. Ensuring that student frustrations and barriers to success are recognized and considered may help prevent students departing from higher education during this time.

COVID-19 大流行扰乱了上大学的年轻人的正常生活，导致校园环境和课堂环境丧失。这种环境变化可能会干扰学生的个人和学业健康。这项研究使用在线调查来评估大学生在 COVID-19 大流行期间的学业和心理社会挫折感。数据是从 2020 年 3 月至 2020 年 4 月在阿巴拉契亚地区的一所赠地大学收集的。数据来自 2643 名本科生和研究生。在 COVID-19 大流行之后，报告其学习和健康状况一般、差或非常差的学生人数分别增加了 65.8% 和 15.7%。对定性回答进行了编码，出现了 8 个主题和 24 个子主题。大学生表达了对技术、课堂作业、研究、家庭、社会、情感、行为和财务方面的生活。这些结果可供高等教育管理部门、教职员工在规划在线课程时使用。确保认识到并考虑学生的挫折和成功障碍可能有助于防止学生在此期间离开高等教育。