As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

由于 2019 年的冠状病毒病 (COVID-19) 继续扰乱英国的学前教育提供和考试，因此必须紧急考虑如何最好地支持 2021-2022 年本科生进入高等教育阶段。在本文中，我们利用“学生成功的五种意识”模型来强调高等教育教育工作者在为下一学年做准备时应注意的五个关键的循证心理学考虑因素。其中包括帮助学生在长期教育中断后重新适应学术工作的挑战，支持学生访问高等教育的“隐藏课程”，协商 COVID-19 的心理健康后果，并对学生因 COVID-19 而经历的教育不平等保持敏感。我们针对这些考虑中的每一个都提供基于证据的、基于心理学的建议。