Professional challenges faced by student radiographers during COVID-19

Introduction: This study aimed to identify the challenges facing radiography students at the peak of the COVID-19 pandemic, document their experiences in mid-2020, and explore supports for resilience-building in educational and clinical contexts. Methods: An online survey of 20 questions was distributed to students from radiography programmes across 12 countries between June and July 2020. Demographic data included country of training, academic stage, and age. Students were asked to describe their principal training-related challenges through free text responses. Thematic analysis was applied to responses. Results: Of the 1277 survey participants, 1110 students (87 %) provided open-text responses. Thematic evaluation identified five core themes: radiography teaching, university management, personal protective equipment and infection, financial concerns, and no concerns. Additional categories emerged related to fear and anxiety, professional practice, and personal health and quality of life. Concerns included clinical preparedness, placement safety, disrupted learning, and institutional communication. Nevertheless, many students reported strengthened professional identity, clinical competence, and teamwork skills. Conclusion: This study highlights key training-related challenges faced by radiography students during the early pandemic and provides insights into the emotional and professional impact of this period. In addition to informing future emergency preparedness, the findings reflect broader developments in healthcare education. Strategies such as enhanced digital learning, structured clinical debriefing, and peer mentorship introduced during the pandemic have since been consolidated in many programmes. These trends offer a foundation for more flexible, resilient educational models. Implications for practice: Studies such as this highlight the impact on student radiographers worldwide. Understanding students’ lived experiences can inform improved support structures and help build more sustainable, student-centred training environments in both routine and crisis settings.