A qualitative longitudinal study on the illness experiences of UK students with long-term health conditions during their first year of transition to

an elite collegiate university (continuation of the title).

Students represent a large and increasing population whose health needs are not fully understood. During transition to university, students face multiple challenges surrounding health and healthcare. Those with long-term conditions (LTCs) are particularly vulnerable to health-related disruption. Inspired by my undergraduate experiences and subsequent MSc dissertation, this project will follow a cohort of 20 students with LTCs throughout their first year at Durham University (DU). With its unusual collegiate system and high proportion of non-local students, DU is an ideal setting for this research. I will adopt a Qualitative Longitudinal Research approach, conducting semi structured
interviews at the beginning and end of each term. I will ask participants to keep a written or photographic record; these will serve as data sources and a means of eliciting responses. For richer contextual awareness, I will also interview 5 university/healthcare staff. Approval will be obtained from the Department of Sociology Ethics Committee, acknowledging issues surrounding ongoing consent, anonymity, recruitment and emotional impact. Key areas of inquiry will be the suitability of local healthcare providers, support from the university itself, and the impact of wider social and health inequalities on the experiences of students with LTCs. Analysis will be both
longitudinal and cross-sectional, drawing on sociological insights into illness experiences and life transitions. Concepts such as biographical disruption and cultural health capital are especially pertinent. Resources will be disseminated with the aim of facilitating robust support networks for students with LTCs. Results will prompt further investigation into student health and ultimately inform policy changes.