CONCLUSION

To investigate our research question, we collected three forms of primary data to support our investigation including autoethnographies, survey data and academic research reviews. Our autoethnographies share student experiences that support the significance of our research question. The autoethnographies highlight common student issues during lockdown, allowing us to focus our advice and research accordingly. For example, the common trend of disrupted sleep patterns emphasized the need for further research to support our findings (Ming et al, 2011) as well as directing us towards providing practical advice in the zine.

We have presented academic research reviews from multiple sources to cover a wide range of topics relevant to our research question. We acknowledge the influence of positionality and identity in understanding toxic productivity by conducting research into another country, Sweden, which reveals that students on the other side of the world have a parallel experience (Perming et al, 2022); as well as, being analytical towards the gender disparity in how work-life balance is manifested in the home (Plotnikoff and Utoft, 2021). Our argument emphasizing that disruption to circadian rhythms has had an effect on students and academic pressure is further supported by various studies into similar topics. Lee and Jang (2023) reveal that academic stress was increased during lockdown in turn impacting student health, our zine aims addresses raised health concerns in our advice segment.

The invention of the lightbulb has enabled students to extend their days past the natural transition to night by the sun thus, promoting a culture of late night working and inconsistent circadian rhythms that can translate to toxic productivity where students are pressured to continue working to unhealthy extents. We delve further in our research into light as a process to give power and enforce inequality (Endensor, 2017). Moreover, understanding that light can be understood as a 'social agent' (Bille and Sorensen, 2007) means that students have the ability to shift the effect artificial light has on their lifestyle.

Although there are areas of limitation, as addressed in other sections, our investigation highlights the prevalent issue of work-life balance on students impacted by the COVID-19 lockdown.