Many　universities　implemented　closed-off　management　to　prevent　COVID-19　outbreaks.　However,　the　effect　that　interventions　implemented　during　the　pandemic　on　students＇　learning　and　health　is　unclear.　For　this　study,　2350　university　students　in　Beijing　and　Shanghai　completed　an　online　survey　about　changes　in　their　learning　and　their　physical　and　mental　health　during　school　closures　compared　with　non-closures.　We　then　examined　whether　those　changes　were　influenced　by　factors　including　city,　gender,　educational　background,　student　residential　type,　and　imposed　interventions.　The　results　showed　that　different　interventions　had　little　effect　on　non-residents＇　(housed　off　campus)　learning　and　health　during　school　closures　(p　＞　0.05)　and　students　who　preferred　in-person　learning　regressed　more　significantly　in　learning　during　school　closures　(p　G　0.05).　Graduates　regressed　more　significantly　than　undergraduates　(p　G　0.001),　and　residents　(housed　on　campus)　more　than　non-residents　in　learning　(p　G　0.001).　Students＇　stress　levels　were　significantly　higher　(p　G　0.001),　especially　among　graduates　and　residents　(p　G　0.001),　with　the　major　stressors　for　university　students　being　academic,　economic,　and　interpersonal　during　school　closures.　Around　4/5　of　students　reported　higher　potential　depression　and　3/4　reported　higher　anxiety,　with　females　being　more　likely　than　males　(p　G　0.001),　graduates　more　likely　than　undergraduates　(p　G　0.001),　and　residents　more　likely　than　non-residents　(p　G　0.01)　to　be　depressed　and　anxious.　Also,　males　had　more　significant　negative　changes　in　their　habits　(smoking,　drinking,　exercise,　and　sedentariness)　than　females　(p　G　0.01).　These　results　may　benefit　universities　in　helping　provide　evidence-based　intervention　policies　during　similar　events.