That sounds tough. One suggestion I found in the facebook group was having an explicit conversation with students that cheating is easy. The reason why we don’t cheat is not because cheating is hard, but instead it doesn’t make sense from a learning perspective. I think the person who posted pointed to research on having these conversations with students (but I am not sure).
I am wondering if grades are motivating students to cheat? Sometimes I find if I tie a high-stakes grade to a task students cheat out of fear of doing poorly. But if the work is more “practice” and not really worth a high stakes grade, then there is no reason at all to cheat. Would that help?