Factors Affecting the Mental Health and Wellbeing of Men in Nursing: A Systematic Review and Narrative Synthesis.

This study aimed to examine the mental health and wellbeing of further and higher education students and the associating factors after returning to face-to-face (in-person) learning after Covid-19 restrictions. A cross-sectional study informed by student consultations was conducted using a survey design. Mental health and wellbeing were assessed using self-report items on the Depression, Anxiety and Stress Scale (DASS-21) and the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). Descriptive statistics and stepwise multiple linear regression analyses were conducted on data collected between December 2021 and June 2022. N = 1160 students participated; 69.6% between 16 and 25 years, 67.9% studying in the UK, 66.5% studying away from home, 60.2% identified as she/her, 59.8% studying at the undergraduate degree level, 42.5% belonging to non-White ethnic backgrounds, 29.6% identifying as having additional needs and 22.8% as sexual minority. Moderate anxiety (M = 13.67, SD = 9.92) and depression (M = 17.04, SD = 11.56) scores were mainly reported. Wellbeing scores (M = 20.31, SD = 3.93) were lower than the estimate for the pre-pandemic general population. Gender expression, sexuality, age, ethnicity, having additional needs, and level and location of study was associated with mental health or wellbeing. Individual coping styles, levels of self-efficacy and physical activity were also associated with mental health or wellbeing. Many students returning to further and higher education after Covid-19 restrictions experienced reduced mental health and wellbeing, and some students were at greater risk. Providing student-centred interventions focusing on self-efficacy, coping styles and physical activity may help improve the mental health and wellbeing of students.

Nurses suffering in silence: Addressing the stigma of mental health in nursing and healthcare.

The aim of this chapter is to interrogate issues of mental health and well-being of female students and faculty after the devastating effects of COVID-19 pandemic. The chapter further explores strategies that can be used to enhance the mental health and well-being of female students and faculty in order to enhance their optimal functioning. There has been growing global interest in mental health, with increasing concern over mental health difficulties among female students and faculty in colleges and universities. Academic pressure, social isolation, disruption in education, demands posed by online learning and other uncertainties acted as challenges that impacted students' mental health. Female students and faculty may experience heightened psychological distress resulting in PTSD, anxiety, and depression due to poor mental health and wellbeing. To have quality mental health and well-being, female students and lecturers should take steps to protect and support their mental health throughout life.

The function of social media was substantial and its advancement had impacted different spheres of people’s lives, the leading change being in terms of cognitive processes and corresponding daily routines, interpersonal communication, knowledge acquisition, self-identification, and ways of perceiving environment. This study investigated the link between social media usage and the mental health and well-being of university students. Study included variables of social media usage, stress level, constant thinking, self- esteem, sleep schedule, emotional well-being, and daily routine. The main motive of the study was to examine the effect of digital media on student's mental health and well-being of undergraduate’s university students and to explore the demographic differences like gender on the influence of social media usage on the mental health and well-being of university undergraduate students through survey research method. The research methodology was used in this study quantitative and descriptive type nature research. The data were collected from 250 students from the undergraduates’ students of University of Sargodha through Convenient sampling technique. The research instrument for this study was self-developed by the researcher. In this present study independent sample T-Test was used to check the demographic difference and Pearson Correlation was used for checking the link between social media and mental health. Study revealed a significant positive relationship between social media usage and mental well-being indicating that expanded social media usage was associated with improved mental well-being. In this study no notable gender gap were discovered in the relationship between social media usage and mental health outcomes. Findings suggested that social media usage may had a beneficial impact on mental well-being among university students.

Postsecondary students’ ability to learn is affected by their mental health and wellbeing. Research in the teaching and learning context, however, has predominantly focused on teaching practices that facilitate motivation, learning, and academic success while overlooking the importance of student mental health and wellbeing. The current study aimed to fill this gap by using qualitative interviews to explore student perspectives on current and possible future supports that can cultivate student mental health and wellbeing in the teaching and learning context. Through 14 one-on-one interviews with students, five major themes were developed: (1) prioritize mental health, (2) provide and guide to accessible supports, (3) increase mental health literacy, (4) foster connections and social support, and (5) strengthen best practices in teaching and learning. Students emphasized that the institution has a role to play in several of these areas and elaborated on what practices and policies were least and most supportive of student mental health and wellbeing in teaching and learning. This study has implications for higher education institutions, and how they promote mental health and wellbeing, disseminate information and resources, and how faculty and staff can support students through their policies (e.g., flexibility in deadlines), course materials (e.g., assessments), course delivery (e.g., equity, diversity, and inclusion [EDI] considerations), and interactions (e.g., normalizing mental health conversations).

The COVID-19 pandemic has taken a significant mental and emotional toll on critical care nurses. High patient acuity, staffing shortages, and increased care needs both in the hospital and in the community are contributing to increases in depression, anxiety, and overall burnout. Nurses who perceive, internalize, anticipate, and experience stigma may be hesitant to engage in mental health care and self-stewardship. Resultingly, stigma is a detriment to the mental health and overall well-being of critical care nurses. The American Nurses Association recognizes this stigma and is committed to dismantling stigma as a barrier to mental health care. Nurses may fear social and professional consequences associated with receiving mental health care. Nursing leaders and organizations can take steps to reduce stigma related to mental health care and support self-stewardship among critical care nurses.

Background/Objectives: Historically, male nurses were predominant in mental health settings due to their perceived physical strength and ability to manage violent patients. However, societal changes and the evolution of nursing education have led to a decline in male participation. This study aims to explore the characteristics, qualities, and attributes of male mental health nurses, while aiming to identify factors that attract and retain, as well as that deter, men in this field, to inform male recruitment and retention strategies to grow the mental health nursing workforce. Methods: A scoping review was conducted across six databases, including PubMed, MEDLINE, Web of Science, Scopus, CINAHL, PsycINFO, and ProQuest. The focus was on studies from 1970 to 2024. Screening and selection of studies were based on eligibility criteria. Narrative synthesis was conducted, and the study follows the PRISMA for Scoping Reviews checklist. Results: Limited research exists on male mental health nurses. The data highlight the unique contributions of male nurses, including their resilience, teamwork, and emotional competence. They also identify challenges such as workplace violence, stigma, and lack of career development opportunities. The literature suggests that targeted recruitment strategies and supportive work environments are essential to increase the number of male mental health nurses and address the nursing shortage in this specialty. Positive academic experiences and professional development opportunities are crucial for retaining male nurses. Conclusions: Addressing stigma associated with mental health nursing is needed, starting with a positive public health education campaign. Addressing workplace violence needs to stem from improved organisational procedures that promote the safety and wellbeing of nurses and clients, combined with de-escalation education and training; mentoring are vital to improving attraction, job satisfaction, and the retention of male nurses. By understanding these factors, health care organisations can better support male mental health nurses and enhance the overall quality of mental health care.

Most Australian young people attend a mainstream school. However, some are excluded from or cannot cope with mainstream schooling for various reasons and leave prematurely. These young people could work, attend an alternative flexi school or do neither. If they do not attend any schooling and are unemployed, they may become vulnerable to various current and future adverse life outcomes, including poor mental health. For mainstream secondary school students, school connection is a protective factor for their mental health and wellbeing. However, the state of the mental health and wellbeing of alternative flexi school students or young people who do not attend school or work is unknown. The current study therefore compared these three groups with a survey on their mental health and wellbeing. Students attending two alternative flexi schools and a youth support service, which help students who are not at school or work, were randomly selected to participate. The Longitudinal Survey of Australian Youth data set was used to measure the mental health and wellbeing of mainstream school students. Results revealed there were no significant differences between the mental health and wellbeing of the two cohorts who were not in mainstream school; however, their mental health and wellbeing were not as robust as those who were attending mainstream schooling.KeywordsAlternative flexi schoolYoung peopleUnemployedMainstream schoolStudentMental healthWellbeing

Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

BackgroundTeachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention.Methods and findingsThe intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. In total 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference −0.90, 95% CI –2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study’s main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures.ConclusionsIn this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being.Trial registrationwww.isrctn.comISRCTN95909211.

Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention. The intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. In total 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference -0.90, 95% CI -2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study's main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures. In this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being. www.isrctn.com ISRCTN95909211.

ObjectiveThe current study aimed at investigating the contribution of researchers in the Arab region to the field of mental health and well-being of university students using bibliometric tools.MethodRelevant literature was obtained from the Scopus database for the period from 2001–2020. Examples of keywords used in the query included “college student”, “university student”, and undergraduate student” combined with keywords such as wellbeing, wellness, suicide, and anxiety. No language restriction was used. Only research articles were considered. The search query was validated. Bibliometric indicators and mappings such as active countries, institutions, authors, highly cited documents, and the most frequently encountered topics were identified and discussed to shed light on research gaps in the Arab region. Research gaps were also identified. The analysis was carried out on February 12, 2021.ResultsThe search query returned 309 research articles published by authors from 17 different Arab countries. Less than one-third (n = 97, 31.4%) of the retrieved articles were carried out in collaboration with authors from 39 non-Arab countries, mainly from the United Kingdom and the United States. The overall contribution of researchers from the Arab region to global research in the field was 5.6%. In total, 1212 authors from 791 different institutions participated in publishing the retrieved research articles. At the country level, Saudi Arabia (n = 125, 40.5%) ranked first, followed by Jordan, Egypt, and Lebanon. At the institutional level, The University of Jordan (n = 25, 8.1%) ranked first, followed by King Saud University, and Kuwait University. The retrieved articles included 132 (42.7%) articles on stress/distress, 95 (30.7%) on anxiety, 61 (19.7%) on depression. Knowledge gaps on suicide, eating disorders, substance use, and happiness were identified. The retrieved articles appeared in 193 different journals and approximately two-thirds of the active journal were in general medicine, public health, and education.ConclusionsThe contribution of researchers in the Arab region to the field showed a noticeable increase with time. However, important research gaps were identified. The contribution was confined to authors from a limited number of Arab countries. Funding and international research collaboration for the mental health and well-being of students need to be strengthened.

The mental health and wellbeing of university students has become a more prominent issue in recent decades. Various factors contribute to student mental health challenges, such as developmental transitions, belonging to equity groups, and specific fields of study. As universities prioritise student mental health and wellbeing, there is a need for resources and training to enhance the ability of professional and academic staff to provide appropriate support. To build staff capacity and confidence in recognising and responding to students experiencing psychological distress, a regional Australian university developed a health and wellbeing toolkit. The toolkit provides information and resources on various topics, including identifying warning signs, managing mental health conditions, responding to disclosures of harassment or assault, and implementing inclusive learning environments. The toolkit will continue to evolve based on staff and student feedback and usage. It is fostering a shared understanding of the role all staff can play in supporting student mental health and wellbeing, as part of a broader university strategy to maintain mentally healthy campuses. By providing a comprehensive yet easy to use resource, the toolkit is a significant advancement in the University’s efforts to equip all staff to support the mental health and wellbeing of students.

BackgroundHalf of mental health disorders begin before the age of 14, highlighting the importance of prevention and early-intervention in childhood. Schools have been identified globally by policymakers as a platform to support good child mental health; however, the majority of the research is focused on secondary schools, with primary schools receiving very little attention by comparison. The limited available evidence on mental health initiatives in primary schools is hindered by a lack of rigorous evaluation. This quasi-experimental cluster study aims to examine the implementation and effectiveness of a Mental Health and Wellbeing Co-ordinator role designed to build mental health capacity within primary schools.MethodsThis is a primary (ages 5–12) school-based cluster quasi-experimental study in Victoria, Australia. Before baseline data collection, 16 schools selected by the state education department will be allocated to intervention, and another 16 matched schools will continue as ‘Business as Usual’. In intervention schools, a mental health and well-being coordinator will be recruited and trained, and three additional school staff will also be selected to receive components of the mental health training. Surveys will be completed by consenting staff (at 2-, 5-, 10- and 17-months post allocation) and by consenting parents/carers (at 3-, 10- and 17-months post allocation) in both intervention and business as usual schools. The primary objective is to assess the change in teacher’s confidence to support student mental health and wellbeing using the School Mental Health Self-Efficacy Teacher Survey. Secondary objectives are to assess the indirect impact on systemic factors (level of support, prioritisation of child mental health), parent and teachers’ mental health literacy (stigma, knowledge), care access (school engagement with community-based services), and student mental health outcomes. Implementation outcomes (feasibility, acceptability, and fidelity) and costs will also be evaluated.DiscussionThe current study will examine the implementation and effectiveness of having a trained Mental Health and Wellbeing Coordinator within primary schools. If the intervention increases teachers’ confidence to support student mental health and wellbeing and builds the capacity of primary schools it will improve student mental health provision and inform large-scale mental health service reform.Trial registrationThe trial was retrospectively registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) on July 6, 2021. The registration number is ACTRN12621000873820.