Integration of holistic education concepts in higher education to building mental health-friendly campuses: Case study from Indonesia

Due to the nature of the demanding working circumstances, most academicians at higher education institutions have therefore been vulnerable to experiencing mental health issues. This present study aims to investigate the prominent factors that influence academics' mental health in higher education through systematic reviews. In detail, this study is intended to analyze the trends, patterns, and knowledge gaps on the factors affecting mental health. Using the PRISMA protocol to identify and analyze datasets from the Web of Science (WoS), Scopus, Google Scholar, and Science Direct. In this present study, twenty-one papers were selected and analyzed. The findings indicate a robust influence of job demand on mental health among academicians in higher education. These review papers reveal that there is an increasing amount of research on the factors influencing the mental health of academicians in higher education. The findings highlight a worrying pattern of increasing job pressures and an increase in the frequency of mental health issues among academicians. Thus, there is a critical need for focused treatments and academic support networks to mitigate the increasing demands placed on faculty members and protect their mental health. This study contributes to the literature by focusing on mental health, primarily the job demands of academicians in the context of higher education institutions.

Mental Health in Higher Education, a project of the Higher Education Academy, aims to enhance learning and teaching about mental health in UK higher education. This article introduces the Mental Health in Higher Education website which has recently been relaunched. It outlines its key role in the development of our emerging community of practice.

This review of the recent literature highlights the need to better define the role of faculty in supporting student mental health in higher education institutions in the United States. The last several decades, and especially since the COVID-19 pandemic, has seen an emphasis on college student mental health. While students are seeking knowledge, connectedness, and career options, faculty are focused on teaching, mentorship but also on how to best support student mental health. With this rise of concentration on mental health in higher education, a major question has arisen-what is the role of faculty in supporting student mental health? The literature is vast in terms of college student mental health and students' stressors and concerns. More and more literature is available regarding interventions used to identify, manage and treat students, and even studies on staff and faculty and their own mental health. Much of the data from faculty has recently been about burnout and their own mental health. There is, however, much less research and literature on either guidelines or guideposts regarding the specific roles that faculty have towards supporting student mental health. This brief paper highlights the potential opportunities and barriers and suggests model strategies for higher education leaders, administrators and faculty to better define the faculty role in supporting student mental health.

This chapter critically examines the institutional support systems aimed at supporting the mental health of students within the University of Namibia. The shift from childhood to adulthood brings with it special difficulties, leaving students open to a range of stresses that can negatively impact their mental health. This research examines common mental health problems among students, such as stress and anxiety, with a particular focus at the University of Namibia. The study highlights the necessity of an all-encompassing strategy that considers social, emotional, and intellectual aspects in order to create an environment where students can flourish both academically and mentally. This chapter adds to the continuing conversation on mental health in higher education by advocating for additional improvements and identifying successful initiatives. This chapter adds to the continuing conversation on mental health in higher education by advocating for additional improvements and identifying successful initiatives.

There is an increasing call to attend to the needs of students in distress (Reynolds, 2013). Furthermore, research has begun to highlight links between distress, risky, or dangerous behaviors as well as issues in mental health in the higher education population (Deasy, Coughlan, Pironom, Jourdan, & Mannix-McNamara, 2014). The National Alliance on Mental Health and the Jed Foundation (National Alliance on Mental Illness & the Jed Foundation, 2016) estimate that about 20% of enrolled college students will face some type of mental illness. As such, the work of mental health professionals, which has been increasing with time, will continue to play a pivotal role on today's campus (Kitzrow, 2009). Yet mental health in higher education is too pervasive and significant of a topic for counseling and psychological centers to handle by themselves (Joint Task Force in Student Learning, 1998; Mitchell et al., 2012). Therefore, a collaborative approach is warranted as higher education professionals strive to meet the increasing mental health demands of the student population. Case studies amalgamated from housing and residence life professionals are used to gain a greater understanding of how interdepartmental work is carried out without compromising or breaching ethical or legal regulations as set by the Family Educational Rights and Privacy Act, the Health Insurance Portability and Accountability Act, and/or organizational standards like that of the International Association of Counseling Services Inc. (International Association for Counseling Services Inc., 2014) Specifically, the cases demonstrate ways inter- and intradepartmental staffers can work as a team, safeguard private and confidential information, and concurrently create an environment in which care is nurtured. (PsycINFO Database Record

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (available now from University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (available now from University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (available now from University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Mental health is a somewhat taboo topic in academia. As Katie Rose Guest Pryal, a bipolar and autistic author and academic, writes in her new book A Light in the Tower: A New Reckoning with Mental Health in Higher Education (University Press of Kansas), “Based on the logic of academia, if my brain is wrong, then everything about me is wrong.” She argues that mental disability is stigmatized in higher education and pushed into the shadows and that the key solution to the mental disability crisis — Pryal's preferred terminology — is to increase accessibility overall rather than just provide accommodations for faculty and students. This can decrease the stigma around their illnesses.

Due to increasing incidence of mental health challenges in college students and its relation to poorer student outcomes (e.g., recruitment, retention, graduation), higher education institutions have turned their attention toward the needs of students experiencing mental health challenges (Collins & Mowbray, 2005). In attempts to ameliorate poorer student outcomes, some states have investigated the impact of mental health on those enrolled in higher education as well as the needs for supports and services for those impacted (e.g., Oregon Higher Education Coordinating Commission [OHECC], Office of Academic Policy and Authorization, 2018). However, despite these initiatives, limited empirical research is available related to the lived experiences of individuals with mental health challenges in higher education settings; including the supports and barriers they may experience while navigating these complex settings. This study begins to address this knowledge gap by using qualitative content analysis to examine and compare key stakeholder lived experiences related to mental health challenges in higher education, including the similarities and differences regarding service and support needs, determinants to usage (support and barriers), and recommendations for future research and improving the continuum of care. Considerations for policy, practice, and future research are provided. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Student mental health problems in higher education are an important and complex issue. The purpose of this research was to find out and measure how the approach of reading the Qur'an at the beginning of learning can improve students' mental health in Higher Education. The research design applies a 4D development research model (define, design, development, disseminate). The research sample was 250 Islamic Education Guidance and Counseling students and Madrasah Ibtidaiyah Teacher Education. Research instruments used observation, tests, interviews, and documentation. Data analysis using the Tiagarajan Model. The approach of reading the Qur'an is relevant and valid and applied to all courses. 92.78% effectiveness rate successfully improves student mental health. Especially from the aspect of Emotional balance, reasonable stress levels, life balance, good sleep quality, healthy interpersonal relationships, self-esteem, adaptability, independence, physical fitness, academic performance, self-awareness, using effective keeping, and lack of signs of mental disorders. However, this approach is only relevant for Muslim lecturers and students. Students who are Catholic/Protestant Christians, Hindus, Buddhists, and Confucians can use approaches with their respective scriptures.

The growing mental health challenges among students in higher education have necessitated the exploration of innovative solutions, including artificial intelligence (AI)-powered psychological counseling. This study conducts a systematic literature review to examine the role of AI-driven counseling in supporting student mental health within Nigerian higher education institutions. It explores key aspects such as the effectiveness, feasibility, benefits, and limitations of AI-based mental health interventions. Drawing on relevant psychological and technological frameworks, the study highlights the potential of AI-powered counseling in bridging gaps in mental health support services, particularly in resource-constrained environments. The findings identify emerging trends, challenges, and best practices for the ethical and efficient integration of AI-driven counseling in higher education. Through strategic implementation, collaboration, and policy development, stakeholders can enhance student well-being while leveraging AI technologies to complement traditional mental health support systems.

BackgroundMental health among higher education students is a critical public health concern, with numerous studies documenting its impact on student well-being and academic performance. However, comprehensive research on the factors contributing to mental health deterioration, including barriers to seeking psychological help, remains insufficient. Gathering evidence on this topic is crucial to advancing policies, advocacy, and improving mental health services in higher education.ObjectiveThis review explores the unique challenges faced by vulnerable student groups and highlights the factors influencing student well-being and academic engagement, including those exacerbated by the COVID-19 pandemic. The review also addresses barriers to accessing mental health services across various regions and provides evidence-informed recommendations for improving mental health policies and services in higher education, covering both well-researched and underexplored contexts.MethodsThis narrative review synthesizes findings from over 50 studies on mental health in higher education. A targeted search was conducted using PubMed, Google Scholar, PsycINFO, CINAHL, and Scopus for studies published between 2013 and 2023. Data were analyzed through a deductive thematic content analysis approach, focusing on key predetermined themes related to student well-being, barriers to mental health services, and recommendations for policy improvements.ResultsSeveral factors influence the mental health of higher education students, with vulnerable groups—including women, minorities, socioeconomically disadvantaged, international, and first-year students—experiencing higher levels of depression, anxiety, and stress. Factors that impact students’ well-being and academic performance include academic pressure, financial stress, lack of social support, isolation, trauma, lack of inclusive practices, and pandemic-related stressors. Institutional barriers, inconsistent well-being measures, data-sharing issues, and regulatory limitations hinder students’ access to mental health services, while stigma and lack of trust in mental health professionals impede care.ConclusionImproving mental health strategies in higher education requires enhancing mental health services, addressing socioeconomic inequalities, improving digital literacy, standardizing services, involving youth in service design, and strengthening research and collaboration. Future research should prioritize detailed intervention reports, cost analyses, diverse data integration, and standardized indicators to improve research quality and applicability.