Mental Health In Higher Education Research Articles

Intersectionality approach to mental health for Black men in student affairs

AbstractNavigating higher education can be a challenging experience for Black men. Among these, Black men often face unique mental health challenges stemming from systemic racism, cultural expectations, and societal pressures. Addressing their specific needs requires a comprehensive approach. However, supporting Black men's mental health in higher education involves a multi‐faceted approach. By actively recognizing their challenges and ensuring resources cater to their specific needs, we can create an environment where all Black men can thrive in student affairs services. In this article, we used Chapman‐Hilliard and Adams‐Bass's theoretical framework of Black Liberation Psychology to guide our analysis of the mental health challenges that Black men face in student affairs.

An overview of Black males and mental health in higher education: Implications for practice and research

AbstractThis article discusses some critical underlying factors that facilitate mental health concerns for Black males in higher education. This article also focuses on the role that student affairs practitioners and faculty can play in supporting Black males on college campuses with mental health needs. This article concludes with recommendations and critical research to further research and practice.

Determinants of Academicians’ Mental Health in Higher Education Institutions: A Systematic Literature Review

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.

Role Perceptions of Teachers Concerning Student Mental Health in Higher Education

Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a strict procedure, the Mentor-Q questionnaire was designed to measure respondents’ perceptions of their role. This questionnaire was administered online to all Dutch University of Applied Sciences teachers for the study; 180 teachers finished it. Results were discussed and validated using a member check (n = 10). Exploratory factor analysis identified four role perceptions: connector, awareness raiser, referrer, and guardian. While all teachers endorsed these roles, the three clusters that appeared in a latent class analysis varied in their agreement levels. No background variables were significantly related to the role perception profiles. It seems that supporting teachers in recognizing and maintaining boundaries in their role in student mental health is crucial. This study highlights the complexity of the teacher’s role in supporting the student’s mental health and has implications for aligning their responsibilities with higher education goals.

Psychosocial factors associated with intention to pursue tertiary education among Malawian students: the moderating effect of mental health

BackgroundIn Sub Saharan Africa (SSA), approximately 9 million students are enrolled in tertiary education (TE), which is 4% of the total TE enrolment globally. Barriers to higher education in SSA are numerous: poverty, food insecurity, gender, and disability, while the COVID-19 pandemic has worsened the situation. Little is known about the psychosocial factors and underlying mechanisms associated with students’ intention to apply for TE. Using a psychological theory of behaviour change, our study investigated the psychosocial and context factors associated with the application to TE.MethodsIn a cross-sectional research study 821 interviews using researcher-administered questionnaires were conducted with secondary school students in rural and urban Blantyre, Malawi. A quantitative questionnaire based on the risks, attitudes, norms, abilities, and self-regulation (RANAS) model was used to assess psychosocial factors underlying application for TE. The Centre for Epidemiological Studies Depression Scale for Children (CES-DC) and household hunger scale were used to assess mental health and hunger respectively.ResultsMore than half of the youth were at risk to develop depression (66.5%). Girls reported experiencing more depression symptoms than boys. Around 1 in every 5 interviewed youth lived in a home experiencing moderate or severe hunger. A higher intention to apply for TE was related to perceived vulnerability, affective beliefs (joy, happiness, excitement), injunctive (approval of others) and personal norms, self-efficacy, and commitment to apply. Factual knowledge about TE application was very limited. An intention to apply for TE and self-efficacy was positively associated with regular physical exercise, but negatively associated with mental health and hunger. However, mental health moderated the effects of physical exercise on the intention to apply for TE. We found significant differences between poor and good mental health groups on intention to apply for TE in perceived vulnerability, descriptive (behaviour of others) and personal norms, self-efficacy, maintenance self-efficacy and commitment factors. The results informed a behaviour change intervention strategy to increase students’ intention to apply for TE.ConclusionsOur research findings are an important contribution to the long-term strategy of achieving the Sustainable Development Goals (SDGs) and contribute to the inclusion of vulnerable students with impaired mental health in higher education in Malawi and beyond.

Learning about perspectives of patients and colleagues through qualitative research.

Welcome to the third issue, Volume 7, of Qualitative Research in Medicine & Healthcare. As usual, articles demonstrate the immense range of applications for qualitative scholarship in the field of healthcare.
 Before introducing this issue’s articles, I want to welcome some new folks to QRMH. Dr. Paula Hopeck and Dr. Elizabeth Spradley joined our editorial board. Dr. Hopeck teaches at Commonwealth University in Bloomsburg, Pennsylvania where she researches end-of-life issues and trains nursing students as they transition into the nursing profession. Dr. Spradley teaches courses in communication and medical humanities at Stephen F. Austin State University in Nacagdoches, Texas. Dr. Spradley has published widely on narrative and identity, instructional communication, and work-from-home issues. Also, we have our first-ever book review editor: Dr. Michelle Walter, teaching specialist and lecturer at the Centre for the Study of Higher Education at the University of Melbourne. Dr. Walter’s research examines mental illness from the perspective of poststructural feminist theory. Dr. Walter contributed this issue’s book review on mental health in higher education. [...]

Constructing a Crisis: Mental Health, Higher Education and Policy Entrepreneurs

In 2018, the UK Conservative government issued a ‘non-negotiable’ instruction for universities to make ‘positive mental health’ a strategic priority. This was responding to growing pressure from a variety of stakeholders including mental health organisations, student groups and higher education (HE) management who claimed a worsening crisis of student mental health in the UK. We conducted a qualitative media analysis (QMA) of public discussions of student mental health as a social problem in a sample of (a) newspapers and (b) policy documents produced in the UK between 2010 and 2019 using a contextual constructionist approach and Kingdon’s policy streams framework. It identifies expansive definitions of mental illness, assumptions that precede evidence-gathering, ‘professional exes’ as policy entrepreneurs, and solutions that spread risk across institutions. We conclude by discussing the shift away from autonomous subjectivity towards more heteronomous constructions. In so doing it provides an important contribution to sociological understandings of contemporary subjectivity and social policy regarding mental health in HE.

Gauging trauma-informed pedagogy in higher education: a UK case study

IntroductionA substantial amount of evidence suggests a negative association between traumatic experiences and mental health among primary and secondary school students. These vulnerable students are at an increased risk of academic, social, and emotional problems. However, there is limited evidence on the connection between traumatic experiences and student mental health in higher education, especially regarding trauma-related content in classrooms. This study aims to explore students’ experiences with traumatic material in a UK university setting and to understand educators’ perceptions of trauma-informed pedagogy.MethodsEight students from the University of Manchester and seven educators (from the humanities and social sciences departments) participated in one-on-one semi-structured interviews. The analysis adopted an inductive thematic approach.ResultsFour major themes emerged from the interview data: Inclusion and delivery of trauma-related content in higher education; Effects of trauma-related content on class attendance; Availability of support systems for handling trauma-related content; Perceptions on trauma-informed education.DiscussionThe implications of this study for future research and current teaching practices are discussed. Recommendations are provided for teaching sensitive material. Limitations of this study, such as sample size and demographics, are acknowledged. Additionally, a conceptual framework for trauma-informed pedagogy is introduced, laying the groundwork for an upcoming concept paper.

COVID-19, Meaning and Mental Health in Higher Education: An International Comparison

Abstract The impact of the COVID-19 pandemic is studied among Dutch and German university students and staff, at the inception of the pandemic in April 2020. The effects of conditions of study and work are studied on mental health, while taking into account the adaptive function of meaning and controlling for relevant demographic characteristics. Results indicate that negative experiences of study and work affect various dimensions of mental health and differ for Dutch and German university contexts. Meaning acts as a resource for mental health, especially regarding dimensions of meaningfulness and trust. Programs for university care are called for in which the insights of this study are taken into account.

A student-staff partnership conducting research in higher education: An analysis of student and staff reflections

This article reports on an analysis of reflections by students and staff following a student-staff partnership which conducted a qualitative exploratory inquiry case study on student mental health in higher education. Following completion of the inquiry, two engaged students and the principal investigator reflected on their experience of the partnership. The analysis resulted in the following categories: a) benefits, b) support for learning, c) motivations, d) impact, e) outputs, and f) limitations. Students learned research skills, enhancements for learning/career and empowerment. Staff experienced an eased ability to conduct research and the rewards of seeing students develop new skills. It is recommended stakeholders in higher education continue to invest in student-staff partnerships in the context of research studies and mental health inquiry to foster opportunities for positive learning outcomes for students, staff, and institutions.
  

Managing students' mental health: The use of NGT and FDM to generate a concrete solution

The impact of steps to minimize transmission of COVID-19 has increased awareness of the importance of addressing the worsening mental health of students in higher education as a matter of public policy. Supporting students' mental health and preventing mental illness requires an evidence-based understanding of the elements that affect students' mental health. Therefore, the primary purpose of this research is to find effective ways to improve students' mental health in higher education. The Design and Development Research (DDR) methodology was used for this investigation. The first part of the research involves the Nominal group technique to present ideas for a solution, and the second part involves how to implement those ideas. While the Fuzzy Delphi technique is used in the second stage of element/solution validation. The participants in both stages of the study were experts in the field who met the researcher's criteria for inclusion. According to the results, seven concrete solutions can be taken to improve students' mental health. At the end of the research, conclusions and suggestions for further research are proposed.

Self, Consciousness and Neo-Idealism: exploring critical alternatives to the materialist paradigm in the promotion of mental health in higher education

Concerns about the deteriorating mental health of university students have been researched and documented over the last few decades, and there is some evidence of an intensification of the problems as a result of the recent Covid pandemic and resulting lockdowns. The central thesis of this paper is that all such mental health problems are exacerbated by a dominant hegemonic culture of materialism which – supported and reinforced by the culture of neoliberalism – celebrates a reified conception of a solitary self divorced from the social networks which provide the conditions for psychological nourishment and mind/body wellbeing. In order to challenge such a potentially harmful culture, a process of ‘unselfing’ through a critique of the metaphysical materialism which underpins the current orthodoxy is proposed alongside a set of strategies drawn from Buddhist principles which seek to uncover the delusions which serve to bolster the neoliberal self.  In conclusion, a number of changes are recommended in the form of a critical dimension which may be incorporated into learning programmes at all levels in higher education institutions with a view to enhancing mind/body wellbeing.

Prevalence of depression, anxiety, stress and its relationship with knowledge about COVID-19 in medical and laboratory medicine students of Umm-Al-Qura University: a cross-sectional survey

IntroductionCoronavirus disease 2019 (COVID-19) pandemic has continued relentlessly for over one and half years now, causing a threat to life, fear of falling sick, helplessness, anxiety, depression and, pessimism about the future. There has been an increasing concern over student mental health in higher education. Our study was designed to measure current mental health status and its relationship with sociodemographic variables and level of knowledge about COVID-19 in Saudi Arabia.MethodA cross-sectional survey was conducted among laboratory medicine students of Makkah city, Saudi Arabia from October, 2020 to January, 21. A semi-structured questionnaire was circulated through mail and What’s App. Data collected included sociodemographic details and level of knowledge towards the COVID-19 among the students. Depression anxiety and stress-21 item (DASS 21) was used to assess psychological status.ResultOur study reported 51.4% depressive symptoms, 57.9% anxiety symptoms, and 48.5% stress in the study participants. History of being hospitalized with COVID-19 and ICU reported high anxiety (p = 0.0003) and depression scores (p = 0.04). Respiratory droplet as a mode of transmission revealed higher scores on anxiety subscale (p = 0.007), whereas surface contamination reported high score of stress (p = 0.004) and anxiety (p = 0.002). Knowing that COVID-19 can also clinically present with gastrointestinal symptoms was found to show high stress (p = 0.005) and anxiety (p = 0.01) scores than any other way of clinical presentation.ConclusionCOVID-19 is likely to cause negative effect on the psychological health of students.

Mental health in higher education: faculty staff survey on supporting students with mental health needs

PurposeThe purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues.Design/methodology/approachThe study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed.FindingsThe findings indicated that faculty staff faced uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faculty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services.Practical implicationsA need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified. The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students' personal support plans. A concerted effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff are recommended.Originality/valueThis paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care programmes.

Psychological and lifestyle predictors of mental health in higher education: how healthy are our students?

PurposeThe continued increase in mental health problems in students in higher education is a global public health concern. This study aims to examine the predictors of mental health in the context of higher education, focusing on first-year female undergraduate students as a particularly vulnerable group.Design/methodology/approachTwo hundred first-year female undergraduates from a UK Higher Education Institution took part in a quantitative survey. Participants completed a range of questionnaires assessing resilience, perceived stress, levels of depression, hope, general anxiety and levels of exercise.FindingsTwo significant individual predictors of depression were identified: perceived stress and resilience. A mediation analysis showed that resilience acted as mediator for the impact of stress on depression. Two significant individual predictors of anxiety were identified: stress and exercise. There were no significant mediators.Originality/valueTo the best of the authors’ knowledge, this is the first time a range of psychological and lifestyle predictors of mental health while exploring potential mediators have been investigated. From the findings, the authors suggest that psychoeducational interventions targeting resilience while also providing problem-solving strategies could augment internal resources and promote positive mental health in this particularly vulnerable group of young people.

Developing Irelands first National Student Mental Health and Suicide Prevention Framework for Higher Education.

This article focuses on the development of Ireland's first National Student Mental Health and Suicide Prevention Framework for Higher Education. There is growing concern for student mental health in higher education nationally and globally. The majority of students are aged between 18 and 24, which is identified as a high-risk group for mental health difficulties. Recent surveys of student mental illness, mental distress, and low well-being have been recognized by the World Health Organization, the Union of Students in Ireland National Report on Student Mental Health in Third Level Education, the My World survey and the My World 2 study. The Higher Education Authority in Ireland made a commitment to the Department of Health Connecting for Life (Ireland's National Strategy to Reduce Suicide 2015-2020) to form national guidelines for suicide prevention in higher education. In order to deliver on this commitment, The National Student Mental Health and Suicide Prevention Framework was developed. The Framework is informed by international evidence and was the product of a collaborative cross sector and cross disciplinary team including health professionals, government representatives, educators, students, policy makers, community organizations, researchers and clinicians.

Teaching Staff and Student Perceptions of Staff Support for Student Mental Health: A University Case Study

Background: There are significant concerns for student mental health in higher education. New factors affect student mental health, and campus counselling services are overwhelmed. Struggling students turn to ideally placed familiar teaching staff for support. This qualitative study, conducted in an East of England university, aimed to explore student and staff perceptions of support offered by teaching staff to students grappling with their mental health. It is unique, combining both staff and student perceptions, many of which overlapped. Methods: A thematic analysis was conducted of in-depth, semi-structured interviews with a small number of self-selecting staff/students. Findings (results): Staff felt inadequate in several aspects, and students agreed to give useful suggestions for their preferred support. Conclusions: It was cautiously established that staff training in mental health literacy (knowledge, skills, attributes, and understanding) was required. Specific training was recommended in pastoral care for personal tutors and for staff pedagogy on health professional programmes. Finally, teaching staff needed support when supporting students with poor mental health. Such training and support can be integrated into a preventative, university-wide, holistic policy for student mental health commensurate with the University Mental Health Charter. Embedding such supportive practice into the curriculum is preferable to add-on services and/or interventions.

Mental Health and Time Management Behavior among Students During COVID-19 Pandemic: Towards Persuasive Technology Design

The study explored the impact of the COVID-19 pandemic on students’ mental health in higher education while capturing their perceptions and attitudes towards time management. The aim was to examine relationships between stress, anxiety, and specific time management-related factors. Considering possible differences between genders and degree levels, we developed five structural equation models (SEMs) to delineate these relationships. Results of a large-scale study of 502 participants show that students suffered from stress and two types of COVID-19-related anxiety: disease and consequences. Students’ preference for organization was the only factor that significantly promoted their perceived control over time, which contributes to reducing stress, hence anxiety. However, female students reported higher stress and anxiety levels than male students. Graduate students reported higher anxiety levels related to the consequences of the pandemic compared to undergrads. To promote students’ preference for organization, we map the three categories of organization to corresponding persuasive strategies which could be used in the design of persuasive interventions. This creates an opportunity for developing technological interventions to improve students’ perceived control over time, thus reduce stress and anxiety.

New Book Tackles Mental Health in Higher Education

New Book Tackles Mental Health in Higher Education

Student mental health in higher education: the contextual influence of "cuts, competition & comparison".

The mental health of students in UK higher education (HE) is receiving increased attention, and support services for students are under increased pressure. Drawing on ecological systems theory (EST), this study sought to explore possible contextual influences, over time, on student distress within HE. We conducted a two-stage Delphi study, first asking UK professionals (n = 236) from primary, secondary, further education, and HE to provide possible reasons for increases in student distress. The material was reduced to 58 representative statements across all sectors with a further 10 specific to HE. In stage 2, 89 participants rated each statement in terms of whether it: (1) takes place and (2) contributes to distress. The results suggest multiple contextual influences potentially contributing to student distress. They can be summarized using the words: cuts, competition, and comparison. Education professionals in our sample reported that, upstream from HE, pressures on schools and colleges have led to a narrowing of curricula, with a more singular focus on assessment. Reduced teaching teams and pressurized staff unintentionally embed an assessment focus within students who unhelpfully compare themselves with peers while also struggling with wider societal cuts, austerity, and political uncertainty. The discussion draws on the peer-reviewed literature and relevant reports, discussing them in the context of EST, finding considerable support for these influences. The potential importance of adopting a contextual approach and incorporating this knowledge into the way we understand and tackle students' distress and their preparedness for HE is discussed.