Student Mental Wellbeing Research Articles

The momentary relationship between physical activity behaviour and mental well-being of vocational education and training students

Background and aimsVocational education and training (VET)-students often face student mental well-being (SMW) challenges. Physical activity behaviour (PAB) is positively associated with SWM, yet SMW can vary during the day. Therefore, this study aims to explore the momentary relationship between PAB ((i.e., moderate to vigorous physical activity (MVPA), light physical activity (LPA), sedentary behaviour (SB)) and SMW (i.e., affect, self-esteem). MethodsFor 9 consecutive days, VET-students reported their SMW via experience sampling methods-prompts while their PAB was measured with thigh worn ActivPALs™. PAB data was summed in minutes spent in each PAB 30 and 60 minutes before each prompt. Data of 68 students (68% female, mean-age=18.9±4) was analysed with multilevel regression analyses. ResultsConsistently positive associations between LPA and positive affect (30min: β = 0.03, p = <.001, 60min: β = 0.03, p = <.001), and self-esteem (30min: β = 0.01, p = .047 60 min: β = 0.01, p = <.001) were found. For SB negative associations for positive affect (30 min: β = -0.04, p = <.001, 60 min: β = -0.03, p = <.001), and self-esteem (30 min: β = -0.02, p = < .001, 60 min: β = -0.01, p = < .001) were found. No associations were found between any PAB and negative affect, and for MVPA and SMW. ConclusionThe significant positive associations between LPA and SMW and the negative associations between SB and SMW suggest that increasing LPA and decreasing SB and can improve SMW in VET students.

The Relationship Between Physical Activity, Life Satisfaction and Well-being of College-going Students: A Cross-sectional Study

Background and Objectives: Physical health is a state of lack of illness and disease. The psychological well-being of college-going students is closely related to physical activity and life satisfaction. It can lead to low life satisfaction, mental disorders, and overall low QoL (QoL). The present study aims to evaluate the relationship between physical activity, life satisfaction, and mental well-being of students. Methods: A cross-sectional study was conducted among college-going students to evaluate the relationship between physical activity, life satisfaction, and mental well-being of college students. Data were collected with online Google Forms, using the convenience sampling method to achieve the required sample size of 279 students. Follow-up data was entered into an Excel sheet and evaluated with SPSS software, version 20. Results: After data collection using online Google Forms, data were evaluated using the SPSS software, version 20, and the results showed that physical activity is significantly correlated with mental well-being with a P of 0.004. Life satisfaction is correlated with physical activity according to a P of 0.038 and mental well-being is also correlated with life satisfaction with a P of 0.032. Conclusion: The study concluded that physical activity, life satisfaction, and mental well-being in college-going students are significantly correlated with each other.

Unacceptable Experiences Whilst Attending University and Their Association With Student Mental Health, Well-Being and Academic Outcomes

Introduction: Unacceptable experiences (UEs) are commonly reported by undergraduate students. However, their prevalence and impact have not been rigorously studied. Objectives: To (1) estimate the prevalence of UEs, (2) identify high-risk subgroups, and (3) examine associations with mental health and academic outcomes among undergraduate students attending Queen's University. Methods: Data from the 2021/2022-2023/2024 cycles of the U-Flourish Student Well-Being Survey were collected at the beginning and completion of each academic year. Validated symptom measures included the GAD-7 (anxiety), PHQ-9 (depression), C-SSRS (suicidal thoughts and behaviours), and WEMWBS-7 (well-being). Self-reported UEs included: sexual violence or harassment, physical assault, bullying, hate crimes, and discrimination. Multivariable regression examined associations between UEs and student mental health, and grade-point average (GPA) from linked university data. Results: One-third (28.9%) of students (n=797/2,757) reported an unacceptable experience over the academic year. Sexual violence or harassment and discrimination (15%) were most frequently reported, followed by bullying/harassment (11%), hate crimes (4.6%) and physical assault (3.3%). UEs were highest in students who identified as non-binary gender (49%), 2SLGBTQIA+ sexuality (39%) or had a history of mental illness (41%). These UEs increased the risk of reporting clinically significant anxiety and depressive symptoms by 5-18% and 11-40%, respectively, and Students reporting UEs were also more likely (2-59%) to report having suicidal thoughts and behaviours over the academic year, particularly those who experienced sexual violence (RR:1.59; 95% CI:1.10-2.23). There was evidence that sexual violence, bullying, and hate crimes were associated with lower GPAs among first-year students. Conclusion: UEs are common among undergraduate students and are associated with significant negative mental health and well-being outcomes. Further research is needed to better understand the nature of these UEs and the mechanisms by which they impact student mental health and academic performance. This information is pivotal to develop evidence-informed prevention and early intervention initiatives.

A systematic review of peer support interventions for student mental health and well-being in higher education - CORRIGENDUM.

A systematic review of peer support interventions for student mental health and well-being in higher education - CORRIGENDUM.

Supporting Mental Health Well-Being in the Most Vulnerable Future Nurses.

The aim of the study was to explore relationships between perceived faculty support and prevalence of severe/extremely severe depression, anxiety, and stress levels among undergraduate baccalaureate nursing students. Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support. A mixed-methods design was used for this descriptive, cross-sectional study. A national convenience sample of 1,163 undergraduate baccalaureate nursing students completed the Depression, Anxiety and Stress Scale-21, Perceived Faculty Support Scale, and a demographic questionnaire. Emerging themes in the qualitative data were identified. Nearly 54 percent of nursing students suffered from severe/extremely severe depression, anxiety, or stress. Faculty support was critical to nursing student mental health well-being. This multisite study provides a better understanding of the enormity of psychological distress among undergraduate baccalaureate nursing students and emphasizes the immediate need for faculty to provide necessary support to this vulnerable student population.

How the faculty across higher education institutes are facilitated to develop skills on student mental health and well-being? – A scoping review

ABSTRACT Students in higher education institutes (HEI) often face mental health issues that challenge their well-being. Faculty members, as crucial points of contact for academic programmes, play a pivotal role in supporting their well-being. Some HEIs offer training programmes to support the faculty in this role. We conducted a scoping review to examine such faculty training programmes by considering data from four of the 10,362 studies and 21 university sources for analysis. Synthesizing the data, we identified the components, format, mode, and evaluation of faculty training programmes. The components were based on the RAKSHAKA framework, which includes resources, affective skills, knowledge in recognising students in distress, severity identification of mental health issues, health promotion, assistance and support strategies, knowledge on roles and boundaries, and access to student services. The proposed framework would provide academics and HEI administrators a reference for implementing faculty training programmes to support student mental health and well-being.

The Connection between Sleep Patterns and Mental Health: Insights from Rural Chinese Students.

The association between sleep patterns and young students' mental health, which is crucial for their development, remains understudied in rural China. Therefore, the relationship between sleep patterns and mental health among primary and junior high school students in rural China was examined. A total of 1592 primary and junior high school students from rural areas of Gansu Province were surveyed, and the Depression Anxiety and Stress Scale (DASS) was utilized to assess mental health, alongside self-reported data on their daily sleep patterns. Significant sleep inadequacies were identified: 28% of students received less than 8 h of sleep on weekdays, and 19% went to bed later than recommended. On weekends, 38% of students had delayed bedtimes, though only 7.2% received less than 8 h of sleep. Notably, a "U-shaped" relationship was uncovered between sleep duration and mental health for students on weekends, with optimal mental health correlated with receiving 10-11 h of sleep, while both shorter and longer sleep durations on weekends worsened outcomes. This pattern is absent on weekdays. Additionally, adequate sleep and an earlier bedtime was linked to a 6-8% decrease in mental health risks. These findings provide valuable insights for policymakers seeking to enhance student mental well-being in rural settings, emphasizing the importance of implementing measures that promote balanced sleep habits among young students.

Prioritizing Mental Well-being in Emerging Educational Models: Strategies for Integrating Social and Emotional Learning (SEL) to Support Student Mental Health

This paper conducts a comprehensive review of the effectiveness of integrating Social and Emotional Learning (SEL) practices into emerging educational models to support student mental well-being, with a particular focus on Canadian contexts. Employing a systematic literature review methodology, the study utilized Google Scholar as the primary database, filtering results based on inclusion and exclusion criteria, emphasizing relevance, quality, and recency. The main findings underscore a research gap between acknowledgment of the importance of SEL, and its implementation in Canadian schools. Strategies for integrating SEL into educational settings are reviewed, highlighting ongoing initiatives of British Columbia aimed at advancing SEL within teacher training programs and educational policies. The study also highlights escalating concerns regarding the mental health of Canadian children and youth, impaired by the COVID-19 pandemic. Implications for educational policy and practice, including promoting systematic assessment of students’ social-emotional skills and ensuring the appropriate developmental delivery of SEL through content, are emphasized as key considerations for educational policymakers and practitioners. The paper concludes that a holistic approach is advocated for fostering Canadian children and youth's social-emotional skills, crucial for their well-being and success in educational settings.

REVITALISASI LAYANAN BIMBINGAN DAN KONSELING DI PESANTREN

Islamic boarding schools as traditional Islamic educational institutions have an important role in shaping the character of students. However, so far attention to the development of psychological aspects and mental well-being of students is still less than optimal, even though this is very important to support the students’ learning process. Therefore, to face the complex challenges of a rapidly developing era, it is necessary to revitalize guidance and counseling services. The aim of this research is to describe the revitalization of guidance and counseling services in Islamic boarding schools. This research uses the library research method. This research produces an elaboration on the vital and integral role of counseling guidance services in Islamic boarding schools. That counseling guidance services must be a consultation service for students, as a reactive measure for violations committed by students, and counseling guidance services as an evaluative action to measure the level of success of the services provided. This has implications for the psychological, emotional, spiritual, intellectual and social aspects of the lives of students in Islamic boarding schools.

Mental wellbeing of student paramedics before and after first ambulance placement

Background: Emergency ambulance workers are at risk of poor mental wellbeing. Student paramedics in the UK attend ambulance placements, which expose them to the same stresses; they also have their own stress factors. Little research has explored how these placements affect student mental wellbeing. Aim: This pilot study aims to address this gap into the ways in which students'mental wellbeing may be affected by ambulance placements. Methods: A mixed-method approach, using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), with two questionnaires including wellbeing scores and open questions, was used to collect quantitative and qualitative data on first-year student paramedics before and after their first ambulance placement. Results: Twenty participants were included in the final analysis, three-quarters of whom witnessed at least one traumatic event during their placement. There was a statistically insignificant difference between wellbeing scores before and after the placement. There were five themes: positive learning experience; theory-practice gap; student-mentor relationship; student resilience; and career consolidation. Conclusion: Mental wellbeing did not change significantly after the first ambulance placement. Placement was overall a positive experience that confirmed career choice and narrowed the theory-practice gap. Mentor support was protective during traumatic events. A similar, larger study could track student wellbeing throughout their course and identify factors that may protect or damage wellbeing.

MENGHADAPI TANTANGAN KESEHATAN MENTAL DI KALANGAN MAHASISWA: SOLUSI KOLABORATIF ANTARA PENDIDIKAN DAN LAYANAN KESEHATAN

The mental health of students in higher education environments has become an increasingly deep concern due to its impact on their well-being and academic performance. This study aims to explore the relationship between participation in mental health programs and the mental well-being of students. Through a survey of 500 students and in-depth interviews with a number of participants. The research results show that students who actively participate in mental health programs tend to have lower levels of stress, lower levels of depression, and higher levels of life satisfaction compared to those who do not participate. The implications of these findings indicate the importance of promoting and supporting student participation in mental health programs in higher education institutions to enhance their mental well-being. Thus, these results provide a deeper understanding of how mental health programs can contribute to students' mental well-being, as well as highlighting the need for collaborative approaches between educational institutions and welfare services to create supportive environments for student mental health.

A Review of the Literature on the Influence of Peer Support Programs on Student Mental Health and Well-Being

A Review of the Literature on the Influence of Peer Support Programs on Student Mental Health and Well-Being

Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis.

Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving well-being. This systematic review and meta-analysis aims to provide consensus and determine directions for future work. Articles were included if they examined a brief (≤ four sessions or 240min of intervention time) psychosocial intervention, were conducted within a Pre-K through 12th-grade school setting, included at least one treatment outcome evaluating mental health or well-being, and were published since 2000. A total of 6,702 papers were identified through database searching, of which 81 papers (k studies = 75) were ultimately selected for inclusion. A total of 40,498 students were included across studies and a total of 75 unique interventions were examined. A total of 324 effect sizes were extracted. On average, interventions led to statistically significant improvements in mental health/well-being outcomes versus control conditions up to one-month (g = .18, p = .004), six-month (g = .15, p = .006), and one-year (g = .10, p = .03) post-intervention. There may be benefits to brief school-based interventions from a preventative public health standpoint; future research may focus on how to optimize their real-world utility. Prospero pre-registration: CRD42021255079.

Towards comprehensive mental health promotion in Australian universities: A call to action with priorities for institutional change.

While comprehensive mental health promotion inherently involves individuals, there is an ongoing need to address large-scale determinants of people's mental health and wellbeing-particularly policies and environments. To have the best possible chance of creating positive change, mental health promotion must also work throughout key mediating structures such as places of education and work. This includes universities. Yet, in their efforts to address student and staff mental health and wellbeing, Australian universities have demonstrated limited uptake of comprehensive mental health promotion approaches. In this commentary, I discuss a recent review of Australia's higher education system-the Australian Universities Accord-as a catalyst for strengthening institutional action and change through a comprehensive mental health promotion lens. I discuss key findings-and silences-made clear throughout the review process. I then advocate several urgent priorities for university-level change-across institutional assessment, institutional accountability and performance, and institutional leadership and power-if Australia's universities are genuinely committed to improving mental health and wellbeing among students and staff.

Pelatihan Mental Sehat Untuk Pengembangan Resiliensi Guru

Teachers have a responsibility not only to deliver lesson material, but also to shape the character and mental well-being of students. For this reason, the Guidance and Counseling Study Program at the Muhammadiyah University of Tasikmalaya held a "Healthy Mental Training" program at the Nurul Amal Ciamis Islamic Boarding School, discussing healthy mental management and a healthy mental mindset. This training aims to provide an in-depth understanding of mental health, provide knowledge about mental health disorders, symptoms, and how to manage them, and educate teachers about the importance of supporting students who experience mental health problems. The activity method involves preparation, implementation and evaluation, with a focus on teachers' understanding and awareness of the importance of students' mental health. The article highlights efforts to empower teachers as agents of change in creating an educational environment that supports growth for both teachers and students.

Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice

Mindfulness practices in schools have emerged as an educational effort that aims to promote the development of the competency and mental well-being of students. Specifically, mindfulness-based social–emotional learning (MBSEL) programs are an educational strategy that focuses on the improvement of social–emotional competence by cultivating awareness of the present moment through mindfulness activities. This study intended to investigate the benefits and limitations of the implementation of school-based mindfulness practice in a developing nation with a culturally diverse and multi-religious population. Using an interpretive phenomenological method, the researchers interviewed eight mindfulness practitioners experienced in teaching or overseeing MBSEL programs in schools. The findings demonstrated how a western-based mindfulness program can be matched with the fundamental concepts of eastern mindfulness practices, as influenced by the Eastern Trinity philosophy. Furthermore, the study emphasized the difficulties that emerged from misconceptions about the concepts of mindfulness practice and the position of school-based mindfulness programs within the scope of school counseling, which impeded the successful implementation of the practitioners of the MBSEL model. These initial findings elucidated the nuances of implementing MBSEL initiatives within the context of a developing country marked by a rich tradition of mindfulness practice and accessible resources for advancing mindfulness studies.

Impact of online psychological services on academic achievement and COVID-19 fear in students with addicted parents

BackgroundThe use of online psychological services has shown potential in alleviating mental health concerns during the coronavirus epidemic. This study aimed to investigate the effects of online psychological services on COVID-19 fear and academic achievement among students with addicted parents. MethodsThe current study is a quasi-experimental study with pretest, posttest, and control group. The statistical population of this study included all male and female students in Tehran province in 2022. In order to select the sample, the call to participate in the study was made by the social media (Telegram, WhatsApp, Instagram, LinkedIn) for two months. Then, corona fear questionnaire link was sent to the email addresses of the respondents and 120 students who met the inclusion criteria were selected as the sample of the study. In the next stage, 120 students were randomly assigned in the experimental and control groups. After 8 online sessions, 4 students from the experimental group and 5 students from the control group ended their cooperation due to personal reasons and as a result, 56 and 55 students constituted the experimental and control groups, respectively. ResultsThe results indicated a significant increase in academic achievement for students in the experimental group post-intervention compared to the control group. Additionally, online psychological services appeared to mitigate COVID-19 related fears. ConclusionThis study suggests that online psychological services play a pivotal role in enhancing student's mental well-being during the COVID-19 epidemic.

Primary school student’s mental wellbeing at schools considering the current situation in Afghanistan

This study investigates the mental wellbeing of children in primary school in Afghanistan during periods of political instability, specifically focusing on the Taliban's takeover of power in 2021. The study addresses the complex obstacles encountered by children, such as gender-based limitations on education, financial difficulties resulting in child labor, restrictions on personal independence, and changes in educational objectives, through the use of qualitative interviews conducted with teachers and students from different regions. The findings indicate significant impacts on the mental well-being of students, characterized by gender inequalities, financial difficulties, and limited liberties. Teachers also face obstacles such as evolving rules and financial hardships, which can impact their mental health. The evaluation also emphasizes the lack of supportive programs and healthcare services in Afghan schools. This research offers valuable perspectives on the experiences of students and instructors, which can help address the mental health crisis affecting primary school children in Afghanistan.

Ensuring Student Mental Wellbeing whilst introducing Block Mode Intensive Learning and Teaching

As De Montfort University, a UK-based University, introduced block delivery across the undergraduate portfolio the University sought to maintain a continued focus on, and commitment to, an institution-wide approach to embedding mental wellbeing. With mental wellbeing relevant to the whole university community and recognising the power of transformational change to impact wellbeing, the university cross-examined student feedback to understand and ensure mental wellbeing. An intensive block model was introduced at De Montfort University (DMU) from the start of the academic session 2022-23. Undergraduate student experiences and learning from the initial months, focused on those in the Faculty of Computing, Engineering and Media, are presented alongside an examination of the methods and impact of embedding mental wellbeing in this new intensive mode; ensuring the continued institutional approach to embedding mental wellbeing in the curriculum, providing inclusive support for all learners. The learning and impact identified from initial experiences indicate areas of strength and areas for development, enhancement and growth. This article presents educational practice implications for other providers exploring and implementing block delivery in intensive learning and teaching modes. The University’s HealthyDMU philosophy recognises mental wellbeing is relevant to all, informed by a social model of wellbeing, in which a student’s experience of mental wellbeing is directly related to their environment and experiences, based on the five ways to wellbeing (Aked, Marks, Cordon &amp; Thompson, 2008). Embedding this throughout the curriculum reduces wellbeing barriers to facilitate student success, establishing pro-active approaches to mental wellbeing and a health promoting environment. This article provides a unique focus on student experience from the position of mental wellbeing embedded in curriculum design and delivery. This paper presents an exploration of student responses to the introduction of intensive delivery at undergraduate level within a UK university, positioned around support for mental wellbeing.

Problems with Students' Mental Health in the Context of Online Learning

The 21st century has witnessed a profound transformation in education, accelerated by global events and fueled by the emergence of online learning as the predominant mode of educational delivery. The COVID-19 pandemic has played a pivotal role in expediting this shift. This paper explores the intricate relationship between online learning and the mental well-being of students, dissecting five key factors that influence this dynamic. These factors encompass the complexity of navigating information in the digital age, the diminishing face-to-face interactions, dissatisfaction with academic performance, the historical backdrop of the pandemic, and the profound influence of students' personality traits. In response to these challenges, the paper offers a set of comprehensive suggestions. Digital literacy education equips students with the skills to navigate the online world responsibly. Enhancing communication and interaction fosters a sense of community in the virtual classroom. Providing academic support and setting clear learning objectives alleviates anxiety and bolsters motivation. Finally, mental health support services are essential for addressing the emotional toll of these changes on students.