Canadian Post-secondary Students Research Articles

Prevalence of problematic psychological symptoms in samples of Canadian postsecondary students

Objectives To estimate the one-month prevalence of problematic psychological symptoms among Canadian postsecondary students, and to compare the prevalence by student characteristics. Participants Three samples of students from two postsecondary institutions. Methods In a cross-sectional study conducted in 2017, we measured self-reported problems related to symptoms of depression, anxiety, and stress using questions from the functioning module of the WHO Model Disability Survey. We used modified Poisson regression modeling to compute prevalence ratios (95%CI) to compare the prevalence by student characteristics. Results Our study included 1392 students (participation rate 35%–77%). Across samples, the one-month prevalence of moderate-extreme problems ranged from 50.8%–64.7% for anxiety, 41.2%–60.8% for stress, and 29.4%–43.6% for depression. Such problems were consistently more prevalent among females, poor-quality sleepers, students with food insecurity and those with insufficient social support. Conclusions Significant burden of problems related to psychological symptoms exists within the postsecondary student population and varies by student characteristics.

Investigating student perceptions and vulnerability to heat stress in campus residences using Reddit: Climate change, health, and wellbeing

AbstractThis exploratory research investigated the sufficiency of existing infrastructure to adapt to high temperatures and explored the perceptions of heat stress from students in on‐campus residences at the U15 Group of Universities in Canada. The prevalence of air conditioning in student residences was used to estimate the adaptive capacity of existing infrastructure, and posts and comments on Reddit relevant to the perceptions of heat stress were collected in January 2023 through a query of relevant key words within each institution's subreddit. Most institutions (80%) had some residences with air conditioning. However, four main themes emerged through the thematic analysis of 409 posts and comments on Reddit: (1) complaints, (2) impacts on wellbeing, (3) adaptation strategies, and (4) climate change. The perceptions of heat stress from students suggest that existing available cooling strategies do not provide sufficient adaptation to high indoor temperatures. Recognizing student perceptions and experiences is necessary in designing and implementing future adaptation strategies to promote the health and wellbeing of postsecondary students in Canada.

Examining the correlates of cigarette smoking, e-cigarette use and dual use among Canadian post-secondary students.

Many Canadians use nicotine products such as cigarettes and e-cigarettes. A particular subpopulation of concern is post-secondary students given they have a higher prevalence of use. Many correlates of cigarette smoking and e-cigarette use have been identified. However, less focus has been on examining the correlates of cigarette smoking, e-cigarette use and dual use. This study explores the correlates of different nicotine modality use in post-secondary students. Using data from the Canadian Campus Wellbeing Survey (CCWS; n = 27,164), a multi-level nominal regression assessed the correlates of nicotine modality use. In comparison to individuals who were <20, individuals 20-24 (OR = .448, 95% CI .321, .625), 25-29 (OR = .140, 95% CI .093, .212), 30-34 (OR = .076, 95% CI .046, .125) and over 35 (OR = .041, 95% CI .024, .071) had lower odds of e-cigarette use compared to cigarette smoking. Identifying as a woman (OR = 1.553, 95% CI 1.202, 2.006), non-heterosexual (OR = .642, 95% CI = .485,0.851), current cannabis user (OR = 1.651, 95% CI 1.296, 2.104), and being an international student (OR = .350, 95% CI .251, .487) also impacted the odds of e-cigarette use vs only cigarette smoking. When considering dual use vs cigarette smoking, individuals aged 20-24 (OR = .491, 95% CI .337, .717), 25-29 (OR = .221, 95% CI .137, .357), 30-34 (OR = .163, 95% CI .091, .292) and over 35 (OR = .122, 95% CI .065, .230) had lower odds than individuals <20. Current cannabis use (OR = 1.680, 95% CI = 1.209, 2.138), binge drinking (OR = 1.885, 95% CI 1.384, 2.568), and international student status (OR = .689, 95% CI .476, .996) also impacted cigarette smoking vs dual-use. Overall, a minority of young adults (11.5%) at post-secondary institutions in our sample use nicotine products, and the higher prevalence of e-cigarette use warrants continued monitoring. Health promotion campaigns addressing e-cigarette use are required. Additionally, tailored intervention efforts could prioritize the treatment needs of international students studying in Canada.

Exploring the Writing Process of Multilingual Postsecondary Students

With an increasingly multilingual population made up of domestic and international students at Canadian universities, there is a knowledge gap about the writing practices of multilingual students and the needs of multilingual academic writers. In order to address this knowledge gap, more research is required about the writing process of multilingual postsecondary students in Canada. The purpose of this study was to learn in detail about the writing process of multilingual postsecondary students in a mid-sized university in eastern Canada. A qualitative methodology consisting of semi-structured interviews was followed. A small sample size of seven participants consisted of young adults enrolled at the bachelors or graduate level who were recruited through posters on campus. The interviews were transcribed, coded holistically, and thematically analyzed using software. Themes reveal the writing process, prescriptive instruction and adherence to rules, planning prior to writing, prior knowledge of academic writing, and experience versus inexperience in writing. The meta-themes were continua of agency/following instructions, experience/inexperience, and explicit teaching/finding their own methods Secondary findings highlight the impact of instructor feedback on learner attitudes and English language learners’ need for extra time to develop their academic English. Additional findings show that multilingual postsecondary students use translanguaging as a strategic tool when composing in English. These findings offer insights into the translingual writing process of multilingual postsecondary students.

Do environmentally sustainable travel behaviours contribute to transportation-related social exclusion?

Travel behaviours of today's young adults may be considered environmentally sustainable. However, the risk of transportation-related social exclusion and consequently socially unsustainable travel behaviour among young adults, which may relate to their sustainable travel choices and lower car-reliance, remains less explored. Focusing on 4178 Canadian post-secondary students within the Greater Toronto and Hamilton Area, we examined four measures of activity participation for each student as indicators of social exclusion which include the number of daily activities, area covered per activity, distance travelled per activity, and time spent travelling per activity. We explored the association between students' activity participation patterns and their transportation mode choice patterns. A latent class analysis of short- and long-term travel choices revealed five transportation mode choice patterns, namely- Automobile Dependents, Transit Dependents, Cyclists, Pedestrians, and Multimodals. Results from Poisson and multiple linear regression models suggest that transportation mode choice patterns are significantly associated with how students participate in activities. Transit Dependents are more likely to face social exclusion due to limited activity participation. Students who reside in dense areas with better street connectivity demonstrate socially sustainable travel patterns. Future transportation planning and policy should be focused on addressing the travel needs of young adults with limited transportation opportunities and inefficient public transit.

Protocol for a qualitative study exploring the pharmacist’s role in supporting postsecondary students with psychotropic medication management

IntroductionFindings from the National College Health Assessment (2019) stated that anxiety and depression are the most prevalent diagnosed mental illnesses among Canadian postsecondary students with one-fifth of students self-reporting a...

Lonely but not alone: Examining correlates of loneliness among Canadian post-secondary students

Objective: Loneliness is increasingly acknowledged as a public health concern due to its association with morbidity and mortality. The prevalence of loneliness is highest in the post-secondary population. Understanding the correlates of loneliness may assist in developing policy and program interventions. Participants and Methods: Post-secondary students (n = 28,975) from the Winter 2022 Canadian Campus Wellbeing Survey (CCWS) cycle. A multi-level logistic regression controlling for the institution was built to determine how demographic, health behaviors, mental health and institutional level factors are associated with loneliness. Results: The prevalence of loneliness was 31% in our sample. Demographic (e.g., gender, sexual orientation, social economic status), health behaviors (e.g., physical activity and substance use), mental health (e.g., mental distress and social support) and institutional factors (e.g., college or university institution) impacted the odds of reporting loneliness (p < 0.05). Conclusion: Our findings suggest loneliness might require greater attention by institutional staff and administrators.

The one-week prevalence of neck pain and low back pain in post-secondary students at two Canadian institutions

BackgroundLow back and neck pain are common in the general population, but the prevalence among Canadian post-secondary students is not well known. We aimed to determine the one-week prevalence of neck pain (NP) and low back pain (LBP) among postsecondary students in Canada.MethodsWe conducted a cross-sectional study of students enrolled in the Faculty of Health Sciences and Faculty of Education at Ontario Tech University, and the Canadian Memorial Chiropractic College (CMCC) in the Fall of 2017. Neck and low back pain intensity in the past week were measured with the 11-point numerical rating scale. We report the cumulative, gender- and institution-specific one-week prevalence (95% CI) of any pain (1–10/10) and moderate to severe pain (≥ 3/10).ResultsThe one-week prevalence of any neck pain ranged from 45.4% (95% CI: 38.4, 52.4) in the Faculty of Education to 76.9% (95% CI: 72.9, 80.4) at CMCC. The one-week prevalence of neck pain ≥3/10 ranged from 44.4% (95% CI: 37.5, 51.4) in the Faculty of Education to 58.4% (95% CI: 54.0, 62.7) at CMCC. The one-week prevalence of any low back pain ranged from 60.9% (95% CI: 53.8, 67.5) in the Faculty of Education to 69.0% (95% CI: 64.8, 73.0) at CMCC, and the one-week prevalence of low back pain ≥ 3/10 ranged from 47.8% (95% CI: 43.4, 52.2) at CMCC to 55.1% (95% CI: 51.2, 58.9) in the Faculty of Health Sciences. The prevalence of any back or neck pain and pain ≥ 3/10 was consistently higher in females than males, with the largest difference seen for neck pain at CMCC.ConclusionMost post-secondary students in our samples experienced LBP and NP in the past week. Overall, the one-week prevalence of NP and LBP was higher among chiropractic students and among females. This study should draw attention to school administrators about the burden of NP and LBP in post-secondary students.

Canada's Student Mental Health Network: Protocol for a Comprehensive Program Evaluation.

Prevalence estimates for mental health-related problems, including above-average stress, psychological distress, and symptoms of mental illnesses have increased significantly among Canadian postsecondary students. As demand for downstream mental treatment has surpassed many institutions' abilities to deliver timely care, there is a need for innovative upstream supports that foster mental health promotion and mental illness prevention among this population. Supported by an extensive network of student volunteers, Canada's Student Mental Health Network is a virtual, one-stop shop for centralized mental health education and evidence-based resources tailored to postsecondary students. This article describes a protocol for the comprehensive evaluation of the Network. Development of the Network was developed using a participatory action research framework. Network content is created and curated by students and reviewed by subject matter experts. The proposed program evaluation will include both a formative process evaluation and a summative impact assessment to determine the feasibility, acceptability, and utility of the Network in addition to assessing change in the 3 primary outcomes of interest: mental health literacy, perceived social support, and help-seeking behavior. Participants will be recruited directly from the Network website using a "rolling" recruitment approach to allow for continuous data collection and evaluation. A combination of qualitative (ie, interviews) and quantitative (ie, surveys) methods of data collection will be used. The process of evaluation of the Network will begin in September 2022, collecting data for 1 year. In September 2023, the impact evaluation will begin using the same follow-up schedule. Data collection will then remain ongoing to facilitate the continued evaluation of the Network. Reports detailing evaluation data will be released annually. The Network is a novel and innovative method of delivering universal mental health promotion to Canadian postsecondary students by providing centralized and freely accessible mental health education and resources, created by students and validated by subject matter experts. The continued creation and curation of resources for the Network will be ongoing to meet the evolving needs of the target population. PRR1-10.2196/41521.

Institutional Factors Affecting Postsecondary Student Mental Wellbeing: A Scoping Review of the Canadian Literature

There have been increased calls to address the growing mental health concerns of postsecondary students in Canada. Health promotion focuses on prevention and is needed as part of a comprehensive approach to student mental health support, with an emphasis on not just the individual but also the sociocultural environment of postsecondary institutions. The aim was to conduct a scoping review of the literature pertaining to the associations between postsecondary institutional factors and student wellbeing. The review included a comprehensive search strategy, relevance screening and confirmation, and data charting. Overall, 33 relevant studies were identified. Major findings provide evidence that institutional attitudes, institutional (in)action, perceived campus safety, and campus climate are associated with mental wellbeing, suggesting that campus-wide interventions can benefit from continued monitoring and targeting these measures among student populations. Due to the large variability in reporting and measurement of outcomes, the development of standardized measures for measuring institutional-level factors are needed. Furthermore, institutional participation and scaling up established population-level assessments in Canada that can help systematically collect, evaluate, and compare findings across institutions and detect changes in relevant mental health outcomes through time.

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Belonging has significant impacts on success in postsecondary. Blind people are underrepresented in postsecondary and lack equitable opportunities to develop a sense of belonging. To build a better understanding of this underrepresented experience, this study shares narratives of 28 Blind students from across Turtle Island (and what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest that blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops. For blind students, external factors such as class size are especially important in determining affiliation with an institution. Blind students elucidated the importance of familiarity with different ways of being in the world, including blindness. Third, acceptance involved having their blind embraced in postsecondary contexts. Forth, interdependence was key to building trusting connections for blind students. Fifth, blind participants discussed equity at length related to access, the added work of trying to obtain access, and the emotional work involved. This study helps fill a gap regarding the experiences of these traditionally underrepresented postsecondary students in Canada. The BAM may raise the consciousness of stakeholders in considering the unique factors impacting belonging for blind people. By attending to these perspectives, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer practices and inclusive pedagogical practices and system policies. Only when we create a space where everyone can belong will higher education be truly inclusive.

Development of an Online Platform to Cultivate Collaboration and Connect Post-Secondary Student Leaders Across Canada

In 2020, ten visionary undergraduate students across Canada were brought together through the 3M National Student Fellowship and tasked with developing a project that furthers STLHE’s mission of enhancing teaching and learning in higher education. To address a need for increased national collaboration among student groups and to unify student leaders in their efforts to transform higher education, we developed an online bilingual resource hub and forum—CANnect: Cross Campus Collaborations—that enables Canadian post-secondary students to learn about and engage in various areas of advocacy and activism across campuses. We worked with STLHE staff to build the online platform and drew from our own networks of student advocacy groups across Canada to populate the website. To ensure the platform’s sustainability and safety, we hired a bilingual moderator to manage the forum content and update resources. In December 2021, 19 months after we began working on the project, CANnect officially launched. Currently, our biggest challenges involve increasing platform usership and engagement, and ensuring the platform’s long-term sustainability. Nevertheless, we see great potential in this project and remain determined to enhance teaching and learning in higher education by creating an accessible and inclusive space to connect student leaders across Canada.

Prevalence and sociodemographic correlates of food insecurity among post-secondary students and non-students of similar age in Canada

BackgroundThe results of several recent campus-based studies indicate that over half of post-secondary students in Canada are food insecure, but the vulnerability of this group has not been considered in research on predictors of food insecurity in the Canadian population. Our objectives were to (1) compare the prevalence of food insecurity among post-secondary students and non-students of similar age; (2) examine the relationship between student status and food insecurity among young adults while accounting for sociodemographic characteristics; and (3) identify the sociodemographic characteristics associated with food insecurity among post-secondary students.MethodsUsing data from the 2018 Canadian Income Survey, we identified 11,679 young adults aged 19–30 and classified them into full-time postsecondary students, part-time post-secondary students, and non-students. Food insecurity over the past 12 months was assessed with the 10-item Adult Scale from the Household Food Security Survey Module. Multivariable logistic regression analyses were used to estimate the odds of food insecurity by student status while accounting for sociodemographic characteristics, and to identify sociodemographic characteristics predictive of food insecurity among post-secondary students.ResultsThe prevalence of food insecurity was 15.0% among full-time postsecondary students, 16.2% among part-time students, and 19.2% among non-students. After adjusting for sociodemographic factors, full-time postsecondary students had 39% lower odds of being food insecure as compared to non-students (aOR 0.61, 95% CI 0.50–0.76). Among postsecondary students, those with children (aOR 1.93, 95%CI 1.10–3.40), those living in rented accommodation (aOR 1.60, 95%CI 1.08–2.37), and those in families reliant on social assistance (aOR 4.32, 95%CI 1.60-11.69) had higher adjusted odds of food insecurity, but having at least a Bachelor’s degree appeared protective (aOR: 0.63, 95% CI 0.41–0.95). Every $5000 increase in adjusted after-tax family income was also associated with lower adjusted odds of food insecurity (aOR 0.88, 95%CI 0.84–0.92) among post-secondary students.ConclusionsIn this large, population-representative sample, we found that young adults who did not attend post-secondary school were more vulnerable to food insecurity, particularly severe food insecurity, than full-time post-secondary students in Canada. Our results highlight the need for research to identify effective policy interventions to reduce food insecurity among young, working-age adults in general.

Risk and protective factors associated with hopelessness among Canadian postsecondary students.

The online version contains supplementary material available at 10.1007/s11469-023-01050-w.

Canada Learning Initiative in China (CLIC): A Consortium Approach to Increasing Students’ Participation in Education Abroad to China

Education abroad experiences have been found to be beneficial to students’ personal growth, intercultural awareness, and career preparedness. However, the rate of Canadian postsecondary students’ participation in education abroad has been low, particularly to Asia. Lack of financial resources and uncertainty in credit transfer are identified as common challenges that stop students from pursuing such opportunities. In this paper, the Canada Learning Initiative in China (CLIC), a Canadian consortium of 12 top Canadian research-intensive universities, is introduced as a model to increase students’ participation in study abroad in China. After an introduction to the design of the program in response to students’ expressed challenges, a thematic analysis is conducted on students’ self-reported learning experiences to glean the impact of such an initiative on students. This study shows that consortia can be utilized as an effective approach to increasing the scope and quality of students’ participation in education abroad.

Examining the mental health impacts of the COVID-19 pandemic on international postsecondary students in Canada: A cross sectional analysis

Globally, the mental health challenges of university and college students are a considerable public health challenge that has been further exacerbated by the COVID-19 pandemic. Across Canada, international postsecondary students have reported experiencing increase financial stress, lack of social support, racist aggression, and travel restrictions. This cross-sectional study aimed to assess the mental health impacts of COVID-19 on international postsecondary students in Canada. Data from 177 international students attending universities and colleges in Canada was collected over a 2-month period. Results suggest 36.2% of all students reported a high level of perceived stress, with moderate to severe anxiety and depression symptoms reported by 64.4% of the sample. Stress (p = 0.015) along with anxiety and depression (p = 0.019) were significantly higher in female study participants. Coping strategies related to engaging in activities of daily living were identified. Strategies to support international students' mental health and well-being during the pandemic and beyond have been put forward.

Cross-sectional associations between 24-h movement guideline adherence and suicidal thoughts among Canadian post-secondary students

Suicide is one of the leading causes of death among post-secondary students. It is, therefore, imperative that we identify behavioral risk factors that can have protective effects in preventing against suicide. This study examined whether different combinations of adherence to the Canadian 24-Hour Movement Guidelines for Adults (i.e., physical activity, sedentary behavior, sleep) were associated with reduced odds of suicidal ideation and planning among emerging adults attending post-secondary education. This cross-sectional observational study used data from the first cycle of the Canadian Campus Wellbeing Survey, which included a total of 17,633 students (Mean age = 21.7 ± 2.92 years; 67.1% female, 31.5% male, 1.4% other) enrolled in 20 Canadian post-secondary institutions. Logistic regression models with covariate balanced propensity score weighting were computed. Suicidal ideation and suicidal planning were reported by 14.4% and 4.9% of students, respectively. Adherence to the sleep (OR = 0.71; 95% CI: 0.58–0.86), physical activity and sleep (OR = 0.74; 95% CI: 0.62–0.88), sedentary behavior and sleep guidelines (OR = 0.64; 95% CI: 0.45–0.90) as well as concurrent adherence to all three guidelines (OR = 0.58; 95% CI: 0.44–0.75) were associated with significantly reduced odds of suicidal ideation. Among students who reported suicidal ideation, only adherence to the physical activity and sleep guidelines (OR = 0.67; 95% CI: 0.48–0.96) was associated with suicidal planning. Collectively, findings suggest the promotion of healthy movement behavior patterns may be a promising avenue for broad suicide and mental health prevention efforts on campus, although the potency of these effects may not extend to more severe suicidal thoughts.

The Influence of Motivators and Barriers to Exercise on Attaining Physical Activity and Sedentary Time Guidelines among Canadian Undergraduate Students.

Canadian 24 h movement guidelines recommend engaging in >150 min/week of moderate–vigorous-intensity physical activity and ≤8 h/day of sedentary time. Half of Canadian post-secondary students do not meet physical activity or sedentary time guidelines. This pan-Canadian study aimed to (1) identify commonly cited motivators/barriers to exercise, and (2) determine which motivators/barriers were most influential for attaining physical and sedentary activity guidelines. A total of 341 respondents (279 females, 23 ± 4 years old, 53% met activity guidelines, 49% met sedentary guidelines) completed an online survey regarding undergraduate student lifestyle behaviours. Improved physical health (74% of respondents), mental health (67%), physical appearance (60%), and athletic performance (28%) were the most common motivators to exercise. The most common barriers were school obligations (68%), time commitments (58%), job obligations (32%), and lack of available fitness classes (26%). Students citing improved athletic performance (odds ratio (OR) = 1.94, p = 0.02) were more likely to adhere to activity guidelines, while those who selected physical health (OR = 0.56, p = 0.03) and physical appearance (OR = 0.46, p = 0.001) as motivators were less likely to meet activity guidelines. Students who cited school obligations as a barrier were less likely (OR = 0.59, p = 0.03) to meet sedentary guidelines. The motivators and barriers identified provide a foundation for university-led initiatives aimed at promoting physical activity and reducing sedentary time among undergraduate students. Strategies that positively re-frame students’ physical health and appearance-based motivations for exercise may be particularly useful in helping more students achieve national activity recommendations.

Exploring the prevalence of nomophobia in a Canadian university: An environmental scan.

Smartphone ownership and engagement are at an all-time high. Excessive smartphone use may impart smartphone-specific anxiety; specifically, the fear of being unable to access or use one's smartphone, or nomophobia. Young adults, in particular, are at higher risk for nomophobia, given higher ownership of and engagement with smartphones. Notably, little research has been done in a Canadian context. Objective: To conduct an environmental scan of nomophobia prevalence in a Canadian university. Participants: Full-time and part-time university students. Methods: The Nomophobia Questionnaire and demographics were collected via mass emailer of all students at the host institution (n = 1,002). Results: Findings indicate moderate-to-high levels of nomophobia among respondents, with nearly a quarter of respondents reporting severe nomophobia. Respondents who identified as women were an undergraduate, and/or owned an Apple device reported significantly higher nomophobia. Conclusions: This study provides evidence for comparable levels of nomophobia between Canadian post-secondary students and recent global research. Future research should explore nomophobia within a more nationally representative sample.

Trends in Post-Secondary Student Stress: A Pan-Canadian Study.

Previous research has evaluated the sources of post-secondary student stress, but has failed to explore whether stressors fluctuate over time. The purpose of this research was to use the Post-Secondary Student Stressors Index to examine whether stressors changed significantly and meaningfully over the course of an academic year. Due to the timing of data collection, results also provide context around students' experiences of stress during the COVID-19 pandemic. Cross-sectional data was collected at 3 time points via online surveys over the course of the 2020-2021 academic year from >10,000 students. Participants attended 15 post-secondary institutions across Canada, representing 9 provinces and 1 territory. Validated instruments were used to assess levels of stress, distress and the severity of student-specific stressors. Kruskal-Wallis ranked tests and multiple pairwise comparison analyses were conducted to assess whether the mean severity of stressors changed over time. Standard effect sizes were calculated using Cohen's d. Mean levels of stress and psychological distress were high at the start of the study and remained high across time points. A similarly high level of stress was observed on average for student-specific stressors. While significant differences in mean severity were observed over time for some stressors, standardized effect sizes were negligible, suggesting little meaningful change and consistent levels of chronic stress over the course of the academic year. This is the first paper to examine trends in student-specific stress using a nationwide sample of Canadian post-secondary students during the first year of the COVID-19 pandemic. Patterns observed in student-specific stressors reflected changes likely to be indicative of the pandemic, including the most severe stress associated with academics, finances and concerns for the future. Implications for future research are discussed, in particular, the importance of examining stressors related to COVID-19 and their impact on student mental health.