Well-being Of Students Research Articles

Perception of indoor and outdoor school soundscapes: A large-scale Cross-Sectional survey with UK teachers

This study explores variations in teachers’ perception of indoor and outdoor soundscapes across different spaces within schools. A quantitative research design involved 452 teachers in the United Kingdom who participated in an online questionnaire. The questionnaire was distributed to UK teachers via random sampling on the Prolific platform, utilizing its customizable demographics for participant recruitment. A multi-method approach, combining closed- and open-ended questions, captured the multifaceted nature of soundscape perception. Participants reported on perceptions and experiences of school soundscapes in general areas, classrooms, hallways, dinner halls, playgrounds, and gyms. Findings reveal that schools are perceived as dynamic environments, characterized by a blend of chaos, engagement, and excitement, contradicting expectations of a calm atmosphere. Correlation analysis demonstrated weak associations between age and perceptions of the acoustic environment (rs([452])=[0.116]), as well as gender (rs([450])=[0.060]), teaching experience (rs([450])=[0.117]), school type (rs([450])=[− 0.109]), school location (rs([450])=[0.098]), time spent in outdoor places (rs([450])=[0.09]). A significant positive correlations were observed between wellbeing and the overall school soundscape (rs([450])=[0.286]), indicating that as self-reported wellbeing increases, the perceived quality of the school soundscape tends to increase. Differences were seen in the soundscapes of playgrounds, dinner halls, gyms, hallways, and classrooms compared to the overall school soundscape. These distinctions highlight varying levels of engagement, comfort, intrusiveness, and privacy across different areas, emphasizing the multifaceted nature of sound perception within schools. The study shows teachers use sound in education for different reasons and methods, with perceived impacts on student learning and wellbeing. It suggests the possibility of enhancing the educational experience through tailored interventions targeting specific areas in schools based on their unique soundscapes.

Systematic Review on Socio-Emotional Skills, Academic Performance and Socio-Emotional Well-Being in Latin America

The objective of this study is to offer a comprehensive analysis of interventions aimed at improving socio-emotional capabilities in Latin America. The main objective will be to evaluate the impact of these treatments on the academic performance and socio-emotional well-being of students. Extensive research was carried out in academic databases such as Scopus, SciELO, WEB OF SCIENCE. Inclusion criteria encompassed studies that evaluated interventions targeting socioemotional capabilities in Latin American countries and presented data on academic performance and/or socioemotional well-being outcomes. Of all the investigations, eleven met the specific inclusion criteria and were thoroughly evaluated to extract relevant data. The findings suggest that treatments targeting social-emotional capabilities have a significant and beneficial impact on both academic achievement and students' social-emotional well-being. Effective therapies cover aspects of emotional development, interpersonal skills and stress management. To conclude, we affirm that these interventions are effective tools to improve the holistic development of students in the region. Research should prioritize conducting longitudinal studies and investigating cultural variations to gain a broader understanding of the effects of these interventions.

Navigating online learning challenges and educational infrastructure in times of crisis: Insights and solutions among Thai engineering students utilizing a mixed-methods analysis

The rapid shift to online learning during COVID-19 posed challenges for students. This investigation explored these hurdles and suggested effective solutions using mixed methods. By combining a literature review, interviews, surveys, and the analytic hierarchy process (AHP), the study identified five key challenges: lack of practical experience, disruptions in learning environments, condensed assessments, technology and financial constraints, and health and mental well-being concerns. Notably, it found differences in priorities among students across academic years. Freshmen struggled with the absence of hands-on courses, sophomores with workload demands, and upperclassmen with mental health challenges. The research also discussed preferred strategies for resolution, emphasizing independent learning methods, managing distractions, and adjusting assessments. By providing tailored insights, this study aimed to enhance online learning. Governments and universities should support practical work, prioritize student well-being, improve digital infrastructure, adapt assessments, foster innovation, and ensure resilience.

Assessment of academic burnout among undergraduate medical and health sciences students: a survey study from the United Arab Emirates

PurposeThis study aims to assess the prevalence of burnout among undergraduate medical and health science students and to identify the factors associated with its development.Design/methodology/approachA cross-sectional study was conducted involving students from Ras Al Khaimah Medical and Health Science University. The Maslach Burnout Inventory-Student Survey was used to evaluate three subscales of burnout. Ethical considerations were met, and informed written consent was obtained from participants. Bivariate and multiple logistic regression analyses were conducted to examine the relationship between demographic, personal and school environment factors and burnout.FindingsOut of 453 students surveyed, the majority were females (74.8%) aged 18–20 years (60%). Significant levels of burnout were reported, with emotional exhaustion, depersonalization and reduced personal accomplishment affecting over half of the participants (69%). Factors such as being in the clinical years, long-distance commuting challenges and involuntary college selection were identified as predictors of burnout.Research limitations/implicationsWhile the study provides valuable insights, limitations may include the specific context of the university and potential biases in self-reported data.Practical implicationsThe findings underscore the importance of raising awareness, maintaining work-life balance and implementing coping strategies to support student well-being and foster a positive learning environment. Suggestions include time management and seeking guidance from mentors or mental health professionals.Originality/valueThis study contributes to the understanding of burnout among medical and health science students, especially within the unique context of the United Arab Emirates, given the convergence of students from diverse nationalities and cultural backgrounds.

The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19.

The COVID-19 outbreak led to widespread school closures and the shift to remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due to increased workloads and a perceived lack of administrative support. Despite the significance of these challenges, few studies have delved into the long-term effects of perceived instructional leadership on teachers' psychological health. To bridge this research gap, we utilized longitudinal data from 927 primary and secondary school teachers surveyed in two phases: Time 1 in mid-November 2021 and Time 2 in early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions of instructional leadership, especially the "perceived school neglect of teaching autonomy" at Time 1 were positively correlated with burnout levels at Time 2. Additionally, burnout at Time 2 was positively associated with psychological distress and acted as a mediator between the "perceived school neglect of teaching autonomy" and psychological distress. In light of these findings, we recommend that schools prioritize teachers' teaching autonomy and take proactive measures to mitigate burnout and psychological distress, aiming for the sustainable well-being of both teachers and students in the post-pandemic era.

Outdoor education program: Assessing student performance, mental health, and teacher well-being

Outdoor education program: Assessing student performance, mental health, and teacher well-being

Improving vet student wellbeing: EMS.

High levels of depression and burnout have been reported among veterinary students, with EMS, particularly the financial burden, being one of the biggest contributors to negative student wellbeing. Here Pip Sears discusses some of the issues and suggests improvements that could help reduce this burden.

Comparative analysis of visual-thermal perceptions and emotional responses in outdoor open spaces: Impacts of look-up vs. look-forward viewing perspectives.

Horizontal and vertical viewing perspectives exert varying influences on the environmental perceptions and emotional states of college students. Despite this, scant research addresses the impact on this demographic. We selected typical campus open spaces for comprehensive physical parameter assessments, encompassing meteorological and spatial characteristics. A cohort of 36 healthy college students participated in a questionnaire survey designed to ascertain shifts in visual comfort, thermal comfort, and emotional responses when viewing landscapes in look-forward and look-up orientations. Key findings following both viewing modalities included: 1) a notable rise in mean visual comfort vote (MVCV), by 1.22 for look-forward and 1.01 for look-up, with a pronouncedly higher sunlight sensation vote (SSV) for the latter orientation; 2) a significant increase in thermal comfort vote (TCV), although the difference in increments between the two viewing angles was minimal; 3) Positive affect (PA) exhibited considerable improvement in both viewing conditions, while negative affect (NA) was markedly reduced in the look-up condition relative to look-forward viewing; 4) The SSV was predominantly influenced by the trunk ratio and canopy-to-trunk ratio, with substantial weights of 31.47% and 32.15%, respectively. Landscape element diversity emerged as the most critical factor affecting visual comfort vote (VCV) and aesthetic assessment score (AAS), with overwhelming weights of 70.67% and 63.15%, respectively. Moreover, the leaf ratio was identified as the chief determinant of emotional responses. Our results provide insights into the design of campus spaces for enhanced student well-being.

Fostering student digital wellbeing through digital storytelling integrated with peer assessment

Fostering student digital wellbeing through digital storytelling integrated with peer assessment

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Acceptability, engagement, and preliminary efficacy of a college human physiology course with integrated mindfulness practice to support student wellbeing.

To evaluate the acceptability of and engagement with an undergraduate human physiology course embedded with mindfulness practice. To assess its preliminary efficacy on student mindfulness and wellbeing. Students (N = 36, 17% freshman, 33% sophomore, 22% junior, and 28% senior) answered online surveys at course completion. Primary outcomes were course ratings, assignment and assessment completion rates, minutes, types of mindfulness practice, changes in trait mindfulness (Mindful Attention Awareness Scale, MAAS), and self-reported wellbeing outcomes. We ran Chi-square goodness of fit tests and paired Wilcoxon signed-rank tests to decide if the outcomes differed significantly post-class. We tested the dose-response relation between mindfulness practice time and trait mindfulness and whether the out-of-class practice time was consistent across the weeks with generalized linear mixed-effect models. All participants reported finding the course enjoyable and that they would recommend it to their friends. They practiced for an average of 66 (SD = 27) min per week in the class and 112 (SD = 59) min on their own. The most common out-of-class practices were mindful movements, sitting meditation, and breathing. Per self-reports, the course increased student understanding of specific mindfulness practices and appreciation for their body. It improved wellbeing and trait mindfulness (MAAS mean within-person change = 1.2, SD = 0.8, p < 0.00001). We found no does-response relation between practice time and trait mindfulness. This pilot study supports that incorporating mindfulness practice into college-level courses may promote student wellbeing and such approaches warrant further investigation.

How university management decision making affects academic educators’ wellbeing, decision making and ability to change

AbstractUniversity policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.

The Effectiveness of Metacognitive Therapy on Depression, Emotion Regulation, and Self-concept in Students with Social Anxiety Disorder: A Quasi-Experimental Study

Background: Students with social anxiety disorder (SAD) face unique challenges that can significantly impact their academic performance, social interactions, and overall well-being. Objectives: This study aimed to explore the impact of metacognitive therapy (MCT) on depression, emotion regulation, and self-concept among students diagnosed with SAD. Methods: The study employed a quasi-experimental research design with a pre-test-post-test format and a control group. The statistical population consisted of students diagnosed with SAD at the University of Tehran in 2022. A total of 36 students with SAD were selected for the research sample through purposive sampling and were divided into experimental (n = 18) and control (n = 18) groups. The experimental group participated in ten 90-minute sessions of MCT, while the control group did not receive any intervention. Data collection involved administering the Liebowitz Social Anxiety Scale, Beck Depression Inventory, Emotion Regulation Questionnaire, and Beck Self-concept Test. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-24. Results: The results indicated that Metacognitive Therapy (MCT) significantly decreased depression (F = 50.65, P = 0.001, η² = 0.63) and significantly increased cognitive reappraisal (F = 61.81, P = 0.001, η² = 0.67), expressive suppression (F = 34.72, P = 0.001, η² = 0.54), and self-concept (F = 48.53, P = 0.001, η² = 0.62) in students with SAD. Conclusions: The findings of this study enhance our understanding of the therapeutic benefits of MCT for students struggling with SAD. By addressing critical psychological areas such as depression, emotion regulation, and self-concept, MCT shows promise as a valuable intervention for improving the well-being and functioning of students dealing with SAD.

Promoting sexual well-being of college students through wellness programs

Objective: Despite a growing emphasis on holistic student wellness in higher education, sexual well-being often remains neglected as part of wellness. We conducted a website content review to assess the broad utilization of wellness models and the specific integration of sexual well-being into wellness programs. Methods and results: Targeting 51 flagship and top 50 private institutions, we found that 82.35% of flagships and 64.00% of top private institutions mentioned some form of the wellness model. However, integration of the wellness model into on-campus or local resources varied considerably across institutions. Importantly, only two institutions (both private) addressed sexuality as its own unique dimension of wellness. Conclusion: The current study underscores the need for wellness programs to include a focus on sexual well-being. Skills and knowledge that college students learn through wellness programs can help them make better health decisions and improve their quality of life while in college and beyond.

The path to happiness for music students: music empathy and music engagement as potential sources of subjective well-being

Music is widely known to enhance one’s subjective well-being. However, we know little about the specific associations and potential pathways between music and subjective well-being among students majoring in music. The purpose of this study was to explore the links between music students’ subjective well-being, music engagement, and music empathy while examining parallel mediation models involving self-esteem and prosocial tendencies. Through a questionnaire survey of music students, we found that positive links exist between subjective well-being, music empathy, and music engagement. Mediation analyses further demonstrated that self-esteem and prosocial tendencies parallelly mediate the positive associations of subjective well-being with music empathy and music engagement. These results indicate that perceiving, feeling, experiencing, and engaging more with music may enhance music students’ self-esteem and prosocial tendencies and therefore further improve their subjective well-being. Our findings provide evidence for the positive relationship between music and subjective well-being among music students and provide further insights for improving the mental health and well-being of music students in real life.

Taking the next step: How student reflective essays about difficult clinical encounters demonstrate professional identity formation.

Difficult clinical encounters pose emotional and behavioural challenges for medical students. Unless resolved, they threaten students' professional competence and well-being. Learning how to humanistically interact with patients perceived as "difficult" is an important component of the developmental process that underlies professional identity formation (PIF). This study used thematic analysis to examine reflective essay data from the same set of students (N = 69), first in their third year and then in their fourth year of training at a US public medical school. Analysis focused on how student perceptions of patients', preceptors', and their own behaviour, attitudes, and emotions in difficult patient care situations evolved over time, and how such evolution contributed to their professional growth. Students identified clinical predicaments influenced by their own emotions and behaviour, as well as those of patients and preceptors. In response to patients perceived as angry, rude, and uncooperative, students described themselves and their preceptors primarily as engaging in routine medical behaviours, followed by expressions of empathy. These encounters resulted in residual emotions as well as lessons learned. Fourth-year students reported more empathy, patient-centeredness, and patient ownership than third-year students. While student-physicians grew in professionalism and compassion, they also noted unresolved distressing emotions post-encounter. From third to fourth year, medical students undergo a process of professional growth that can be documented at a granular level through their perceptions of themselves, their patients, and their preceptors. Despite positive professional growth, students' lingering negative affect merits attention and support from clinical teachers.

Equity as a Leadership Competency: A Model for Action

In Ontario, Canada, principals’ work is guided by competencies outlined in the Ontario Leadership Framework which reflect the leadership skills and behaviours needed to successfully lead schools, improve student achievement and well-being. The problem is that this document largely ignores equity and anti-oppressive leadership behaviours. The Toronto District School Board (TDSB), created an addendum to this document, introducing the notion of equity as a leadership competency. Other documents of this nature have emerged in multiple systems in Ontario in response to the increasing need to provide guidance to principals about how to engage equity work. The challenge is the gap between the competencies on the page and the actions taken in schools. There is little guidance around how to make these competencies actionable. This paper engages a discourse analysis of the TDSB’s equity as a leadership competency document resulting in the creation of a model for equitable action. A focus on action-oriented language used in each competency revealed three overarching themes: development of self, building, connecting, and creating, and accountability. The model is intended to be used as a decision-making tool to help leaders ask the right questions and guide their thinking towards equitable action and the disruption of the status quo. Critical Race Theory and notions of critical hope inform this work to ensure that the model is well positioned to guide leaders towards actionable and transformative change.

Co-Producing Paws on Campus: A Psychoeducational Dog-Facilitated Programme for University Students Experiencing Mental Health Difficulties.

Declining student mental health is a global public health issue. Campus-based animal-assisted interventions (AAIs) are popular and effective interventions to prevent and alleviate symptoms. How to design, implement and evaluate evidence-based, student-centred interventions that enjoy sustained stakeholder buy-in and support is less known. This paper presents the procedures and results of a three-stage co-production method and the resulting curriculum of a novel AAI aimed at university students experiencing serious mental health problems. Stage 1 shaped the focus and structure of the intervention based on online student surveying (N = 204) and consultations with stakeholders (N = 10), including representatives of Student Well-being Services leadership, veterinarians, animal welfare charities and Therapets volunteers. In Stage 2, we conducted co-production workshops with post-graduate students (N = 6), developing the curriculum based on Stage 1 insights. In Stage 3, through iterative prototyping and student feedback (N = 22) the Paws on Campus programme was finalised, resulting in a series of four, one-hour themed sessions: (1) Thoughts and Feelings, (2) Well-being and Welfare, (3) Care and Compassion and (4) Problem Solving and Help Seeking. We describe the co-production method and resulting programme characteristics and provide considerations for others interested in developing effective and sustainable AAIs for their respective populations and contexts.

Numerical analysis and evaluation of a tropical classroom for thermal comfort, indoor air quality, and energy consumption using ventilation with air-to-air total heat recovery system (MemHEX)

ABSTRACT Lecture rooms in the Philippines often experience unfavourable temperatures and elevated carbon dioxide (CO2) concentrations, impacting the well-being, health, and learning efficiency of both students and educators. This research seeks to evaluate the thermal comfort, indoor air quality, and energy usage in a standard Philippine lecture room by implementing a membrane-type total heat exchanger (MemHEX). The research used computational fluid dynamics (CFD) simulations, which were validated by field measurements and showed the effectiveness of the MemHEX. Energy consumption was modelled using EnergyPlus to compare potential impacts of various ventilation approaches. Room temperature and humidity fall short of thermal comfort standards, suggesting the need for a higher-capacity air conditioning unit (ACU). Average CO2 concentration exceeds 1000 ppm, signalling a demand for ventilation. Post-MemHEX installation, temperature and humidity slightly rise with increased air changes per hour (ACH), introducing warm outdoor air. Indoor air quality improves with rising ACH, reducing CO2 levels by exchanging fresh outdoor air. Comparing mechanical ventilation and MemHEX reveals MemHEX as more energy-efficient, maintaining better indoor conditions. These findings provide valuable insights for the field of research by demonstrating the feasibility and benefits of using MemHEX to improve the indoor environment and energy efficiency of a typical Philippine classroom.

Inclusive Education and Mental Health: Addressing the Psychological Needs of Students in Pakistani Schools

This discussion paper examines the intersection of inclusive education and mental health in Pakistani schools with a special reference to the psychological needs of students. Although much attention has been paid to mental health, Pakistan's educational institutions might not fully address the needs of every student with psychological problems. In light of the current status of Pakistan's inclusive education practices, the paper outlines the challenges of implementing mental health support and suggests strategies for promoting an inclusive and psychologically safe environment at school. Based on the current literature and the specific context of the country of study, the discussion highlights such priorities as the necessity of teacher training, reduction of stigma, and cohesion between education and mental health workers. This paper also examines the impact of cultural factors, socio-economic differences, and government policies on the provision of inclusive education and mental health support to students in Pakistani schools. By expounding these critical issues, this paper attempts to extend knowledge and best practices for a more inclusive, psychologically safe learning environment in Pakistan to enhance students' learning and well-being.