Well-being Of Students Research Articles

Cultural adaptation and its impact on the academic success and well-being of international students in U.S. higher education

Cultural exchange programs for international students in US universities represent a complex and dynamic journey, affecting their academic performance and personal well-being. As globalization expands, U.S. universities have dramatically increased the enrollment of multicultural students, which has increased scholarly interest in understanding the challenges these students face in navigating unfamiliar social, academic, and cultural environments. One of the most profound challenges is the language barrier that affects every stage of a student's learning journey, from understanding lectures to completing assignments to participating in class discussions and social interactions. In addition to language difficulties, social integration presents another important barrier. Cultural differences in communication styles, social norms, and interpersonal relationships can make it difficult for international students to interact with American peers, leading to feelings of isolation and homesickness. These challenges translate into pedagogical changes, as different teaching strategies, assessment processes, and classroom dynamics can be very different from what international students are accustomed to. To address these challenges, U.S. universities have implemented language assistance programs, peer mentoring, and community engagement programs. These efforts aim to facilitate cultural exchange, encourage social inclusion, and enhance the academic achievement of international students. As a result, both success and prosperity have increased. Through these targeted interventions, institutions strive to create an inclusive and supportive environment that fosters cultural exchange and enhances the educational experience for all students.

Challenges of remote working, perceived peer support, mental health and well-being of WIL students

PurposeThis study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian institute of higher education, who were completing remote work experiences.Design/methodology/approachAn online survey and virtual semi-structured interviews were used to collect data. The online survey captured demographic information as well as measures of perceived peer support, loneliness, positive mental health (PMH) and stressors associated with the on-going pandemic. The interviews captured narratives regarding peer support, attitudes surrounding remote work, mental health and well-being.FindingsWIL students completing remote work terms experienced only moderate levels of peer support, moderate loneliness, below-average PMH and all the stressors associated with the on-going pandemic. Data also revealed that completing a remote work term negatively impacted work communications, opportunities to build connections with colleagues and overall motivation. On the other hand, WIL students appreciated the flexibility and comfort of working from home, as well as reduced work-related expenses.Originality/valueWith remote work experiences increasing globally and now a reality for many WIL students, the potential negative effects emphasize the importance of providing social and mental health support and resources, especially during stressful times.

Sexual harassment among higher education students: a worldwide review

Abstract Introduction Sexual harassment is an uprising problem in higher education systems worldwide with major impacts on students. The aim of this study was to describe and meta-analyze quantitative data on sexual harassment prevalence among higher education students. Methods We searched in seven databases and included studies published in English and French from 2000 until 2023 if they measured sexual harassment prevalence on students attending higher education, and they were quantitative cross-sectional studies. Prevalence estimates disaggregated by gender identity, and world region were meta-analyzed using a random-effects model and reported following PRISMA guidance. Results We identified 53 articles, from 6 different regions of the world, with highly variable sample sizes, ranging from 164 to 779,170. 45% of the samples were from the United States. 32% of studies used convenience or purposive sampling and 39% random sampling. The meta-analyzed prevalence of sexual harassment was globally 36.9% (95% CI [30.6, 43.6], 43.7% for women, 16.8% for men, 33.4% for non-binary. In additional, variations in prevalence were observed across the different world regions. In particular, the Eastern Mediterranean region presented the highest prevalence estimates for sexual harassment among women, reaching 67.5%, while the Americas region presented the highest prevalence estimates for sexual harassment among men, at 18.8%. Discussions Higher education institutions, especially in low- and middle-income countries, should commit to the conduct of surveys to monitor the prevalence of sexual harassment, and policymakers should allocate specific funds and resources to support the implementation of sexual harassment prevention and intervention initiatives in higher education, prioritizing the safety and well-being of students. Key messages • High prevalence of sexual harassment in higher education underscores urgent need for proactive measures to ensure student safety and well-being. • Policymakers should allocate specific funds and resources to support the implementation of SH prevention and intervention initiatives in higher education.

Commuting violence: Social, mental and academic consequences. Is this concept necessary to adopt?

Abstract Introduction Violence has emerged as a pressing public health issue due to its global impact, prompting the need to coin the term ‘commuting violence’ (CV). This term refers to any form of aggression experienced by students traveling from the University to other locations such as their homes or vice versa, considering that this situation could have health and academic consequences for students. Objectives To determine the consequences associated with CV in university students. Methods A cross-sectional and prospective study was conducted, including students from a Medical School in Veracruz, Mexico, from August to December 2023. Invitations to participate were extended to students of medicine, chiropractic, and radiology technology. Results A total of 279 participants with a mean age of 20 (±3.0) years were included. 89.6% of students perceive insecurity on their journey to the university, primarily due to the presence of suspicious individuals (93.9%); 70.6% of participants reported knowing a peer who has experienced CV, leading them to avoid certain streets (92.5%) to avoid it. Insecurity felt on the journey home from school showed a significant association (OR/CI95%) for anxiety due to JV of (7.2/3.2-16), stress due to CV of (11.1/4.74-25.9), and paranoia due to CV of (4.48/2.02-9.92). A total of 140 (50.2%) students reported experiencing CV, with the most frequent manifestations being sexual harassment (79.3%) and verbal harassment (57.8%), as well as two (1.4%) attempted rapes. Experiencing CV was positively associated with students avoiding class schedules before 8:00 a.m. (3.6/1.69-7.63) and after 6:00 p.m. (4.6/1.7-11.94), as well as absenteeism (7.37/2.51-21.67) and thoughts of dropping out (12.9/2.75-60.36) (p < 0.05). Conclusions PV is a relevant situation that exists within the well-being of students, impacting them both in anticipation and when faced with it. The concept of CV should be considered for use in future research. Key messages • We propose the concept of Commuting violence as an element to be taken into account since it has been demonstrated that this situation interferes with the academic activity of the students. • Commuting violence occurs during academic activities, so universities should propose actions to make students feel safe on their daily journey to the university.

Procrastination and risky behaviors: preliminary results among Italian university students

Abstract Background The study aims to investigate if the tendency to procrastinate has a relationship with engaging in risky behaviors among university students. Methods A cross-sectional study was conducted at the ‘Magna Græcia’ University of Catanzaro, in the Southern part of Italy, using a stratified random sample technique. Undergraduate students (ages 18 to 30) were provided with an anonymous online survey via the institutional email. The survey comprised five sections to assess procrastination levels, sleep quality, breakfast habits, alcohol and tobacco use, and social and demographic characteristics. Results Of the 404 participants, more than half were enrolled in medicine or life science majors. The procrastination mean score was 14.8(IQR 10-20). Poor sleep quality was found in 57.2% of students and women were the most affected part of the sample. The logistic regression model revealed that higher procrastination levels increased the likelihood of engaging in unhealthy behaviors such as breakfast skipping, alcohol abuse, and poor sleep quality. Furthermore, the study found that people who skipped breakfast were more likely to engage in smoking and alcohol abuse, suggesting the interconnectedness nature of unhealthy behaviors. Conclusions The study’s findings shed light on the correlation between procrastination and unhealthy habits. Moreover, the results can offer recommendations for how universities might successfully support students by implementing integrated, evidence-based programs to assist students who struggle with procrastination. Indeed, universities can serve as centers for promoting wellness by increasing awareness of the need to change deeply rooted behavioral patterns. Hence, breaking the vicious cycle of procrastination can ultimately lead to improved academic performance and overall well-being for students. This will benefit both individuals’ and the general public’s health. Key messages • The novel correlation between procrastination and risky behaviors among university students was shown. • Targeted interventions must include procrastination tendency to improve academic results and general well-being.

Optimism and perseverance: Examining interrelations with test anxiety and academic achievement

Over the past two decades, there has been increasing attention in research into associations between student well-being and academic achievement. Notably, dimensions of perseverance and optimism have been found to influence students positively. However, results pertaining to the joint contribution of optimism and perseverance to academic achievement have rarely been examined. Furthermore, few studies have investigated these key constructs among student samples outside of the Western context, limiting our understanding of the nature of their relationships among these adolescents. In the present study, we posit that test anxiety is a pathway through which perseverance and optimism impacts academic achievement. Accordingly, the research aims to investigate the relationship between perseverance, optimism, test anxiety, and academic achievement. Additionally, we examine for gender differences in perseverance, optimism, and test anxiety. The participants were 2017 secondary one students (763 boys, 1254 girls). Results indicated that a) optimism predicted academic achievement via a direct path and a mediated path through test anxiety, b) perseverance predicted academic achievement solely through a direct pathway, and c) boys indicated a significantly higher value of optimism and a lower level of cognitive test anxiety when compared to girls. This study highlights the importance of optimism and perseverance for students. A key implication to education is that it may be essential to implement optimism interventions paired with perseverance interventions to achieve more effective results. Moreover, given the mediational role test anxiety plays, increasing optimism may also lead to reduced test anxiety and thus better academic performance.

The Relationship between the Myers-Briggs Type Indicator (MBTI) Types and Psychological Well-being among College Students in China

Aim: This study explores the relationship between Myers-Briggs Type Indicator (MBTI) personality types and psychological well-being among Chinese college students, examining how cultural factors influence this relationship and identifying key factors impacting students' mental health. Methodology: A systematic literature review was conducted, focusing on peer-reviewed articles from the past decade. Databases such as PubMed, PsycINFO, and Google Scholar were searched using keywords like "MBTI," "psychological well-being," "college students," and "China." Inclusion criteria included studies on MBTI and psychological well-being among Chinese college students. Results: The review found that 64% of extraverted students reported high life satisfaction, compared to 42% of introverted students. Sensing students showed 58% academic satisfaction, while only 45% of intuitive students reported similar satisfaction levels. Thinkers (60%) and feelers (55%) displayed high psychological well-being linked to their respective environments. Judging types reported 70% life satisfaction, whereas only 45% of perceiving types expressed similar satisfaction. These findings underscore the significant impact of MBTI personality types on the psychological well-being of Chinese college students. Conclusion: MBTI types significantly influence psychological well-being among Chinese college students, moderated by cultural, social, and educational factors. Tailored mental health interventions and supportive environments are essential to address the diverse needs of students. Recommendations: Colleges should integrate MBTI-based counseling services, provide flexible learning options, and promote social support networks. These measures will accommodate varying personality types and improve overall student well-being. Implications: Understanding the interplay between MBTI types and psychological well-being within the Chinese cultural context offers valuable insights for educators and mental health professionals. These insights can inform the development of culturally sensitive interventions and support systems, enhancing the mental health and academic success of college students.

Cross-sectional study of bystander roles in school bullying incidents in the United Arab Emirates

Abstract Background School bullying is a widespread public health issue with far-reaching consequences on the psychological well-being and academic performance of students. This study focuses on the perspective of bystanders to better understand their role in the dynamics of bullying in school environments in the United Arab Emirates. Methods We employed a multi-stage random sampling approach to collect data from students in grades 6 to 9 at the sample of public and private schools in Al Ain, using a validated self-report questionnaire. IBM SPSS software version 28.0 was used for the analysis using appropriate statistical tests. Results Out of 728 surveyed students, 290 (40%) were from private and 438 (60%) from public schools. A total of 425 (58%) of students were bystanders observing bullying incidents across all schools, with 65% of males versus 45% of females witnessing such events. Physical bullying was the most frequent type of bullying observed by 67% of students. The classroom was most often location, 75% in private schools and 61% in public schools. Verbal abuses such as making fun and name-calling were commonly reported. Bullying targeting physical appearance was particularly noted, with 31% of bystanders stating that bullying was due to perceptions of a student’s face being ‘funny’ and 21% due to beliefs about weight. 59% felt sad, and 29% didn’t go to school as a result of the bullying. Reporting to teachers was limited (25%). Conclusions The high prevalence of bystanders in school bullying incidents in Al Ain was observed, especially among male students. The results emphasize the critical need for comprehensive anti-bullying programs that include bystander intervention strategies to promote a supportive and inclusive educational environment. Key messages • Many of students are witnessing bullying, highlighting the need for effective intervention programs. • Empowering bystanders is crucial in preventing bullying and enhancing the safety at schools.

VIDA UNIVERSITÁRIA E SAÚDE MENTAL: FORMAS DE ATENÇÃO E PROMOÇÃO À SAÚDE MENTAL DOS ESTUDANTES DE MEDICINA NO AMBIENTE ACADÊMICO

The transition period that young people face when they enter higher education is extremely important, as the start of academic life is marked by major challenges that involve changes, often extreme in the student’s life, such as leaving home, distance from family and the great demands that higher education imposes. This level of pressure can be a contributing factor to the development of mental disorders such as anxiety, depression and even suicidal ideation. It is important to emphasize that the university plays an important role in this transition, in welcoming and guiding these young people, both to prevent these conditions and to promote the mental health and well-being of medical students who are facing any of these disorders. This study showed that the implementation of promotion programs such as psychological and psycho-pedagogical support, the development of stress coping skills and mental health conversation circles are promising initiatives for improving these conditions and facilitating self-knowledge and self-care during the university journey.

Promoting mental health in higher education students: a pilot study

Abstract Introduction The mental health and well-being of higher education students is a relevant topic today, given the high prevalence of mental disorders and their increasing trend. Therefore, it is imperative to develop health education programs that aim to develop strategies to promote psychological well-being and reduce suffering in this population. Objectives To develop and implement a mental health promotion program, with interventions based on Yoga/meditation and Auriculotherapy, and evaluate its impact on the mental health of higher education students. Methodology Pretest-posttest design, with assessment before (T0), after the intervention (T1) and with a three-month follow-up (T2). Evaluation with the Portuguese version of the Mental Health Inventory (Pais-Ribeiro, 2001), and physiological assessment (heart rate, respiratory rate and blood pressure). 22 students participated in the intervention, randomly divided into two groups: Yoga/meditation group (GY) and Auriculotherapy group (GA), each with 11 students. Results The physiological parameters evaluated showed, in all sessions, a decrease in averages, regardless of the technique implemented. In the assessment at T0 and T1, it was found that there was a significant decrease in the Distress (p = 0.037) and Anxiety (p = 0.031) dimensions. In the evaluation over time (T0, T1 and T2), it was found, regardless of the technique implemented, that the intervention had a positive effect on the mental health of the students. Discussion The results point to the importance of developing mental health promotion programs in higher education.

Navigating Crisis: Resilience and Mental Well-being in Post-COVID Cyprus Students

Abstract Background The mental health of university students is identified as a major challenge in public health, exacerbated by the COVID-19 pandemic. The pandemic and its aftermath have brought forth several stresses, which have had a substantial influence on university students’ mental health. Understanding how resilience, which is crucial in coping with adversity, influences students’ responses to these difficult circumstances is critical. Objectives This study aims to examine the relationship between resilience and mental health outcomes among university students in the Republic of Cyprus after the COVID-19 pandemic. Methods Using a parallel embedded mixed methods approach, resilience was measured using the Conner-Davidson Resilience Scale (CD-RISC) while mental health outcomes were assessed using the Symptom Checklist 90-Revised (SCL 90-R) among a preliminary sample of 470 students. The association between the two was assessed by linear regression analysis, adjusting for potential confounders, and also stratifying by gender. Results Preliminary findings from this ongoing study revealed a significant inverse relationship between resilience and mental health (beta= -0.58, 95% CI -0.88, -0.29), regardless of gender, age, or socioeconomic status. Stratifying by gender revealed for males, the association between resilience and mental health is (beta= -0.50, 95% CI -0.98, -0.32), whereas for females, it is (beta= -0.63, 95% CI -1.04, -0.22). In short, the influence of resilience on protecting mental health appears to be slightly more prominent in women than in males. Discussion This study enriches our understanding of the intricate interplay between the COVID-19 pandemic, resilience, and mental health outcomes among university students. By prioritizing the psychological well-being of this population group, our findings resonate with the World Health Organization’s advocacy for heightened mental health awareness during crises. Key messages • Prevalence of mental health issues post pandemic era among university students. • Resilience as a buffer for mental health crisis in young adults.

Harassment of interns, medical interns and residents: consequences and complaints

Abstract Introduction Workplace harassment manifests in various forms for healthcare students, potentially leading to modifications in their lives and academic activities. Objectives To describe the type of harassment experienced by interns, medical interns, and residents, and its consequences. Methods A cross-sectional and prospective study was conducted, including medical interns, social service interns, and residents from Veracruz who reported experiencing harassment in their assigned areas during their last academic year. Direct and virtual invitations were sent through various electronic means. Results 58 students were included, with 39 (67.2%) being women. 50% reported experiencing psychological abuse, and 65.5% reported experiencing sexual harassment. The most severe sexual harassment incidents included sexual assault with physical force (1.7%) and three instances of non-consensual sexual relations (5.2%), while the most common were sexual jokes/comments (72.4%). Following harassment experiences, 25% of participants reported feeling anxious, 22% stressed, and 17% angry. Students who perceived psychological abuse reported anger (69%), stress (58.6%), and anxiety (58.6%) as the most frequent consequences, while those reporting sexual abuse indicated anger (73.7%), shame (68.4%), and anxiety as primary consequences. The most frequently identified harassers were attending physicians (56.9%), senior students (34.5%), and non-medical personnel (34.5%). Students filed complaints with hospital authorities (6.9%), university authorities (6.9%), and external agencies (5.2%). The individual who experienced sexual assault with physical force did not file any complaint, while only one person reported non-consensual sexual relations to hospital authorities. Conclusions It is crucial to establish safe spaces for students within the hospital environment to promote their overall well-being and academic success, as well as to encourage a culture of reporting. Key messages • Highlighting the need for intervention within the work teams where our students are placed, promoting a violence-free environment. • Annexing a therapist as part of the work team could favor the well-being of students, since mental health is one of the main points affected within a violent environment.

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p < 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.

Can self-guided colouring improve university student wellbeing, mental health, and mindfulness?

ABSTRACT Background Mindfulness-based interventions can successfully improve wellbeing in young adults. Mindful colouring is an applied mindfulness practice and improves short-term wellbeing. Less evidence is available about the effectiveness of regular, self-guided colouring. We investigated a self-guided two-week colouring intervention for university student wellbeing. Methods One-hundred and forty university students completed a minimum of 10-min self-guided colouring, six times over two weeks. Participants were assessed at baseline and two-week follow-up using self-report measures of wellbeing, relating to quality of life, perceived stress, anxiety, depression, and mindfulness. Results Colouring significantly improved all measures of mental health, wellbeing and mindfulness in students who completed at least six sessions of self-guided colouring. Conclusion Colouring is an accessible activity that can improve student wellbeing when carried out regularly over two weeks. Future research should investigate the impact of longer-term colouring practice on wellbeing, and the effect of this intervention in the general adult population.

Beyond the first week: sustaining the feeling of social inclusion and sense of belonging for students

ABSTRACT Purpose Promoting inclusive student communities and a sense of belonging is essential for university students’ well-being and mental health. Our aim in this study was to explore how universities can enhance student well-being by facilitating interactions that contribute to a sense of belonging within the university environment. Methods Through thematic analysis of 309 written narratives collected from students at the Norwegian University of Science and Technology (NTNU), we explored significant events related to their studies, social lives, or personal experiences. Results Introduction Week is important for students’ well-being, providing a key opportunity to form initial social connections and foster a sense of belonging. However, its impact is inconsistent, and building lasting relationships requires continued effort throughout the academic journey. Recognizing and addressing potential challenges when expectations are unmet is essential for enhancing student belonging. Conclusions Our findings suggest that while Introduction Week plays an essential role in breaking social barriers and ensuring immediate social inclusion, the greatest challenge lies in establishing structures that facilitate belonging and relationships throughout the entire period of studies. Recognizing the diverse needs of students, universities should offer a variety of platforms for engagement and connection to enhance student well-being.

A tripartite taxonomy of character strengths & virtues: toward professional identity formation in medical students & physicians

BackgroundThere are limited comprehensive descriptions of character strengths and virtues specific to the professional identity formation of medical students in the literature. This absence of a satisfactory summation of virtues has stimulated us to attempt a conceptual framework utilizing a tripartite taxonomy. This taxonomy reflects recent interest in and importance of justice and care of the self.MethodsOur taxonomy is grounded within a perennial tradition of medical ethics that focuses on the moral “excellences” or “virtues” that form the character of a good doctor, as acquired over time within a community of practice. Character refers to the whole set of excellences of a practitioner as a member of the medical community.ResultsWe propose a tripartite taxonomical classification of virtues as Other-Regarding Virtues, Self-Regarding Virtues, and Equal-Regarding Virtues. Though synergistic, each category is readily distinguishable with regard to a fundamental mindset. To thrive, a medical student must develop character strengths that encompass all three categories.ConclusionsOur goal in introducing this tripartite taxonomy is to provide a framework of virtues to contribute to the definition of professional identity. We envision the taxonomy will provide a structure for professional identity formation curriculum development and organize the ever-elusive assessment of professionalism in learners. This taxonomy can also be viewed as an aspirational roadmap for practicing physicians and educators, and as a compass for their daily consciousness. We believe that this taxonomy will enhance the well-being and development of physicians and medical students, and the patients in their care.

Improving inclusive school food practices with parent voices

ABSTRACT In Canadian schools, food and drink offerings have yet to be explicitly incorporated in most inclusive food policies and practices. With the growing number of vegetarian and vegan (veg*n) families and literature documenting their marginalisation, this study sought to explore parents’ experiences within Ontario schools for their children who eat plant-based diets, yet also unearthed how limited choices negatively affected the good health and well-being of lactose and gluten intolerant students, as well as other dietary needs. Taking a narrative inquiry-inspired approach, interviews were conducted with 11 parents. In most schools, veg*n options were not available, and as a result, students felt socially excluded and, at times, were physically left out, which adversely affected their well-being and interrupted their learning. Most parents also felt unsupported when advocating for their children. All parents recommended partnerships for the goals of inclusion and quality education, by forming inclusive school food policies, teaching about a range of diet diversity, including why people adopt these, such as for health, animal welfare, sustainability, religion, culture, and more. By informing school food policies with parent voices, students can benefit from reduced inequalities and good health and well-being. Doing so would foster peace, justice and strong institutions.

A Prospective Cohort Study on Metamorphosis of Peptic Ulcer Dynamics: Insights into High Risk Paramedical Students Transformed Knowledge, Lifestyle and Symptoms Pattern

Background: This study explores the epidemiology of Peptic Ulcer Disease (PUD) among resident students in Komarapalayam, India, with the aim of increasing awareness, identifying influential lifestyle factors, and assessing intervention effectiveness. Methods: A comprehensive nine-month prospective cohort study involving 404 paramedical students aged 17-28 was rigorously conducted. Data collection included a meticulously validated questionnaire, high-risk subgroup identification, and the implementation of educational interventions. Statistical analyses maintained a significance threshold at p ≤ 0.05. Results: The study findings revealed a striking contrast. While the actual incidence of Peptic Ulcer Disease was lower than anticipated, the prevalence of prodromal symptoms was surprisingly high. This underscores the critical need for early symptom identification. Tailored educational interventions exhibited great promise in improving PUD comprehension. Lifestyle choices played a substantial role in susceptibility, with hostellers experiencing the highest PUD prevalence at 10.3%— the efficacy of symptom-based assessments extended beyond healthcare domains. Conclusion: This investigation underscores the urgency of early symptom recognition, personalized education, and proactive health-oriented choices to mitigate the onset of Peptic Ulcer Disease. It highlights the merit of symptom- based assessments and emphasizes the essential role of health education within tertiary institutions. This research catalyzes future initiatives aimed at enhancing the well-being of students in the context of Peptic Ulcer Disease.

Time to act: Mental health and desired university supports among graduate students

ABSTRACT Research on university student well-being often fails to differentiate between graduate and undergraduate students or overlooks graduate students entirely. The different characteristics of graduate (vs. undergraduate) students may contribute to unique mental health needs in this population; hence research is needed to specifically address their psychological functioning. Thus, the goals of the present study were to report on: (1) the mental health profile of a large sample of Canadian graduate students; and (2) graduate students’ recommendations for what their university could do to improve their well-being. We used an online survey administered from September 2021 to October 2022. Participants included 648 graduate students from a university in Southwestern Ontario, Canada (response rate = 20.6%; M age = 27.9; 73.1% women; 65.1% White). We examined mental health variables and perceived university supportiveness; and conducted an inductive content analysis of recommendations to improve university-provided support. Graduate students reported alarming rates of ill-being across various domains. Advisor support was associated with better graduate student mental health across multiple indicators. Most frequently, graduate students requested increased financial support to improve well-being. Taken together, these results punctuate the need for action to support graduate students and provide suggestions for meaningful change.

Parental Involvement and Mental Well-Being of Chinese International Students

This research examines the impact of parental involvement during elementary school on the mental well-being of Chinese international college students. It aims to uncover how early parental support influences mental health as these students navigate the challenges of higher education abroad. The study highlights that while parental involvement can enhance academic performance, self-esteem, and social skills, its long-term effects on international students remain underexplored. By using a mixed-methods approach with data from 200 Chinese students at Johns Hopkins University and qualitative interviews, the study seeks to identify which forms of involvementsuch as direct academic support, emotional support, and extracurricular engagementare most beneficial or detrimental to mental well-being. The findings are expected to provide insights for educators, parents, and policymakers to develop culturally sensitive support systems that enhance both academic success and mental health for international students.