Enhancing the Network of Peer Support on College Campuses

(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics’ current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics’ knowledge concerning the central support services available within the university, and (iv) academics’ skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic’s pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support.

Introduction Studies have shown that women may have an increased sleep duration need compared to men. Additionally, college life presents additional stressors and challenges that impact sleep duration and quality, and mental health in college students. The purpose of this study was to investigate sleep, mental health, and gender factors in college students. Methods Participants included 361 (male=62) full-time undergraduate students (mean age=19.93, SD=2.49 years). Participants completed an online survey that consisted of a series of questionnaires that examined demographics, depression, anxiety, and stress symptoms (Depression Anxiety Stress Scale, DASS-21), sleepiness (Epworth Sleepiness Scale, ESS), fatigue (Multidimensional Assessment of Fatigue, MAF), sleep hygiene (Sleep Hygiene Index, SHI), and sleep quality and duration (Pittsburgh Sleep Quality Index, PSQI). Results Preliminary data comparison tests were conducted. There were no gender differences in sleep duration (Mfemale=7.057, Mmale=6.93; p=.477), but women demonstrated worse sleep quality (Mfemale=6.80 vs Mmale=5.72; p=.020), more stress symptoms (Mfemale=19.73 vs Mmale=16.49, p=.037), greater sleepiness (Mfemale=6.86 vs Mmale=5.52; p=.032), and greater fatigue (Mfemale=24.02 vs Mmale=18.77; p=.048) compared to men. There were no differences in depression or anxiety symptoms. Women also demonstrated poorer sleep hygiene habits than men (Mfemale=21.77 vs Mmale=19.37, p=.019). Conclusion Preliminary results showed that female college students obtained about the same sleep duration as men, however, their increased sleepiness, fatigue, and stress symptoms indicated that they experienced a more negative impact compared to men. It is unclear if the negative experiences were a result of worse sleep hygiene practices, greater perceived stress, or other factors. However, it is likely that women generally have a greater sleep need compared to men and simply increasing sleep duration is not the solution. Further, women may need to increase both quantity and quality of sleep to experience better mental and physical health. This study was limited by observational data collection, and further study is warranted to determine causal relationships. Additional work is being conducted at other institutions in the Southeast to determine if these trends are generalizable to other colleges. Support (if any) None.

The long-term impact of COVID-19 on the mental health and well-being of college students, specifically trends over time after full removal of COVID-19 restrictions, has not been well-studied. Four consecutive cross-sectional surveys were conducted in December 2022 (N = 689), March 2023 (N = 456), June 2023 (N = 300), and November 2023 (N = 601) at a university in Sichuan Province, China. The proportion of students with COVID-19 panic decreased from 95.1 to 77.3% (p < 0.001). The prevalence of moderate anxiety and above decreased from 18 to 13.6% (p < 0.001), and the prevalence of moderate and above depression decreased from 33.1 to 28.1% (p < 0.001), while the prevalence of post-traumatic stress disorder (PTSD) increased from 21.5 to 29.6% (p < 0.005). Further, the proportion of suicidal thoughts increased from 7.7 to 14.8% (p < 0.001). Suicidal thoughts and self-injuries were significantly associated with COVID-19 panic, depression, anxiety, and PTSD. Students who reported being in close contact with COVID-19 patients in the past were more likely to develop PTSD. Further, COVID-19-induced panic was a risk factor for self-injury. One year after the COVID-19 pandemic, the overall mental health of college students was not optimal. Hence, we can conclude that the long-term impacts of COVID-19 on the mental health of college students may have already occurred. To mitigate this impact and prepare for the next major public health event, strengthening college students' mental health curricula and promoting healthy behaviors among college students should be a priority for universities and education authorities.

ABSTRACTEducators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well‐being Information and Strategies for Educators (Classroom WISE) is a free, K‐12 mental health literacy training package that includes a self‐paced online course, video library, and resource collection. Using pre‐ and postcourse anonymous surveys from over 2000 educators, school mental health professionals, and school staff who completed Classroom WISE, this study found high levels of satisfaction, significant increases in mental health literacy knowledge, high perceived importance of mastering skills to promote student well‐being, and increased preparedness to implement mental health‐related strategies. Participants reported intentions to bring mental health literacy into the classroom, and identified barriers and facilitators to using Classroom WISE that leaders can respond to or employ when moving to implement Classroom WISE across a school or district. School district or school‐wide use of Classroom WISE can assist in building a safe and supportive school environment and help students in need to access mental health services.

Uptake and effectiveness of a self-guided mobile app platform for college student mental health

Studying in universities is a crucial development stage for students, whose thoughts, feelings, and actions are affected by interactions with their teachers and peers. This study explored the relationships between perceived teacher support and mental health as well as those between peer relationship and mental health among university students, and examined the mediating effects of reality and Internet altruistic behaviors on these relationships. Perceived teacher support questionnaire, peer relationship satisfaction questionnaire, self-reported altruism questionnaire, Internet altruistic behavior questionnaire, and general health questionnaire were administered to 553 university students. Results demonstrated that perceived teacher support and peer relationship positively predicted reality and Internet altruistic behaviors and positively predicted mental health. Reality and Internet altruistic behaviors positively predicted mental health and exerted significant mediating effects on the correlations between perceived teacher support and mental health as well as those between peer relationship and mental health. The male and female students differed insignificantly in the mediating effects of reality and Internet altruistic behaviors. Therefore, no matter for males or females, teachers should provide sufficient support for the students and establish favorable relationships with them. Friendly relationships, comfort, and active communication among peer students are also essential for creating a healthy and harmonious interaction environment. Those various factors of the school have impacts on the mental health of university students through their altruistic behaviors. This study suggests that further emphasis on teacher support and peer relationship is needed to promote the positive development of altruistic behaviors among university students, and ultimately provide a viable contribution to the university students’ mental health interventions.

Deteriorating mental health among university students during the COVID-19 pandemic is a serious worldwide public health concern. This study aims to examine the linkage between social media addiction and mental health of university students in Indonesia and to address whether family relationship and religiosity may mitigate the harmful effects of social media on the mental health of students at this time. We collected data from 709 students at universities across the country between June 3 and June 20, 2020. Mental health was measured using 10 items validated by the Center for Epidemiological Studies–Depression (CES-D) scale. We found that students with higher social media addiction scores had a greater likelihood of experiencing mild depression (OR 1.07, CI: 1.02–1.12). Students who had good relationships with their parents and were more religious showed better mental health than those who had poor relationships with their parents and were less religious. This study suggests the need to mitigate university students’ mental health risks through reducing social media addiction while encouraging family relationships and religiosity during the pandemic.

Statistics at the college level is one of the most technical subjects that needs to have good mental health so that the students can perform well. This study focused on the investigation of the level of anxiety and mental health of college students in learning statistics. A total of 120 engineering students participated in the survey selected as complete enumeration. Data collection was done through a modified students' statistics anxiety questionnaire and level of mental health. Descriptive measures were computed to describe the data, and regression and correlation analysis to explain its relationship. Results depicted that engineering students have moderate anxiety and they have moderate mental health in learning statistics. This suggests that these students are somewhat anxious but still have a positive learning experience. The correlation and regression analysis revealed that the level of anxiety and mental health of students are negatively but weakly associated, however not statistically significant. This implies that students' anxiety level has somehow adversely affected the mental health of students but its likelihood is negligible. The study strongly suggests that statistics teachers must manage the class well and apply teaching strategies that boost student confidence as well as improve academic achievement. Moreover, teachers should be trained to recognize signs of anxiety and mental health issues and equipped with strategies to support student learning and well-being needs.

The left-behind experience as an adverse childhood experience has a negative impact on the mental health of university students. Psychological inflexibility mediated the relationship between adverse childhood experiences and mental disorders, but no similar findings were drawn in psychological flexibility (PF). More research is needed to understand the relationship between PF and mental health of university students with left-behind experience. To investigate the relationship between PF profiles and mental health and sleep quality of university students with left-behind experience based on latent profile analysis. A sample of 1988 Chinese university students with left-behind experience were recruited to complete an online survey. Participants provided demographic information and completed validated measures of PF and mental health. Latent profile analysis was used to identify patterns of PF, and logistic regression analysis was used to examine the relationships among these variables. We found four PF profiles among participants, with the largest number being the moderately flexible profile (n = 808, 40.6%). The level of PF was positively correlated with mental health and sleep quality (all P < 0.001). Females, being left behind at a young age and for a long time, and having little contact with parents were associated with low PF (all P < 0.05). Our study highlights the importance of focusing on the PF of university students with left-behind experience and left-behind children, and the need for interventions to improve their PF and thus their mental health.

Mental health impacts on college campuses are on the rise. According to the National College Health Assessment, students reported increased depression and anxiety symptoms that overwhelmed their studies. Recent studies show that 1 in 6 undergraduates felt too depressed to function, 1 in 5 felt overwhelming anxiety, and 1 in 15 seriously considered suicide (Rafal et al.). This is exacerbated by a time of great uncertainty and stress due to the COVID-19 pandemic. How can campuses prepare a safety net of non-clinical mental health support to best support students? The purpose of this Action Research study was to develop a model for graduate student education to aid future Student Affairs practitioners in identifying and intervening in emerging mental health issues of undergraduate students. The study utilized a Collaborative Learning Community to discuss the issues at hand and create a pilot program for Master's students at one Student Affairs program. Research findings include the application of a foundation of mental health literacy, needed understanding and support of high-risk populations, recommended graduate student preparation, and a need to redefine roles of Student Affairs practitioners around mental health support. The overarching conclusion is that the field of Student Affairs must redefine its role around non-clinical mental health support. This should be done by integrating a theory/practice approach founded in mental health literacy into Master's preparation programs. This would include specific information on mental health disorders, warning signs, risk factors, mental health support, high-risk populations, and trauma-informed practice.--Author's abstract

This study aims to explore the relationship between parental parenting style and the mental health of college students based on the support vector machine (SVM) algorithm. Collect data on parenting style and mental health status through a questionnaire survey of college students. Using the SVM algorithm to analyze and process data, to reveal the impact mechanism of different parenting styles on the mental health of college students. The research results contribute to a deeper understanding of the role of parenting style in the development of college student's mental health, providing the scientific basis and practical guidance for college students' mental health education, and promoting their comprehensive and healthy growth.

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

This paper is mainly based on psychological theory, physical education theory, the use of questionnaire survey method, field survey method on a middle school students' physical exercise and mental health status to investigate the psychological problems relying on physical education class as a form of psychological education and physical education, aimed at the study of the role of physical education and sports on the psychological impact of a middle school students, and the use of physical education classroom as a vehicle for physical education and psychological education integration, in order to effectively and efficiently improve the psychological health of middle school students, enhance the psychological health of middle school students. the purpose is to study the effect of physical education on the psychology of students in a middle school, and to use the physical education classroom as a vehicle to integrate physical education and psychological education, to change the traditional mode of psychological education in middle schools, so as to effectively and efficiently improve the psychological health of middle school students and enhance the psychological health of middle school students. The questionnaire adopts the Chinese Middle School Mental Health Scale (MSSMHS) to rate the experimental subjects' 10 factors of obsessive-compulsive disorder, paranoia, hostility, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladaptation, emotional imbalance, and psychological imbalance, and adopts the Physical Education and Sports Questionnaire of a Middle School to investigate the experimental subjects' sports, and to follow up on the experimental data obtained to Correlation analysis was carried out. the specific conclusions are as follows. (1) The number of students in a secondary school whose psychological condition is healthy is in the majority, 82%, but 18% of them have psychological problems, and the school should pay attention to psychological education. (2) Students who have a preference for sports and take the initiative to participate in sports have better mental health, and sports have a significant effect on promoting the mental health of secondary school students. (3) Combine physical education with psychological education, give play to the positive influence of sports on mental health, change the traditional way of psychological education, enrich the content and methods of psychological education, so that secondary school students can promote mental health in sports.

This discussant commentary considers the findings presented in the UCL-Penn Global COVID Study webinar 4 'Doctoral Students' Educational Stress and Mental Health' and the research article published from the series of webinar in this journal, 'The effects of cumulative stressful educational events on the mental health of doctoral students during the Covid-19 pandemic'. The Covid-19 pandemic has disrupted the education of hundreds of thousands of graduate students worldwide by curtailing their access to laboratories, libraries, and face-to-face interactions with peers and supervisors. This has resulted in considerable stress, given that expectations on research productivity during the period have remained unchanged. This note suggests three principles to help graduate students cope with the impact of Covid-19 on their educational journey: (1) support student resilience; (2) support student learning; and (3) support students technologically.