College students’ disclosure of mental health problems on campus

Woodhead, Erin L.; Chin-Newman, Christina; Spink, Kristina; Hoang, Marlon; Smith, Sara A.

doi:10.1080/07448481.2019.1706533

Cited by 16 publications

(8 citation statements)

References 33 publications

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“…Consequently, educational guidance professionals ought to pay attention not only to cognitive and meta-cognitive processes, but also to students who lack a high level of SR in learning. Attention to student diversity includes thinking about university students who learn with a medium or low level of self-regulation, if we do not want academic avoidance and dropout to continue to proliferate in our university systems [103,104].…”

Section: Discussionmentioning

confidence: 99%

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Arias

Paoloni

Vera-Martínez

et al. 2020

IJERPH

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Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

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Section: Discussionmentioning

confidence: 99%

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Arias

Paoloni

Vera-Martínez

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Increasing numbers of students report mental health conditions: in the United Kingdom, in 2014/15, 33,500 students disclosed a mental health condition to their university, and in 2019/20 this was 96,490 ( HESA, 2021 ). However, many students can find it difficult to disclose ( Woodhead et al, 2020 ), suggesting numbers could be significantly higher than recorded statistics indicate. Given the high prevalence of mental health difficulties generally among the student population, research aiming to understand this prevalence plus appreciating the intersection between mental health and being autistic could tell us more about what could happen to improve university experiences for these students and to prevent dropout.…”

Section: Introductionmentioning

confidence: 99%

Burnt Out and Dropping Out: A Comparison of the Experiences of Autistic and Non-autistic Students During the COVID-19 Pandemic

Cage

McManemy

2022

Front. Psychol.

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Autistic students are more likely to drop out of university, while facing both challenges and opportunities within university environments. This study compared the experiences of autistic and non-autistic current United Kingdom students, in terms of thoughts about dropping out, burnout, mental health and coping, during the COVID-19 pandemic. Burnout was of particular interest as this is a relatively unexamined phenomenon for autistic students. Seventy autistic and 315 non-autistic students, completed a mixed methods questionnaire with standardized measures of burnout (personal and academic), mental health (depression, stress, and anxiety), and coping styles (adaptive and maladaptive). We also included qualitative questions about dropping out and COVID-19 experiences. We found autistic participants experienced higher rates of burnout and mental health symptoms and were more likely to have thought about dropping out. Reasons given for thinking about dropping out, for both groups, focused on poor mental well-being, doubts about university, and academic challenges. For autistic participants, further analyses did not identify specific predictors of thinking about dropping out, but for non-autistic participants, this was predicted by maladaptive coping styles and academic burnout. Academic and personal burnout predicted one another for autistic students, and age, maladaptive coping, autistic characteristics, stress, and anxiety additionally predicted burnout for non-autistic students. Similarities in experiences during the pandemic were noted, with both groups experiencing negative social implications, difficulties adjusting to emergency online learning, and poorer psychological well-being. Moving forward from COVID-19, universities must find ways to enhance both academic and social support, to enable equal opportunity within Higher Education for autistic students.

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“…In addition, the model presented in this study answers the concerns that maintaining a whole college community should be fostered to target the issue of non-disclosure. Woodhead [31] notes that this responsibility is not just one group of staff, but a whole college. This is further agreed by Sunderland [25] who notes that the effect of one trained staff member can be like that of a trained therapist if a whole community is trained.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Mental and Emotional Health within the Context of Further Education – The Role of Transformational Training

Ford¹

2023

IJCDSE

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This is a small-scale action research project, conducted between 2019-2022, undertaken at a College of Further Education. The college is in the Southwest of England and has undergone a significant transformation to include four campuses, spanning a large geographical area. The college offers apprenticeships, full and part-time programmes, and an outstanding SEND provision for students aged between 14-19. The selection of topics for the study arose from a pressing need for policy change across the FE sector, to meet the increasing needs of student mental and emotional health. As an Advanced Practitioner in mental health and wellbeing, I was able to immerse myself in the context of FE change agency and develop an impact training model to begin to achieve this goal, within a realistic and natural timeframe for FE, providing desirable clarity to the sector. The study predominantly utilises qualitative research methodology in accordance with my alignment to constructivism as a theoretical framework. However, quantitative descriptive statistics are included to provide holistic depth and insight into the rich descriptions provided. This mixed-method approach ensured a demonstration of impact and progress, specifically the confidence and knowledge of FE staff. Thematic analysis allows for the experiences of staff undertaking the training model within the setting to be contextualised and to explore to which FE roles mental and emotional health support should belong. This enables the prescribing of key elements that a whole college approach should incorporate. A diverse range of both pastoral and academic staff demonstrated, via the means of interviews and a focus group, that their significant belief was that mental and emotional health support in FE cannot and should not solely be the role of designated pastoral staff. This research concludes with significant and original recommendations to other FE institutions wishing to embed educationbased mental health support and a MHL role. Additionally, this research provides working examples and recommendations for the transferability of a training model to instill a whole college approach to mental and emotional health.

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College students’ disclosure of mental health problems on campus

Cited by 16 publications

References 33 publications

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Burnt Out and Dropping Out: A Comparison of the Experiences of Autistic and Non-autistic Students During the COVID-19 Pandemic

Mental and Emotional Health within the Context of Further Education – The Role of Transformational Training

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