Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

Lisnyj, Konrad; Pearl, David L.; McWhirter, Jennifer E.; Papadopoulos, Andrew

doi:10.3390/ijerph18073779

Cited by 16 publications

(14 citation statements)

References 30 publications

(33 reference statements)

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“…Another limitation of the study was that most respondents were not diagnosed with mental health disorders, and there were few members of equity-seeking and equity-deserving groups. Students who identify with these communities typically face additional stressors that increase their risk of mental health concerns [ 53 , 54 ]. In addition, significant differences were observed in some of the demographic characteristics of feedback providers.…”

Section: Discussionmentioning

confidence: 99%

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

et al. 2023

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Background Post-secondary students frequently experience high rates of mental health challenges. However, they present meagre rates of treatment-seeking behaviours. This elevated prevalence of mental health problems, particularly after the COVID-19 pandemic, can lead to distress, poor academic performance, and lower job prospects following the completion of education. To address the needs of this population, it is important to understand students' perceptions of mental health and the barriers preventing or limiting their access to care. Methods A broad-scoping online survey was publicly distributed to post-secondary students, collecting demographic, sociocultural, economic, and educational information while assessing various components of mental health. Results In total, 448 students across post-secondary institutions in Ontario, Canada, responded to the survey. Over a third (n = 170; 38.6%) of respondents reported a formal mental health diagnosis. Depression and generalized anxiety disorder were the most commonly reported diagnoses. Most respondents felt that post-secondary students did not have good mental health (n = 253; 60.5%) and had inadequate coping strategies (n = 261; 62.4%). The most frequently reported barriers to care were financial (n = 214; 50.5%), long wait times (n = 202; 47.6%), insufficient resources (n = 165; 38.9%), time constraints (n = 148; 34.9%), stigma (n = 133; 31.4%), cultural barriers (n = 108; 25.5%), and past negative experiences with mental health care (n = 86; 20.3%). The majority of students felt their post-secondary institution needed to increase awareness (n = 231; 56.5%) and mental health resources (n = 306; 73.2%). Most viewed in-person therapy and online care with a therapist as more helpful than self-guided online care. However, there was uncertainty about the helpfulness and accessibility of different forms of treatment, including online interventions. The qualitative findings highlighted the need for personal strategies, mental health education and awareness, and institutional support and services. Conclusions Various barriers to care, perceived lack of resources, and low knowledge of available interventions may contribute to compromised mental health in post-secondary students. The survey findings indicate that upstream approaches such as integrating mental health education for students may address the varying needs of this critical population. Therapist-involved online mental health interventions may be a promising solution to address accessibility issues.

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Section: Discussionmentioning

confidence: 99%

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

et al. 2023

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“…Another limitation of the study was that most respondents were not diagnosed with mental health disorders, and there were few members of equityseeking and equity-deserving groups. Students who identify with these communities typically face additional stressors that increase their risk of mental health concerns (46,47). Future studies may need to implement procedures to build community trust and encourage survey completion by students in these groups.…”

Section: Discussionmentioning

confidence: 99%

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

Moghimi

Stephenson

Gutiérrez

et al. 2022

Preprint

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Background: Post-secondary students are at a greater risk of developing mental health problems than the general population. However, they present meagre rates of treatment-seeking behaviours. This elevated prevalence of mental health problems, particularly after the COVID-19 pandemic, can lead to distress, poor academic performance, and lower job prospects following the completion of their education. To address the needs of this population, it is important to understand students' perceptions of mental health and the barriers preventing or limiting their access to care. Methods: A broad-scoping online survey was publicly distributed to post-secondary students, collecting demographic, sociocultural, economic, and educational information while assessing various components of mental health. Results: In total, 448 students across post-secondary institutions in Ontario, Canada, responded to the survey. Over a third (n = 170; 38.6%) of respondents reported a formal mental health diagnosis. Depression and generalized anxiety disorder were the most commonly reported diagnoses. Most respondents felt that post-secondary students have poor mental health (n = 253; 60.5%) and inadequate coping strategies (n = 261; 62.4%). The most frequently reported barriers to care were financial (n = 214; 50.5%), long wait times (n = 202; 47.6%), insufficient resources (n = 165; 38.9%), time constraints (n = 148; 34.9%), stigma (n = 133; 31.4%), cultural barriers (n = 108; 25.5%), and past negative experiences with mental health care (n = 86; 20.3%). Most students felt their post-secondary institution needed to increase mental health resources (n = 306; 73.2%) and awareness (n = 231; 56.5%). Most students who had or were receiving care viewed in-person therapy as more helpful than online care. However, there was uncertainty about the helpfulness and accessibility of different forms of treatment, including online interventions. Conclusions: Lack of resources, barriers to care, and uncertainty surrounding interventions contribute to the low treatment-seeking behaviours observed in post-secondary students. The survey findings indicate that multiple upstream approaches, including formal mental health education, may address the varying needs of this critical population. Online mental health interventions may be a promising solution to accessibility issues.

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“…Los desafíos de salud mental: Una de las inquietudes enarboladas en los últimos años por los estudiantes, y que parece tener mayor severidad post pandemia, es la salud mental. El estrés y, en general, la salud mental de los estudiantes pasó de ser estigmatizada a un asunto relevante que llama a las instituciones a tomar acción (Lisnyj et al, 2021). Hay un amplio consenso en que los niveles de estrés se incrementan en la educación superior, lo que deriva en otros cuadros que deterioran la salud mental y que se expresan en alarmantes cifras de ansiedad, depresión y pensamiento suicida (Auerbach et al, 2016).…”

Section: Escucharse En El Estamento Estudiantilunclassified

La Universidad de Chile en sus 180 años: tiempo de escuchar, escucharse y hacerse escuchar

Vera

Guzmán

2023

ANUC

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Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

Cited by 16 publications

References 30 publications

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study

La Universidad de Chile en sus 180 años: tiempo de escuchar, escucharse y hacerse escuchar

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