Factors that influence mental health of university and college students in the UK: a systematic review

Abstract

Background Worsening mental health of students in higher education is a public policy concern and the impact of measures to reduce transmission of COVID-19 has heightened awareness of this issue. Preventing poor mental health and supporting positive mental wellbeing needs to be based on an evidence informed understanding what factors influence the mental health of students. Objectives To identify factors associated with mental health of students in higher education. Methods We undertook a systematic review of observational studies that measured factors associated with student mental wellbeing and poor mental health. Extensive searches were undertaken across five databases. We included studies undertaken in the UK and published within the last decade (2010–2020). Due to heterogeneity of factors, and diversity of outcomes used to measure wellbeing and poor mental health the findings were analysed and described narratively. Findings We included 31 studies, most of which were cross sectional in design. Those factors most strongly and consistently associated with increased risk of developing poor mental health included students with experiences of trauma in childhood, those that identify as LGBTQ and students with autism. Factors that promote wellbeing include developing strong and supportive social networks. Students who are prepared and able to adjust to the changes that moving into higher education presents also experience better mental health. Some behaviours that are associated with poor mental health include lack of engagement both with learning and leisure activities and poor mental health literacy. Conclusion Improved knowledge of factors associated with poor mental health and also those that increase mental wellbeing can provide a foundation for designing strategies and specific interventions that can prevent poor mental health and ensuring targeted support is available for students at increased risk.

The impact of the Covid-19 pandemic on college students with marginalized identities

“…Finally, the research supports early intervention. Many studies have advocated that tailored (i.e., targeted toward specific populations) support services be in place for students when they arrive on campus (Gewalt et al, 2022) and others recommend that this intervention take place before they arrive on campus, with a focus on preparing students and their families for the transition to college (Campbell et al, 2022). This is an initiative with a great deal of potential that must be explored further.…”

“…Although most colleges and universities re-opened in the fall of 2020, the pandemic has continued to negatively affect college students worldwide (Huckins et al, 2020). A recent systematic review found that the mental health of college students between the ages of 18 and 25 was disparately impacted by the pandemic across the UK (Campbell et al, 2022). A nationwide survey conducted in China found that mental health problems, including anxiety and depression, were widespread among Chinese college students during the pandemic (Wu et al, 2021).…”

Editorial: Nature-based social prescriptions for improving health and wellbeing

“…An increasing number of university students are also experiencing increasing poor mental health (Campbell et al, 2022 ). Boyd investigated the feasibility of using nature-based interventions with undergraduate students.…”

Reliability and validity of the positive mental health literacy scale in Chinese adolescents

“…Around one-third of people worldwide develop a mental disorder at some point in their life ( Steel et al, 2014 ), and the onset of many mental disorders occurs in childhood or adolescence ( Carvalho et al, 2022 ). Mental disorders seriously affect adolescents’ mental health, wellbeing, academic performance and social relations ( Campbell et al, 2022 ) but very few seek professional help ( Seo et al, 2022 ) while others postpone obtaining support ( Jorm, 2012 ). Yet, delaying treatment makes treatment more difficult ( de Diego-Adeliño et al, 2010 ).…”