Student mental health research: moving forwards with clear definitions

Dodd, Alyson

doi:10.1080/09638237.2020.1844873

Cited by 5 publications

(7 citation statements)

References 20 publications

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“…While the strength of the current study was the examination of changes over time, the relative absence of agreed, standardised, and validated research measures in this area is of ongoing concern [36,70]. That includes a measurement of students' financial concerns versus their financial circumstances as well as how we assess academic progress or success, and mental health and wellbeing [28,31,35]. Similarly, the absence of robust data for the intersections of these factors with characteristics such as a student's background or type of study means that comparing data or targeting interventions remains challenging.…”

Section: Further Researchmentioning

confidence: 99%

“…To date, there are still few agreed or standardised measures for capturing these concepts, with the evidence base further complicated by the different university contexts and student characteristics. These issues with measurement and conceptual consensus also apply to current research into student mental health and wellbeing [29][30][31][32][33], creating challenges for exploring the association or overlap with financial wellbeing or hardship [34,35].…”

Section: Introductionmentioning

confidence: 99%

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Investigating Change in Student Financial Stress at a UK University: Multi-Year Survey Analysis across a Global Pandemic and Recession

Bennett,

Heron,

Kidger

et al. 2023

Education Sciences

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Growing concern for the mental health and wellbeing of higher education students has been linked to increasing financial pressures associated with studying at university, a factor potentially magnified by the recent global pandemic and economic downturn. With limited longitudinal research to date, this study used cross-sectional survey data collected annually at a large UK university (n = 10,876) to examine overall trends in students’ experience of financial stress between 2018 and 2022. Logistic regression investigated changes in students’ self-reported financial stress across the four-year period, adjusting for variation in survey response rates and respondent characteristics. Our findings showed a 55% increase in students reporting financial stress (OR = 1.55, 95% CI = 1.29–1.86) compared to none between 2018 and 2022. With the exception of 2020 and the early stages of the COVID-19 pandemic, the proportion of students experiencing financial stress increased each year. At a time of economic uncertainty, policymakers need to ensure appropriate advice, support, and funding frameworks are in place to ensure all students can continue to study successfully. Ongoing research should robustly examine the links between financial circumstances, mental health, and academic outcomes, to clearly identify intervention opportunities for relieving financial stress.

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Section: Further Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating Change in Student Financial Stress at a UK University: Multi-Year Survey Analysis across a Global Pandemic and Recession

Bennett,

Heron,

Kidger

et al. 2023

Education Sciences

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“…Three-quarters of mental health disorders peak by the age of 25 years, an age-group associated with university attendance1 and for which there is a large unmet need for mental healthcare 2. As a result, there have been calls for increased research on student mental health 3. Academic pressures and living far from social networks developed during early adolescence may pose additional stress on an already vulnerable group 4.…”

Section: Introductionmentioning

confidence: 99%

“… 2 As a result, there have been calls for increased research on student mental health. 3 Academic pressures and living far from social networks developed during early adolescence may pose additional stress on an already vulnerable group. 4 For instance, in the USA, among 274 surveyed universities, 88% of counselling centre’s directors reported an increase in severe psychological problems over the previous 5 years.…”

Section: Introductionmentioning

confidence: 99%

Outcomes for university students following emergency care presentation for deliberate self-harm: a retrospective observational study of emergency departments in England for 2017/2018

Campbell,

Dodd,

Francetic

2024

BMJ Open

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ObjectivesIdentify university-aged students and contrast their healthcare provision and outcomes with other patients in the same age group attending emergency departments for deliberate self-harm.DesignRetrospective cross-sectional observational study.SettingPatients visiting 129 public hospital emergency departments across England between April 2017 and March 2018.Participants14 074 patients aged 18–23 visiting emergency departments for conditions linked to deliberate self-harm, 1016 of which were identified as university-aged students.Outcome measuresWe study various outcomes across the entire patient pathway in the emergency department: waiting time to initial assessment on arrival at the emergency department, count of investigations delivered, discharge destination (patients refusing treatment or leave before being seen, referred to another provider or admitted to inpatient care, discharged with no follow-up) and unplanned follow-up visit within 7 days.ResultsWe find a statistically significant difference of 0.262 (−0.491 to –0.0327) less investigations delivered to students compared with non-students (about 8% compared with the baseline number of investigations for non-students). Stratified analyses reveal that this difference is concentrated among students visiting the emergency department outside of regular working hours (−0.485 (−0.850 to –0.120)) and students visiting for repeated deliberate self-harm episodes (−0.881 (−1.510 to –0.252)). Unplanned reattendance within 7 days is lower among students visiting emergency departments during out of hours (−0.0306 (−0.0576 to –0.00363)), while students arriving by ambulance are less likely to be referred to another provider (−0.0708 (−0.140 to –0.00182)) compared with non-students.ConclusionsWe find evidence of less-intense investigations being delivered to patients aged 18–23 identified as students compared with non-students visiting emergency departments after an episode of deliberate self-harm. Given the high risk of suicide attempts after episodes of deliberate self-harm among students, our findings may highlight the need for more focused interventions on this group of patients.

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“…The individual can trust someone, he can count on them, and it is mutual. Social support has a beneficial effect on the individual even independent of a stressful situation (Cohen, 2004;Dodd, 2021;Sarason et al, 1983;Yildirim et al, 2017). On the other hand, in harder life situations, the release of oxytocin and vasopressin occurs in those who have strong social relationships (especially if touch is involved), where oxytocin inhibits the release of stress hormones modulated by the hypothalamus-hypophysis-adrenal gland axis.…”

Section: Introductionmentioning

confidence: 99%

Mental Health and Social Support of Teachers in Szeged, Hungary

Masa¹,

Derzsi-Horváth²,

Tobak³

et al. 2022

INT J INSTRUCTION

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The mental state of teachers is important not only because it affects their own health, but also because it has an impact on the development of the children they teach. In this especially stressful job, resources like social support and mental health help them cope. Our aim is to examine teachers' mental health, social support, and their interrelationships and whether these are influenced by sociodemographic indicators or harmful addiction. In our descriptive crosssectional, quantitative research, we measured the mental health and social support of secondary school teachers in Szeged (n = 200). It included validated questionnaires used in international surveys. Social support was weaker in our sample, but mental health outcomes were stronger. The social support from smaller settlements was significantly stronger. Respondents with stronger social support were less affected by depression and had a stronger sense of coherence. The research confirmed the relatively good mental health of teachers, which was strengthened by social support, and the latter also correlated with a sense of coherence. The significance of this lies in the fact that the mental health of teachers has an impact on the mental health of their students, and on their own role in health education.

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Student mental health research: moving forwards with clear definitions

Cited by 5 publications

References 20 publications

Investigating Change in Student Financial Stress at a UK University: Multi-Year Survey Analysis across a Global Pandemic and Recession

Investigating Change in Student Financial Stress at a UK University: Multi-Year Survey Analysis across a Global Pandemic and Recession

Outcomes for university students following emergency care presentation for deliberate self-harm: a retrospective observational study of emergency departments in England for 2017/2018

Mental Health and Social Support of Teachers in Szeged, Hungary

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