Meeting the challenges of medical student mental health and well‐being today

2020 ◽  
Vol 54 (3) ◽  
pp. 183-185
Author(s):  
Augustine M. K. Choi ◽  
Jennifer E. Moon ◽  
Richard A. Friedman
Keyword(s):  
Mental Health ◽  
Medical Student ◽  
Well Being ◽  
Student Mental Health ◽  
Health And Well Being

scholarly journals Measuring mental health and well-being of South African undergraduate students

2020 ◽  
Vol 7 ◽  
Author(s):  
Irma Eloff ◽  
Marien Graham
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Short Form ◽  
Well Being ◽  
Student Mental Health ◽  
Time Points ◽  
Psychological Flourishing ◽  
Academic Year ◽  
Health And Well Being

Abstract Background Increased investment in optimal student mental health and well-being has been noted by universities around the world. Studies show the need for contextually relevant, granular understandings of specific aspects of student mental health and well-being. Methods A survey was conducted at two time points – at the beginning and end of the academic year – at a large, urban university in South Africa. The Mental Health Continuum-Short Form, the Flourishing Scale, and the Fragility of Happiness Scale were used in the testing of undergraduate students from a variety of scientific disciplines. Two separate comparisons were made, based on the baseline data (n = 551) and the follow-up data (n = 281). In Comparison 1 (baseline, n = 443; follow-up, n = 173), two independent, biographically (very) similar groups were compared. Comparison 2 (n = 108) compared the results from the baseline and follow-up of the same group of students who completed the instruments at both time points. Results Results indicate a significant decline in mental health and well-being for both groups (independent and dependent) over the course of the academic year. Both follow-up groups were found to have lower psychological, emotional and social well-being, psychological flourishing, and reduced mental health, in comparison with the baseline groups. Conclusions The statistically significant decreases in the mental health and well-being of participants in this study indicate the need for substantive interventions to support student mental health and well-being. Strong foci for well-being interventions should include self-efficacy, sense of direction, meaning and creating a sense of belonging.

scholarly journals Bridging the Gap: Exploring the Unique Transition From Home, School or College Into University

2021 ◽  
Vol 9 ◽  
Author(s):  
Joanne Deborah Worsley ◽  
Paula Harrison ◽  
Rhiannon Corcoran
Keyword(s):  
Mental Health ◽  
Transition Period ◽  
Well Being ◽  
Home School ◽  
Student Mental Health ◽  
North West ◽  
Experience Teaching ◽  
Focus Group Data ◽  
Multiple Challenges ◽  
Health And Well Being

Although previous research has shown that psychological distress increases on entering university, little is known about first-year student perspectives on the stressors in university environments, and what measures might better support student mental health and well-being during the transition period. The present research seeks to bridge this gap by exploring the unique transition period from home, school or college into university in order to identify aspects of the university experience (teaching, curriculum, support services, accommodation) that could be adapted to better support student mental health and well-being. Eight focus groups were conducted across two higher education institutions in North West England. Focus group data were thematically analyzed. Four overarching themes were identified: “Tackling multiple challenges”; “The preparatory role of schools and colleges”; “University staff and services: Feeling supported/unsupported”; and “Friendships.” Although pressure to perform academically whilst fulfilling the stereotypical student life is keenly felt during the transition period, many students conceal their struggles from family and friends. Living beyond their familiar support structures often leaves students in need of compassionate humans to turn to for support or advice, especially as many keep their struggles hidden. Large-group teaching settings stifle social connection and leave students feeling lonely. Loneliness was also experienced within accommodation environments. Providing increased opportunities for connection within living and learning environments would enable young people to build and strengthen relationships with fellow students and staff. As supportive environments foster a sense of belonging and community, universities should ensure that students feel supported by staff and peers whilst they acclimatize to multiple new challenges.

KidsMatter: A Population Health Model to Support Student Mental Health and Well-being in Primary Schools

2008 ◽  
Vol 10 (4) ◽  
pp. 13-20 ◽  
Author(s):  
Brian Graetz ◽  
Lyn Littlefield ◽  
Margot Trinder ◽  
Brenda Dobia ◽  
Mignon Souter ◽  
...  
Keyword(s):  
Mental Health ◽  
Population Health ◽  
Primary Schools ◽  
Well Being ◽  
Student Mental Health ◽  
Health Model ◽  
Health And Well Being
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