The onset of the COVID-19 pandemic in 2020 has compounded these challenges, bringing with it not only a physical health crisis but also a parallel mental health crisis. Urbanization, increased screen time, social media exposure, and the erosion of traditional social support systems have significantly altered the mental landscape. Mental health is no longer viewed merely as the absence of mental illness but as a holistic state that encompasses emotional, psychological, and social well-being, influencing how individuals think, feel, and behave. Interventions are discussed from a multidimensional perspective, encompassing pharmacological treatments, psychotherapy, digital mental health tools, and community-based programs.
Findings of included reviews
Of course, as indicated by even the lower end of the prevalence ranges in this review, ensuring that university mental health counselling is well-staffed, well-resourced and well-educated is paramount to student well-being. As shown in this review, there is a Research on mental health and social support plethora of studies covering various aspects of student mental health, using diverse measurement tools and consequently, finding a very broad range of prevalence. Similarly, Kitzrow compiles evidence on the positive impact of counselling on both student mental health and academic performance32.
In summary, this study contributes to understanding academic stress in the university context and offers valuable insights into its multiple facets. These findings highlight the importance of academic institutions implementing psychological support measures, reviewing assessment practices, and promoting healthy coping strategies. This study has illuminated the complex phenomenon of academic stress among students at the Faculty of Education of the University of XXX. As Broks et al. (2024) and Dumitrescu and De Caluwé (2024) suggest, fostering better-coping mechanisms and providing access to psychological resources are essential for mitigating the harmful effects of academic stress and promoting student well-being in higher education.
Some students mentioned that pressure can boost their performance, while others stated that it prevents them from performing adequately. To carry out this analysis, parametric hypothesis testing was performed, precisely the independent samples t-test. They highlight the primary sources of stress, varied reactions to it, and the coping strategies adopted. Below is a table with the descriptive statistics of the answers provided by the undergraduate and master’s degree students of the Faculty of Education of the ULL. Two of the authors of this study moderated the discussion to ensure a structured exploration of the relevant topics. The experts’ feedback contributed to the accuracy and relevance of the added questions, thus ensuring that the collected data was reliable and meaningful.
Exploratory descriptive analysis of the dimensions of the SISCO Inventory of Academic Stress
In the same study, 50% of the Ph.D. students reported that they suffer from some form of mental health problem, and every third is at risk of a common psychiatric disorder . A comprehensive study with more than 2000 participants (90% Ph.D. students, 10% Master students) from over 200 institutions across different countries showed that graduate students were more than six times more likely to experience symptoms of depression and anxiety than the general public . Our results revealed that one-third of the participants were above the cut-off for depression and that factors such as perceived stress and self-doubt were prominent predictors of the mental health status of Ph.D. students. This study aims to investigate the mental health of 589 Ph.D. students at a public university in Germany using a mixed quantitative and qualitative approach. Following the disruption to teaching and learning, together with other stressors placed on young people from the COVID-19 pandemic, there is an imperative need to support students’ mental health and wellbeing. Also, as there was a notable gap in the existing body of review-level evidence on interventions for students attending colleges in UK settings, a systematic review should be conducted in this area to identify primary level studies.
- The study received approval from the ethical committee of the Department of Brain and Behavioral Science of University of Pavia and Scuola Universitaria Superiore of Pavia – IUSS (protocol n.115/22).
- Due to the sensitive nature of the information collected in our study, which includes personal details and mental health data of the participants, it is not possible to publicly share the data obtained.
- A diverse collection of peer-reviewed journals empowering researchers to accelerate progress in science and medicine.
Although the current study did not establish causality, the findings suggest that AE may serve as a valuable construct for identifying levels of psychological distress and critical needs among students with decreased well-being. Although decreased well-being, emotional difficulties, and risky behaviors were prevalent across the entire sample, students in the High AE cluster reported notably lower levels of psychological distress and reduced engagement in risky behaviors. The current study sought to address these gaps by identifying distinct AE patterns among university students attending counseling facilities, examining the characteristics of these patterns, and exploring their associations with well-being and mental health outcomes. The survey included five questionnaires assessing academic engagement (AE) dimensions and key areas of psychological well-being and mental health. The findings were anticipated to bridge research and practice, offering evidence-based guidance for interventions to enhance academic engagement while improving mental health. Research aimed at addressing this gap could provide critical insights into the interactions between AE, mental health, and well-being, informing interventions tailored to students seeking psychological counseling.
