The Wisconsin-HOPE Lab found striking amounts of needs-insecurity among American undergraduate students across 66 institutions. According to Seguin, universities are particularly unable to deal with this subtle form of bullying because they presume to be objective institutions that are “above” social issues such as bullying. The recently identified practice of “mobbing” is another type of bullying that academic culture may particularly lend itself to. Myers and Cowie report that students in fraternities/sororities, women, and LGBTQ+ students are particularly vulnerable118. Their literature analysis reported a rate of 9% to over 50% for reports of student victimization135. Finally, in Franket al.’s study of 16 medical schools, up to 63% reported having experienced belittlement by a professor and 71% experienced belittlement by a resident.
- In contrast, in low and middle-income countries (LMICs) that bear the greatest brunt of mental health problems, including massive, coupled with a high treatment gap, such interventions remained neglected in public health (29, 30).
- Some of these studies also highlight the beneficial role of a multi-dimensional approach (68, 75) and interventions targeting early lifespan (76, 77).
- Emotional education and cognitive processes are fundamental for self-regulation and stress management (Ariño-Mateo et al., 2022; Palma-Delgado and Barcia-Briones, 2020; Pérez-Jorge et al., 2021; Pérez-Jorge et al., 2016).
- It is, therefore, important for educational institutions to offer accessible and effective interventions for their students.
Students who were at risk for mental health problems in first grade
In an NIMH-funded study, researchers examine the availability and structure of mental telehealth services. In an NIMH-funded study, a comprehensive collaborative care intervention significantly reduced post-traumatic stress disorder (PTSD) symptoms among trauma patients from racial and ethnic minority backgrounds. The National Institutes of Health has funded six projects to develop, test, and validate outcome-focused quality measures for mental health, which are used to understand the impact of interventions when implemented in real-world health care systems and settings.
Anxiety and academic stress
The student participants in the present study experienced mild anxiety, mild depression, and distress in both the non-academic summer period and the academic term. Increased stress among university students puts them at risk of developing mood disorders such as depression, which can not only negatively affect their capacity to learn, but also disrupt their sleep . Second, stress scores were significantly higher during the academic term, although other scores of mental health, such as depression and anxiety, numerically worsened as well. The present study was a longitudinal study designed to obtain and analyze data from university students in the non-academic summer period and during the academic term.
Exploratory descriptive analysis of the dimensions of the SISCO Inventory of Academic Stress
The mean of the sum score for PHQ-2 in our study was 2.32 which is below the cut-off of three for major depression . To cover the potential impacts of the COVID-19 pandemic and the implemented regulations, we included two questions to evaluate whether the pandemic affected the students’ general situation. As for systemic stressors, we included two questions on long-term contracts and on future perspectives, Research on mental health and social support again using a scale from 1 (strongly disagree) to 5 (strongly agree).
This finding aligns with previous evidence reporting that female students are more likely to seek psychological support in counseling services (Nam et al., 2010). Relational dimensions were notably positive, with these students perceiving peers and faculty members as supportive and frequently sharing their academic experiences with external communities and family. Students with a High AE pattern exhibited strong persistence in their academic activities, a robust sense of belonging, and a clear recognition of the value of their university studies. Students with lower academic engagement are those who showed higher scores in all measures, revealing severe psychological symptoms and distress. The strongest effects emerged for psychological well-being (CORE-OM well-being), functioning (CORE-OM functioning), and depressive symptoms (BDI-II), highlighting a strong link between mental health and the academic context. Students in the Low AE pattern reported the lowest scores across all dimensions, including determination to persist in university, perceived university and course value, sharing of academic experiences, and perceived support from professors and peers.