Student mental health: The role and experiences of academics.

To understand more about how academics are managing student mental health, this project interviewed 52 academics at five universities. Participants reported large numbers of students experiencing mental health difficulties. A number of the academics interviewed described experiences of student mental illness that carried high levels of risk and distress. Academics who had worked in the role for many years stressed that they were seeing an increase in the prevalence of mental health difficulties. This report sets out 11 key findings and recommendations to ensure that students and academics are effectively and safely supported.University of Derby V.C. Ideas Foru

Mental distress during adolescence and participation in higher education

Background/context. Recent evidence indicates that adolescents experiencing mental distress might be more likely to go on to attend university than those with no symptoms of distress (Lewis et al., 2021). One explanation for this is that future university students might experience greater academic pressures than their peers, which results in heightened mental distress (Lewis et al., 2021; Luthar et al., 2020). However, the mechanisms behind such pressures are unclear. The initiative/practice. In this study, we anticipated that mental distress (consisting of anxiety/depressive symptoms, social dysfunction, and loss of confidence) experienced by future university students might be specifically due to the high-stakes qualifications needed for university admission. Drawing on social comparison theory (Festinger, 1954), we theorised that future university students might make upward social comparisons with peers who they anticipate will perform better than them, and that this causes mental distress. Methods of evaluative data collection and analysis. We conducted logistic regression analyses of longitudinal panel survey data from a population-representative cohort of approximately 8000 young people. Evidence of outcomes and effectiveness. Our analyses confirmed that high-stakes qualifications appeared to be the underlying mechanism causing mental distress. Adolescents with greater mental distress were more likely to attend university in general, as well as attend a more academically selective university. Mental distress symptoms were also greater for those who planned to apply for university, but did not actually attend. By age 25, symptoms were, on the most part, no longer elevated for those who attended, or had planned to attend, university. We argue for a need to target interventions at times when adolescents undertake high-stakes qualifications at school and university

Academic pressures and mental distress during adolescence: associations with participation in higher education

Recent evidence suggests that adolescents with mental health issues are more likely to go on to attend university. Reasons for this point to academic pressures that may cause mental distress potentially being greater for those who plan to attend university. We aimed to investigate this hypothesis further by examining whether the extent to which mental distress is elevated relates to the selectivity of university that young people go on to attend. Logistic regression analyses were performed on survey responses from a nationally representative data set. Young people going on to more selective universities had elevated levels of mental distress at 15 and 17. By age 25, symptoms were no longer elevated for those who had attended either type of university. We argue that additional support needs to be provided during times that adolescents complete qualifications they perceive as being high-stakes

An intersectional analysis of inequalities in young people’s mental health within the higher education context

Taking higher education as a specific social context in which to explore structural and social determinants of inequalities in young people’s mental health, this study used the new gold standard for quantitative intersectionality research (Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy [MAIHDA]) as an analytical approach. Drawing on data from the Longitudinal Study of Young People in England, we used MAIHDA to predict the odds that mental distress during adolescence, sex, socioeconomic status, sexual identity, ethnicity, and their intersections, were associated with young people’s mental health outcomes at age 25. Analyses were performed both within and outside of the higher education context to determine whether university attendance shaped any intersectional effects. The results did not reveal any evidence of intersectional effects (i.e. a multiplicative model) on young people’s mental health outcomes. Significant main effects of social identities (i.e. an additive model) were, however, found: Being female or identifying as a sexual minority increased the odds of young people experiencing mental health problems at age 25, although the odds of self-harming were half the size for sexual minorities who attended university; Black and Asian individuals were less likely to declare a mental illness than White individuals; and young people who grew up in a more deprived area and did not attend university were more likely to experience mental health problems. Implications of the findings are that mental health interventions for young people do not necessarily have to be designed exclusively for specific intersectional groups, but could instead be targeted at broad social group memberships. Since, the university environment appears to produce better mental health outcomes for some young people, further investigation is needed to understand potential benefits afforded by attending university, and to determine whether this should and could be replicated in the wider general population

How to Get Engagement Right in Mental Health Research:Lessons from the Higher Education Sector

This resource pack outlines the benefits of engagement with students and other key stakeholders in the Higher Education sector. It also discusses the challenges, how these might be navigated, and resources and practices that would support engagement. This is based on what we have learned as a network, and will complement and signpost to existing resources. There are lots of different ways to involve non-research stakeholders, and we have provided case examples to showcase all the different things we have done during SMaRteN as well as provide guidance for the sector. This guidance is also aimed at students and other key stakeholders who are interested in getting involved in research

University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement

Background: Well-being is a multifaceted construct, and measuring well-being, both within particular groups and at a national level, is a priority for policy and practice. This national agenda on measuring well-being is mirrored in the Higher Education sector. This is the first conceptual review of how well-being is measured among university students in the UK. Aims: The aims of the review were to identify (i) the definitions or conceptualisations of well-being guiding the selection of well-being indicators for research within this population and (ii) measures of well-being used in university students in the UK. Methods: A scoping review method was used. Results: Twenty-eight validated indicators used to measure well-being in UK students were identified. While many were direct measures of (primarily mental or psychological) well-being, indirect “proxy” indicators, including measures of mental health symptoms, were identified. Conclusions: This review has highlighted that there are inconsistencies in defining and measuring university student well-being, and the measures that have been used in this population are focused on subjective experience. These findings are in line with reviews of well-being measures in the general population. Implications for further research are discussed

Minoritised ethnic women’s experiences of inequities and discrimination in maternity services in North-West England: A mixed-methods study

Background: Minoritised ethnic perinatal women can experience judgemental and stigmatising care due to systemic racism. Discriminatory care contributes to increased risks of poor maternal and infant outcomes, including higher rates of mental ill-health. This study aimed to explore minoritised ethnic women’s experiences of maternity services, including maternity care and mental health support, within a North-West England locality. Here we use an equity lens to report the findings that describe if and how women’s personal, cultural, and spiritual needs were met, their experiences of discriminatory and prejudicial care, and to identify recommendations for service provision. Methods: A mixed-methods study was undertaken comprising an online survey, interviews, and community consultations. Questions explored access to and experiences of antenatal care and education; information, communication, and choice; experiences of (dis)respect and judgement; mental health needs and support; cultural/religious needs and support; and overall experiences of maternity care. Eligibility criteria were: women, 18+ years, from self-reported minoritised ethnic backgrounds, who had given birth in the previous 2 years and received maternity care in the locality. Surveys were available in seven languages and distributed via social media, mother-baby groups, and community locations. English-speaking survey participants were invited to take part in a follow-up interview. Community leaders/staff were approached to collect data on behalf of the study team. Quantitative data were analysed descriptively (n, %) and merged with qualitative data into descriptive themes. Results: Overall, 104 women provided data; most self-identified as Asian (65.0%) or Black (10.7%) and were aged between 30-34 (32.0%) or 25-29 years (23.3%). Four descriptive themes are reported: ‘accessing care’ details variations and barriers in accessing maternity care; ‘communication needs, and resources’ describes views on adaptions and resources for specific communication needs; ‘meeting religious and cultural needs’ outlines how various religious and cultural needs were met by maternity providers; ‘discriminatory or stigmatising care’ reports on experiences of pejorative and inequitable care. Conclusions: An equity lens helped identify areas of discriminatory and inequitable care. Key recommendations include cultural safety training for staff; service-user engagement and co-production of research and resources, and appropriate facilities and recording systems to facilitate individualised, needs-based maternity care