Towards an evidence‐base for student wellbeing and mental health : definitions, developmental transitions and data sets

Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college

Ageism

Young and older people often experience a range of similar concerns in twenty-first century Australia. Despite being at opposite ends of the age spectrum, they can be subject to stereotyping, experiences of discrimination and barriers to affordable housing and employment. Another shared challenge is an over-representation of mental health issues and risk of suicide. This chapter explores these two age groups who make up a significant portion of the Australian population. Fear of ageing and the flow-on effect to wellbeing is critically examined, and the mental health and wellbeing of young people in Australia explored. Reflections on the meaning of spirituality in later years, personal stories of ageism shared by younger and older adults alike, and the role of volunteering and activism as meaningful activities for young people highlight the lived experience of being young or old in Australia. Experiential activities that encourage the learner to test and challenge societal stereotypes, their own perceptions and gain a greater understanding of environmental, social and institutional barriers faced by people at different stages in the life cycle conclude this chapter