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Mental Health of College Students in the Post-pandemic Era

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 17445

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Special Issue Editors

Dr. Margaret McLafferty

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Guest Editor

Personalised Medicine Centre, School of Medicine, Ulster University, Coleraine BT52 1SA, Northern Ireland, UK
Interests: college student mental health; suicidal behaviour; help-seeking; childhood adversities

Dr. Elaine Murray

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Guest Editor

Personalised Medicine Centre, School of Medicine, Ulster University, Coleraine BT52 1SA, Northern Ireland, UK
Interests: student mental health; help-seeking; digital interventions; tailored/personalised support; biomarker discovery

Prof. Siobhan O’Neill

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Guest Editor

School of Psychology, Ulster University, Coleraine BT52 1SA, Northern Ireland, UK
Interests: student mental health; suicidal behaviour; transgenerational trauma

Special Issue Information

Dear Colleagues,

The mental health and wellbeing of college students has been a concern for many years. Prior research suggests that a large proportion of students struggle with their psychological health and wellbeing during their time at college. Indeed, research has revealed that many students commence college with pre-existing conditions, while others develop psychological problems for the first time during their college years. This may be even more apparent since the onset of the COVID-19 pandemic, and the accompanying restrictions, which greatly impacted students, not only in the college setting, but also among those who were secondary school students during this period. Many of these students have now commenced college and it is important to consider their mental health and wellbeing and how they adjust to college life in the post-pandemic era. Following several years of disruption to their education, with many not sitting exams at the end of their second-level education, some students feel unprepared and appear to be anxious about the return to face-to-face teaching and in-person examinations. Moreover, the delivery of support for students has changed with an increase in the delivery of online and digital interventions Furthermore, it is important to explore the experiences of students who were registered in colleges during the pandemic, in relation to what they went through during this period and when they returned to the on-campus learning environment.

Increased social isolation during lockdown, a lack of interaction with their peers and online teaching may all have had an impact, not only on their wellbeing but also in relation to grades, attrition rates, motivation, and future work prospects. It is generally assumed that the pandemic had a negative impact on student’s mental health and wellbeing, but empirical research is required to ascertain how great an impact it really had, to identify risk factors for psychopathology and explore help-seeking behaviour. However, it should be noted that some students coped well and indeed thrived during this period; therefore, it is also important to uncover protective factors. Such research will be of great benefit to key stakeholders, including educators, clinicians, student wellbeing services and all those with an interest in student mental health.

Given this context, this Special Issue aims to gather a collection of papers related to the 'Mental Health of College Students in the Post-pandemic Era'.

The scope of the Special Issue is broad, and we welcome the submission of original research articles and reviews. Research areas may include, but are not limited to, the following topics/themes:

Student mental health and wellbeing during and post-pandemic era;
Suicidal behaviour among college students;
Student loneliness and isolation;
Student life during the pandemic;
Online and digital inventions to support students;
Transitioning to college in the post-pandemic era.

We look forward to receiving your contributions.

Dr. Margaret McLafferty
Dr. Elaine Murray
Prof. Siobhan O’Neill
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

college students
mental health
suicidality
help-seeking
pandemic

Published Papers (10 papers)

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Research

15 pages, 427 KiB

Open AccessArticle

Navigating New Normals: Student Perceptions, Experiences, and Mental Health Service Utilization in Post-Pandemic Academia

by Hadiza Galadima, Anne Dumadag and Cara Tonn

Educ. Sci. 2024, 14(2), 125; https://doi.org/10.3390/educsci14020125 - 25 Jan 2024

Cited by 1 | Viewed by 1156

Abstract

This study explores the profound impacts of the COVID-19 pandemic on higher education, focusing on shifts in learning experiences and students’ intentions to utilize mental health services post-pandemic. Utilizing Andersen’s Behavioral Model of Health Services Use, this study assesses perceptions from a stratified random sample of college students on post-pandemic learning experiences and mental health service utilization intentions. Findings reveal a positive reception to university initiatives and a preference for ongoing virtual classes. There is an evident increase in, and varying intentions for, using mental health services, shaped by demographics, employment, and prior service utilization. Younger and female students showed an increased propensity to seek such services. This research underscores the urgent need for universities to bolster support for mental health and create awareness, alongside accommodating diverse learning preferences in transitioning back to traditional learning post-pandemic. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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13 pages, 1374 KiB

Open AccessArticle

The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students

by Chiara Buizza, Herald Cela, Giulio Sbravati, Sara Bornatici, Giuseppe Rainieri and Alberto Ghilardi

Educ. Sci. 2024, 14(1), 67; https://doi.org/10.3390/educsci14010067 - 7 Jan 2024

Cited by 2 | Viewed by 1494

Abstract

Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen’s intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students’ well-being. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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15 pages, 589 KiB

Open AccessArticle

Do Mental Health Symptoms during the Pandemic Predict University Non-Completion in a Sample of UK Students? A Prospective Study

by Laura Chandler, Katharine A. M. McEnery, Carla Toro, Swaran P. Singh, Caroline Meyer and Nicole K. Y. Tang

Educ. Sci. 2023, 13(12), 1227; https://doi.org/10.3390/educsci13121227 - 11 Dec 2023

Viewed by 991

Abstract

Mental health symptoms are highly prevalent in university students and have been further exacerbated following the COVID-19 pandemic. The aim of this study was to examine the prospective prediction of five mental health symptoms (anxiety, depression, insomnia, suicidality, substance misuse risk) on university non-completion. Baseline data were collected between July and September 2020 following the first UK lockdown and prior to the 2020/2021 academic year. Univariate binary logistic regression analyses were performed using data from 147 participants who were due to graduate at the end of the 2020/2021 academic year. Only substance misuse risk was found to predict university non-completion, with students with a higher risk of substance misuse more likely to not complete their university course. There appears to be an association between substance misuse risk and university non-completion; however, this was attenuated once study characteristic covariates (study level, changes in study hours and study engagement) were included, indicating possible associations between these variables. Future research should further consider the role of substance use in this population and the relationship with study characteristics, engagement and university completion. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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12 pages, 637 KiB

Open AccessArticle

Investigating Change in Student Financial Stress at a UK University: Multi-Year Survey Analysis across a Global Pandemic and Recession

by Jacks Bennett, Jon Heron, Judi Kidger and Myles-Jay Linton

Educ. Sci. 2023, 13(12), 1175; https://doi.org/10.3390/educsci13121175 - 23 Nov 2023

Viewed by 2325

Abstract

Growing concern for the mental health and wellbeing of higher education students has been linked to increasing financial pressures associated with studying at university, a factor potentially magnified by the recent global pandemic and economic downturn. With limited longitudinal research to date, this study used cross-sectional survey data collected annually at a large UK university (n = 10,876) to examine overall trends in students’ experience of financial stress between 2018 and 2022. Logistic regression investigated changes in students’ self-reported financial stress across the four-year period, adjusting for variation in survey response rates and respondent characteristics. Our findings showed a 55% increase in students reporting financial stress (OR = 1.55, 95% CI = 1.29–1.86) compared to none between 2018 and 2022. With the exception of 2020 and the early stages of the COVID-19 pandemic, the proportion of students experiencing financial stress increased each year. At a time of economic uncertainty, policymakers need to ensure appropriate advice, support, and funding frameworks are in place to ensure all students can continue to study successfully. Ongoing research should robustly examine the links between financial circumstances, mental health, and academic outcomes, to clearly identify intervention opportunities for relieving financial stress. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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12 pages, 1414 KiB

Open AccessArticle

College Student Mental Health and Wellbeing Prior to and during the COVID-19 Pandemic

by Margaret McLafferty, Caoimhe Ward, Colum P. Walsh, Siobhan O’Neill, Anthony J. Bjourson, Rachel McHugh, Natasha Brown, Louise McBride, John Brady and Elaine K. Murray

Educ. Sci. 2023, 13(11), 1154; https://doi.org/10.3390/educsci13111154 - 18 Nov 2023

Viewed by 1412

Abstract

Student mental health was a growing concern globally prior to the onset of the COVID-19 pandemic. The aim of this study was to assess the impact of the pandemic and associated restrictions on the psychological wellbeing of college students. Baseline data were collected pre-pandemic in September 2019 among students attending a university in Northern Ireland and an Institute of Technology in the Republic of Ireland. Surveys were also conducted with this cohort during the pandemic, at the start of the academic years 2020 and 2021 (499 students fully completed all three waves). A follow-up survey was conducted at the end of their third year, in summer 2022 (n = 229). High levels of mental health problems were already present among students commencing college. The subsequent pandemic had a very negative impact on student’s academic experience and other aspects of life. Rates of depression (PHQ-9) increased significantly from the onset of the pandemic and remained high. Anxiety (GAD-7) initially decreased but then escalated at the end of college. The study highlights the importance of early intervention and makes recommendations for addressing the needs of students during times of stress. Additional supports may be required to deal with the long-lasting impact of the pandemic. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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18 pages, 250 KiB

Open AccessArticle

The Mental Health of UK Postgraduate Research Students following the COVID-19 Pandemic

by Amy Zile, Bryony Porter, Kenda Crozier and Kristy Sanderson

Educ. Sci. 2023, 13(11), 1106; https://doi.org/10.3390/educsci13111106 - 2 Nov 2023

Viewed by 1103

Abstract

The mental health of postgraduate research students (PGRs) is a growing area of interest to Higher Education Institutions (HEIs) and researchers and has important implications for PGR wellbeing, success, and attrition. This study aimed to explore PGR experiences of mental health during the pandemic, the supervisory relationship, and seeking support. Semi-structured interviews were conducted with 20 PGRs from across the UK. Questions invited PGRs to share their experience of supervision, the impact of supervision on their mental health, and any experience of discussing mental health with their supervisor(s). The experiences of supervision varied, as did the university responses to the pandemic and levels of supervisory support. A number of PGRs felt that their supervision experiences had negatively impacted their wellbeing and reported stigma and discriminatory practices. Themes identified included discourses, supervisory knowledge, university resources, and the research culture as key factors that impacted the mental health of PGRs. Supervisors often upheld perceptions of PhD life as being isolating, with negative impacts on wellbeing to be expected, setting expectations of overworking, anxiety, and stress. The move from pandemic to post-pandemic life posed both challenges and benefits. Issues of training on mental health awareness, university processes, and accessibility of services should be considered by HEIs. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

22 pages, 321 KiB

Open AccessArticle

Staff Perspectives: Defining the Types, Challenges and Lessons Learnt of University Peer Support for Student Mental Health and Wellbeing

by Julia Pointon-Haas, Nicola Byrom, Juliet Foster, Chloe Hayes and Jennifer Oates

Educ. Sci. 2023, 13(9), 962; https://doi.org/10.3390/educsci13090962 - 20 Sep 2023

Viewed by 2293

Abstract

In university settings, peer support brings people together based on their student identity. Peer support has been advocated as an innovative intervention to aid student mental health and wellbeing as part of a whole university approach, especially post-pandemic when student support is critical. While the literature describes three types of university peer support for student mental health and wellbeing, peer-led support groups, peer mentoring, and peer learning, the sector lacks agreed definitions for these interventions. Formal reporting on peer support initiatives is rare, suggesting further types of peer support practice may exist. This qualitative study, comprising semi-structured interviews with 16 university staff members at 14 different institutions, aimed to generate comprehensive definitions of the types of peer support used in the sector through template analysis. The study also sought to understand the current practice, experiences, and challenges around implementing peer support interventions for undergraduate and postgraduate students’ mental health and wellbeing from the perspective of the staff who support and coordinate these programmes. Five types of peer support were identified and defined. In addition, the challenges of engagement, resource and capacity, and evaluation were highlighted. Finally, lessons learnt provided potential ways to address the challenges outlined and provided sector guidance for further developing peer support as part of a whole university approach to student mental health and wellbeing. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

11 pages, 279 KiB

Open AccessArticle

“A Constant Juggling Act”—The Daily Life Experiences and Well-Being of Doctoral Students

by Alison Prendergast, Ruth Usher and Eithne Hunt

Educ. Sci. 2023, 13(9), 916; https://doi.org/10.3390/educsci13090916 - 8 Sep 2023

Cited by 1 | Viewed by 1518

Abstract

(1) Background: There are increasing numbers of doctoral students globally. Poor mental health and well-being among university students, including doctoral students, is a growing concern globally, not least in this post-pandemic era. Engaging in a range of activities every day and maintaining balance between necessary and desired activities is believed to improve health and increase well-being. However, little is currently known about the daily life, activity balance and well-being of doctoral students. This study explored and described the daily life experiences of doctoral students and how pursuing their degree impacted their activity balance and well-being. (2) Method: Purposive sampling methods were used in this qualitative interpretive descriptive study to recruit 10 doctoral students in an Irish university. The data were generated through individual semi-structured interviews and thematically analysed. (3) Findings: Doctoral students have a range of roles, responsibilities and activities that they need to and want to engage in daily. For many, balancing their daily activities and roles alongside their doctoral degree is challenging. Undertaking a doctoral degree can have both a positive and negative impact on well-being. (4) Conclusions: Obtaining an insight into the perspectives and daily life experiences of doctoral students allows for a better understanding of the students’ journey. Supporting the well-being of doctoral students is essential to enhance their doctoral education and assist them in successfully completing their degree. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

20 pages, 275 KiB

Open AccessArticle

“It Ain’t What You Use, It’s the Way That You Use It”: How Virtual Learning Environments May Impact Student Mental Wellbeing

by Katie E. Rakow, Rebecca J. Upsher, Juliet L. H. Foster, Nicola C. Byrom and Eleanor J. Dommett

Educ. Sci. 2023, 13(7), 749; https://doi.org/10.3390/educsci13070749 - 20 Jul 2023

Cited by 1 | Viewed by 1778

Abstract

Concerns about university students’ mental wellbeing have been rising and various studies have attempted to unpick the factors that could impact their wellbeing. This focus group study explored the impact that virtual learning environments (VLEs) may have on undergraduate students’ mental wellbeing. Forty-four undergraduate students from on-campus courses at three UK universities participated in 12 focus groups in 2020. Using reflexive thematic analysis with an inductive approach, three themes were generated: (1) lecturer VLE-use supports or undermines students’ mental wellbeing; (2) access to the VLE affects students’ productivity, academic performance, and mental wellbeing; and (3) students’ mindset towards the VLE impacts their studies and mental wellbeing. The dominant pattern across the data set was that the way lecturers used the VLE impacted students’ motivation, ability to think clearly about their studies, and could provoke strong emotions. We discuss how the mechanisms described in self-determination theory and the technology acceptance model might explain how the VLE could impact student mental wellbeing. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

15 pages, 538 KiB

Open AccessArticle

Evaluating a Smartphone App for University Students Who Self-Harm

by Bethany Cliffe and Paul Stallard

Educ. Sci. 2023, 13(4), 394; https://doi.org/10.3390/educsci13040394 - 13 Apr 2023

Viewed by 1220

Abstract

Self-harm and other mental health difficulties are very common amongst university students, but students face numerous barriers in accessing professional support. Support offered via a smartphone app may help to overcome some of the barriers they face, while providing support that is acceptable and helpful. However, there is limited research on supportive apps for students who self-harm. This study aimed to evaluate a self-help app (BlueIce) for helping students manage their self-harm, mental wellbeing and coping ability. This was a pre-post study in which 80 participants completed baseline measures online and were sent a link to download BlueIce. Of these, 27 completed follow-up questionnaires six weeks later assessing anxiety, depression, self-harm, and coping self-efficacy/styles. At follow-up, participants also completed a questionnaire evaluating BlueIce. Self-harm urges and symptoms of anxiety and depression significantly decreased, and coping self-efficacy significantly increased. Around two thirds (64%) said that BlueIce had stopped them from harming themselves an average of 24 times. Feedback showed that BlueIce helped provide a distraction in difficult times and helped them to manage their emotions in a more adaptive way. Following the trial period, participants’ wellbeing had significantly improved, suggesting that BlueIce may be helpful for university students in managing their self-harm urges and general mental health. Full article

(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)

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