Predictors of mental health and academic outcomes in first-year university students: Identifying prevention and early-intervention targets

Abstract

Background Although there is growing interest in mental health problems in university students there is limited understanding of the scope of need and determinants to inform intervention efforts. Aims To longitudinally examine the extent and persistence of mental health symptoms and the importance of psychosocial and lifestyle factors for student mental health and academic outcomes. Method Undergraduates at a Canadian university were invited to complete electronic surveys at entry and completion of their first year. The baseline survey measured important distal and proximal risk factors and the follow-up assessed mental health and well-being. Surveys were linked to academic grades. Multivariable models of risk factors and mental health and academic outcomes were fit and adjusted for confounders. Results In 1530 students surveyed at entry to university 28% and 33% screened positive for clinically significant depressive and anxiety symptoms respectively, which increased to 36% and 39% at the completion of first year. Over the academic year, 14% of students reported suicidal thoughts and 1.6% suicide attempts. Moreover, there was persistence and overlap in these mental health outcomes. Modifiable psychosocial and lifestyle factors at entry were associated with positive screens for mental health outcomes at completion of first year, while anxiety and depressive symptoms were associated with lower grades and university well-being. Conclusions Clinically significant mental health symptoms are common and persistent among first-year university students and have a negative impact on academic performance and well-being. A comprehensive mental health strategy that includes a whole university approach to prevention and targeted early-intervention measures and associated research is justified.

Explaining the association between subjective social status and mental health among university students using an impact ratings approach

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The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness, and Mechanisms of a Mindfulness-Based Course

“…Rates of self-reported depression and anxiety in the United Kingdom are greater than the age-matched United Kingdom general population [ 5 ]. A growing body of research suggests that mental health difficulties worsen throughout the degree programme [ 6 , 7 , 8 ]. Whilst an increase in symptoms may not be caused by higher education itself, it is frequently suggested that the daily stressors associated with university life are a significant contributing factor [ 7 ].…”

Latent Class Analysis of Multiple Health Risk Behaviors among Australian University Students and Associations with Psychological Distress

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