Prevalence and risk factors for mental health problems in university undergraduate students: A systematic review with meta-analysis

Sheldon, Elena; Simmonds‐Buckley, Melanie; Bone, Claire; Mascarenhas, Thomas S.; Chan, Noreen; Wincott, Megan; Gleeson, Hannah; Sow, Karmen; Hind, Daniel; Barkham, Michael

doi:10.1016/j.jad.2021.03.054

Cited by 295 publications

(224 citation statements)

References 74 publications

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“…For instance, 35% of students across Australia, Belgium, Germany, Mexico, Northern Ireland, South Africa, Spain and the United States have met criteria for depression, anxiety, panic disorder or substance use disorder (Auerbach et al., 2018). Moreover, a systematic review involving studies from the United States, Canada, East Asia, South Asia, Australia and ten European countries identified a 21% prevalence of depression and suicide‐related outcomes in undergraduates (Sheldon et al., 2021).…”

Section: Current Data Trends For Student Mental Healthmentioning

confidence: 99%

Using rich data to inform student mental health practice and policy

Broglia

Bewick

Barkham

2021

Couns and Psychother Res

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The collection and use of rich data on student mental health are necessary to inform practice and policy, and ultimately lead to improved outcomes. Here, rich data refers to the combination of large and representative data sets, as well as detailed accounts of lived experiences and perspectives. We argue that such data are necessary to respond to the diverse and ever‐changing needs of students while building an evidence base for current and emerging services and staff roles. We provide suggestions for moving towards these goals, argue for adopting diverse research methods to yield data‐informed practice and policy, and introduce a special section in Counselling and Psychotherapy Research to reflect this agenda.

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Section: Current Data Trends For Student Mental Healthmentioning

confidence: 99%

Using rich data to inform student mental health practice and policy

Broglia

Bewick

Barkham

2021

Couns and Psychother Res

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“…For instance, healthcare practitioners such as psychiatrists, collaborating with governmental bodies and policy makers, can partake in various health initiatives involving teleconsultations and instructional activities via social media and platforms ( Unützer et al., 2020 ) in providing health services to students to alleviate some of the psychosocial and mental health strain caused by the pandemic. In their review, Sheldon et al. (2021) proposed for the development of such intervention programs targeting factors that can be modified in order to avert students’ mental health deterioration.…”

Section: Discussionmentioning

confidence: 99%

The effects of perceived psychological, educational, and financial impact of COVID-19 pandemic on Greek university students’ satisfaction with life through Mental Health

Kokkinos

Tsouloupas

Voulgaridou

2022

Journal of Affective Disorders

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Background The purpose of this study was to provide an operating mechanism for understanding the effects of COVID-19′s on satisfaction with life, subject to students’ general mental health Methods A sample of 1653 Greek speaking university students (72.4% females, 65.3% undergraduate, M age=26.1) completed an online survey including measures for perceived psychological, academic, and financial impact of the COVID-19 pandemic, general mental health and satisfaction with life. Results A mediation model was tested to illuminate these relationships by considering students’ general mental health as a mediator. Findings demonstrated that there were significant direct effects of perceived COVID-19 impact on participants’ financial status on satisfaction with life and indirect effects of perceived COVID-19 impact on participants’ financial status and academic performance respectively on satisfaction with life through general mental health. Limitations The study's cross-sectional design, self-report data and snowball sampling. Conclusions The findings add to our understanding of the relationship between perceived COVID-19 impact and life satisfaction among university students, and they shed light on the critical role of general mental health in mediating the relationship. Targeting the factors that influence general mental health can help to mitigate potential problems while also finding ways to improve mental health and well-being.

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“…A recent international survey of almost 14,000 college students showed that a substantial proportion of them (around 35%) met the diagnostic criteria of a DSM disorder [ 1 ]. In this line, a recent study found a similar percentage of pooled depression prevalence (around 25%) among university undergraduate students ( n = 13,790), and pointed out the individual (e.g., identifying as female), interpersonal (e.g., poor social support), and systemic (e.g., academic pressures) risk factors that determine their mental health problems [ 2 ]. Furthermore, the COVID-19 pandemic has increased their risk of developing a mental illness even more, as shown in a recent cross-national prevalence study ( n = 1,441,828).…”

Section: Introductionmentioning

confidence: 97%

Feasibility, Effectiveness, and Mechanisms of a Brief Mindfulness- and Compassion-Based Program to Reduce Stress in University Students: A Pilot Randomized Controlled Trial

Martínez-Rubio

Navarrete

Montero-Marín

2021

IJERPH

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The mental health of university students is a public health concern, as psychopathology has significantly risen among this population. Mindfulness-based programs may support their mental health, though more research is needed. We used a two-armed pilot randomized controlled trial to study the feasibility, preliminary effectiveness, and potential mechanisms of a brief 6-week instructor-led mindfulness- and compassion-based program (MCBP for University Life) on perceived stress and psychological distress. Thirty undergraduate psychology students participated (15 in the intervention group, and 15 as wait-list controls). Those in the intervention arm engaged well with the course and formal at-home practice, attending at least five sessions and meditating between 4–6 days per week. Significant improvements in perceived stress, psychological distress, mindfulness skills, decentering, self-compassion, and experiential avoidance were found at the end of the intervention, while the wait-list group remained unchanged. There were significant differences between the two groups in those variables at post-test, favoring the intervention arm with major effects. Reductions in stress were mediated by improvements in mindfulness skills, decentering, and self-compassion; meanwhile reductions in psychological distress were mediated by improvements in decentering. These results suggest that this intervention might be feasible and effective for university students, but more high-quality research is needed.

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Prevalence and risk factors for mental health problems in university undergraduate students: A systematic review with meta-analysis

Cited by 295 publications

References 74 publications

Using rich data to inform student mental health practice and policy

Using rich data to inform student mental health practice and policy

The effects of perceived psychological, educational, and financial impact of COVID-19 pandemic on Greek university students’ satisfaction with life through Mental Health

Feasibility, Effectiveness, and Mechanisms of a Brief Mindfulness- and Compassion-Based Program to Reduce Stress in University Students: A Pilot Randomized Controlled Trial

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