Priorities and directions for future research on student mental health within Scottish Higher Education Institutions: A scoping review protocol

Abstract

Background: While research on student mental health has flourished in recent years, studies within the Scottish context remain limited. It is important that we seek to understand what is currently known about student mental health in Higher Educational Institutions (HEIs) in Scotland given its unique educational and socio-political context and health and social care system to guide and advance future research. To date, a scoping review which maps the available literature has yet to be conducted. Here, we outline the protocol for a scoping review on student mental health in HEIs in Scotland. Methods: This protocol outlines the process of conducting a scoping review of primary research concerning student mental health in HEIs in Scotland. The Joanna Briggs Institute guidance on best practice for conducting a scoping review will be utilised throughout. A systematic search of appropriate databases will be conducted which will allow for a two-step screening process and data charting. Inclusion criteria for this review dictates that eligible studies will: (1) include a population aged 16 years plus, (2) include the term ‘mental health', (3) include data collected within Scotland, (4) be primary research, (4) be published post-2003 and (5) be published in English. Discussion: The findings of the scoping review outlined in this protocol will be used to inform any immediate actions that can be taken to support better student mental health in Scotland as well as guide future research in the area. This review will help build guidance on how to strengthen the evidence base on student mental health in Scotland for students, educational providers, academics and mental health practitioners with the aim of raising awareness and improving research, policy and practice.

The taboo of mental health problems, stigma and fear of disclosure among Asian international students: implications for help-seeking, guidance and support

“…Many of these groups have their own systems of religious belief and practice as well. Further work adopting a larger scale, mixed method, community participatory approach (MacIntyre et al, 2019b(MacIntyre et al, , 2022 exploring differences as well as commonalities among AISs would provide an even deeper understanding of the mental health issues, challenges and opportunities for learning how best to inform mental health policy and support services in HE institutions moving forward and to enhance inter-cultural relations among diverse student populations (Cogan et al, 2023). Giving voice to AISs and recognising their need for support in navigating uncertainty and acculturational challenges as well as complex education and healthcare systems is essential in facilitating a sense of belonging and inclusion within their host HE institutions (Cogan et al, 2021).…”