The role of accommodation environments in student mental health and wellbeing

Worsley, Joanne; Harrison, Paula A.; Corcoran, Rhiannon

doi:10.1186/s12889-021-10602-5

Cited by 18 publications

(14 citation statements)

References 13 publications

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“…Our findings suggest that environment during isolation is a significant contributor to wellbeing, with those isolating with others seeming to fare better. Similarly, Worsley et al found that student accommodation offers the opportunity to cultivate a sense of community, with accommodation-based pastoral staff providing an important source of support for general student wellbeing and mental health concerns [35]. This echoes our finding that for some, isolation fostered a sense of community with others who were also isolating.…”

Section: Discussionsupporting

confidence: 82%

Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study

Knight

Carlisle

O’Connor

et al. 2021

IJERPH

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This qualitative study explored the impact of COVID-19 self-isolation and social restriction measures on university students, through the perspectives of both students and the staff supporting them. The study comprised 11 focus groups (students) and 26 individual interviews (staff) at a higher education institution in England during a period of national lockdown (January–March 2021). Participants were university students (n = 52) with self-isolation experiences and university staff (n = 26) with student-facing support roles. Focus group and interview data were combined and analysed using an inductive thematic approach. Four themes emerged: ‘Adaptation during the pandemic’, ‘Practical, environmental, and emotional challenges of self-isolating’, ‘Social factors and their impact on COVID-19 testing and self-isolation adherence’, and ‘Supporting self-isolation’. Students and staff struggled with the imposed restrictions and shift to online education. Students found it difficult to adapt to new expectations for university life and reported missing out on professional and social experiences. Students and staff noted concerns about the impact of online teaching on educational outcomes. Students endorsed varied emotional responses to self-isolation; some felt unaffected whilst others experienced lowered mood and loneliness. Students were motivated by pro-social attitudes; campaigns targeting these factors may encourage continued engagement in protective behaviours. Staff struggled to manage their increased workloads delivering support for self-isolating students. Universities must consider the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student wellbeing and educational attainment. Greater support should be provided for staff during transitional periods, with ongoing monitoring of workforce stress levels warranted.

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Section: Discussionsupporting

confidence: 82%

Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study

Knight

Carlisle

O’Connor

et al. 2021

IJERPH

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“…For example, there is strong evidence of relationships between mental health problems and financial stress, 30,31 drug and alcohol consumption, 32,33 isolation and loneliness, 34 and sleep disruption 35,36 among students, as well as experiences of adverse events before and during university. 37 Although studies have increasingly explored the link between factors such as accommodation environments, 38,39 and physical activity 40 and student mental health, investigating general and comparative risk, protective and causal factors associated with mental health problems among students remains a high priority.…”

Section: Discussionmentioning

confidence: 99%

Key questions: research priorities for student mental health

et al. 2022

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Background The high prevalence of mental distress among university students is gaining academic, policy and public attention. As the volume of research into student mental health increases, it is important to involve students to ensure that the evidence produced can translate into meaningful improvements. Aims For the first time, we consult UK students about their research priorities on student mental health. Method This priority setting exercise involved current UK university students who were asked to submit three research questions relating to student mental health. Responses were aggregated into themes through content analysis and considered in the context of existing research. Students were involved throughout the project, including inception, design, recruitment, analysis and dissemination. Results UK university students (N = 385) submitted 991 questions, categorised into seven themes: epidemiology, causes and risk factors, academic factors and work–life balance, sense of belonging, intervention and services, mental health literacy and consequences. Across themes, respondents highlighted the importance of understanding the experience of minority groups. Conclusions Students are interested in understanding the causes and consequences of poor mental health at university, across academic and social domains. They would like to improve staff and students’ knowledge about mental health, and have access to evidence-based support. Future research should take a broad lens to evaluate interventions; considering how services are designed and delivered, and investigating institutional and behavioural barriers to accessibility, including how this varies across different groups within the student population.

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“…The final score for the three subscales was obtained by multiplying the sum of the subscale scores by two. The depression levels of respondents are categorized as normal (0-9), mild (10-13), moderate (14)(15)(16)(17)(18)(19)(20), severe (21-27), and extremely severe (≥28); anxiety levels are classified as normal (0-7), mild (8-9), moderate (10-14), severe (15)(16)(17)(18)(19), and extremely severe (≥20); and stress is broken down as normal (0-14), mild (15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25), severe (26-33), and extremely severe (≥34). [14][15][16] Statistical Analysis: All the collected data were analysed using the IBM Statistical Package of Social Sciences (SPSS) version 16.0 software.…”

Section: Study Instrumentmentioning

confidence: 99%

Mental Health of University Students in Northern Malaysia

Maung

Win

2023

Natl J Community Med

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Context/Background: Today, poor mental health is one of the most neglected diseases although it is one of the leading causes of disabilities in both developed and developing countries. This mental health issue becomes a problem among university students too. This study was aimed to determine the prevalence and associated factors of depression, anxiety, and stress (DAS) among university students. Methodology: A cross-sectional study was carried out in a private university of northern Malaysia during 2020. A random sample of 161 students were included and DASS-21 was used to determine the prevalence of DAS. Multiple logistic regression analysis was performed to examine the associated factors. Results: The prevalence of DAS among students were 34.8%, 42.2%, and 33.5%, respectively. In contrast to years 2 and 4, the prevalence of all types of mental disorders were lower in years 1 and 3. The students’ living area, residence, academic year, and parental income were significantly associated with anxiety whereas the age group of the students and parent’s income did so for depression. The variables; age group, academic year and parent’s income were identified as significant determinants for the presence of stress among students. Conclusions: The significant extent of the mental health problems was detected among university students in Malaysia. Despite the small sample, this analysis indicates that opportunities exist to improve campus-based mental health education and psychological support among university students.

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The role of accommodation environments in student mental health and wellbeing

Cited by 18 publications

References 13 publications

Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study

Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study

Key questions: research priorities for student mental health

Mental Health of University Students in Northern Malaysia

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