Towards an evidence‐base for student wellbeing and mental health: Definitions, developmental transitions and data sets

Abstract

Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence-base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence-base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students' lives and learning while at university or college. K E Y W O R D S student mental health, wellbeing, university embedded counselling services, transitions, outcome measures | 357 BARKHAM et Al.

Assessing the Impact of the COVID-19 Pandemic on Student Wellbeing at Universities in the United Kingdom: A Conceptual Analysis

“…This echoes McNaught's (2011) proposition that wellbeing is a deeply personal, existential experience. The term student wellbeing can also be described as a population-level term encompassing positive emotion and the inner capacity for an individual to cope with the challenges of day-to-day life and their academic journey (Barkham et al, 2019). In recent years, the student wellbeing sphere has started to embrace core tenets of the positive psychology approach.…”

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