How effective is a whole-university approach to mental health?
What is the impact of collaboration between universities and the NHS [National Health Service]?
Are non-clinical interventions, e.g. yoga and exercise, beneficial to the student population?
The efficacy of existing services (including counselling, workshops and drop-in services) was raised, including whether these services meet the needs of a diverse student population. Respondents suggested the potential effects of a broad range of specific and sometimes novel interventions, including physical activity, yoga, mindfulness, social activities and events, and sleeping pods on campus. Questions considered cost-efficacy as well as how to increase funding.
Respondents questioned the appropriate balance between preventative work and responsive treatment, and how university support services should be designed to meet needs ranging from well-being through to complex and enduring mental health problems: ‘How can the support for student well-being versus chronic/severe mental illness be differentiated and acknowledged as separate issues?’
Respondents identified a need to clarify where the boundaries of responsibility between the National Health Service (NHS) and university services should lie and how these services should be better integrated, especially with the split between home and term-time addresses: ‘What is the role of universities in treating, preventing, helping with mental health? Where do they fit in with the NHS, charities and family/social structures?’ Questions asked whether there is adequate provision of professional mental health support for students, whether this is suitably accessible and what steps can be taken to improve availability and accessibility.
Respondents queried how academic pressure, including challenging content, high workload and a pressure to succeed, contribute to mental health problems. This pressure also included how academic success affects self-worth and how to overcome feelings of shame or embarrassment when struggling academically. Pressure was raised in relation to postgraduate students, with a focus on the relationship between mental health, performance and output. Respondents asked what steps can be taken to help those studying at university to cope with pressure: ‘How can students’ resilience and coping be increased so they are best equipped to deal with HE [higher education] study?’
Participants questions indicated that methods of assessment at university may affect mental health and asked whether changes to assessment design could reduce negative effects. Respondents were interested in examinations versus coursework, as well as how deadlines affect stress. A few questions considered the accessibility and efficacy of university extenuating circumstances: ‘Are universities able/willing to make the more flexible adjustments needed for students with long-term mental health conditions to engage?’
University teaching, including module organisation and structure, number of contact hours and online versus in-person teaching, were raised as potentially affecting mental health. Teaching style changes between school and university were also flagged as possibly problematic: ‘I feel like a lot of people are struggling with the first year. How can we make the gap between uni and high school smaller?’ These questions were raised by students across academic disciplines. Healthcare students uniquely also questioned how placements affect mental health.
Respondents asked about the challenge of time management and maintaining balance in their lives. Questions considered how to balance academic work with a social life and part-time job, and postulated whether trying to achieve this places strain on relationships and well-being. Although there were comparatively few questions relating to balance, students involved in the analysis requested that this theme be highlighted because of its relevance and importance.
Questions included whether, and in what ways, a culture of increased awareness, education and conversation would affect student mental health: ‘How is the growing awareness of mental health impacting student's mental health?’ Students were concerned about to identify mental health problems in themselves and their peers, and asked for more knowledge about how to respond to and help someone struggling with mental health problems. The importance of providing support to those who are helping friends with mental health problems was also highlighted. Students wanted knowledge of self-help strategies, and questioned how best to manage and cope with their own mental health problems at university: ‘What steps can students take to minimise their risk of adverse mental health issues?’ This theme also included whether students know what support and advice is available at university, and how they can access it, including how comfortable people feel reaching out for support, the role of stigma and shame, and how to encourage help-seeking behaviour.
Academic staff also play a part in creating a culture around mental health, and so respondents were interested in their mental health literacy and suggested providing resources, training programmes or policy implementation to help staff recognise and support students with mental health problems. Some questions considered whether students feel they are treated as individuals or in a more depersonalised and anonymous manner, and what impact this has on student mental health: ‘Would students suffering with poor mental health be able to work better with more consideration from teachers?’
Identifying potential risk and protective factors for poor mental health was highlighted: ‘Which students are most at risk of poor mental health/well-being and why? And most likely to have good mental health and why – protective factors?’ Respondents posed questions about underlying reasons, triggers or drivers for problems, with some assuming that university has a negative impact on mental health: ‘What is causing mental illness at university, and is it a systemic problem?’ Specific possible contributing factors included student finances, living arrangements, drug and alcohol use, unhealthy lifestyles and concerns for future career prospects. Questions about living arrangements considered the impact of living away from home, transitioning between home and term-time addresses, communal versus solitary living and how living in halls of residence affects mental health. Respondents queried how a sense of belonging and academic factors, including the challenge of finding a work–life balance, might contribute to mental health problems. These questions have not been included here because there was sufficient interest to create independent categories.
Respondents wanted to know whether all students feel valued, included and appreciated within their university community, and how to improve this: ‘How can students feel more ‘at home’ and comfortable in their universities?’ Loneliness and isolation were raised, particularly the reasons why students are lonely, how this affects mental health and what can be done to reduce it. Respondents questioned how to make meaningful connections, and why students may feel alone despite being surrounded by people. Respondents considered how student social life affects mental health, including the role of societies and sports groups as well as negative experiences such as peer pressure, elitism and bullying.
Questions considered these problems from the perspective of minority or vulnerable groups, with issues surrounding loneliness being raised specifically for international, mature and commuter students. Respondents queried whether the university environment is inclusive for neurodiverse, minority ethnic, LGBTQ+, working class and disabled students, and how a lack of representation may accentuate loneliness. Victimisation and discrimination, including racism and sexual assault, were identified as potentially contributing to mental health problems at university: ‘How safe do you feel on your campus? Specifically, relevant for minoritized groups, i.e. BAME, LGBTQ, non-neurotypical students, etc. and women’.
Questions falling into this category considered the prevalence of mental health problems among university students, including identifying the most common conditions, how the incidence of these problems is changing in universities and how prevalence differs between students and non-students. Many questions revealed underlying presumptions that student mental health is declining, and that students are more vulnerable to mental health problems than their peers: ‘Why has the prevalence of mental health problems in university students increased?’ They also questioned when mental health problems develop, whether this is before or after coming to university and how the move to university changes peoples’ experiences.
A small number of questions asked about the consequences of mental health problems at university, and particularly the impact on academic achievement and social life. Respondents asked about drop-out rates in relation to mental health, and consequences for career development. Respondents were interested in the prognosis for those who struggle with mental health problems at university, including rates of recovery.
The aim of this co-creation project was to identify the mental health research priorities of university students and enable the student voice to shape the direction of future research. Our study identified seven key areas for future research. Many themes overlapped, reflecting the interconnectedness of different facets of student life. As summarised in Table 2 , we have positioned the students’ priorities in the context of the existing research, which is often small scale and narrowly focused, with limited consideration of racial, ethnic and sexual minorities. The project was undertaken before the COVID-19 pandemic, which has resulted in substantial disruption to students’ lives and rapid changes to university practices, and highlights the long-term challenges facing student mental health. It is important that student priorities are considered as the higher education sector transitions to a post-pandemic world.
Although the data available suggest that short-term embedded counselling at university is clinically effective, 18 evaluation of the efficacy of university mental health services has been minimal. 19 There has been limited evaluation of interventions and services as part of a whole-university approach, 5 , 6 and to our knowledge, no published evaluation of the impact of collaboration between universities and the NHS. Although there has been some consideration of non-clinical interventions such as yoga and exercise, most studies are of poor quality, and it is not possible to rank which interventions work best, where and for whom. 6 Future studies must take a broader lens to evaluate interventions for students, especially how they are designed, delivered and made accessible, and should employ robust evaluation of service efficacy. In line with student priorities, it is vital that future research considers the efficacy of services for the diverse student population.
International research indicates that student workload is a major factor contributing to stress and can result in prolonged study times or drop-out. 20 , 21 However, despite growing research interest in a ‘whole of curriculum approach’, knowledge about how to support student mental health through curricula and pedagogy is lacking. Preliminary evidence from the USA demonstrated that a multidimensional curricula intervention involving reduction in contact time, a change in grading system, collaborative and practical learning initiatives, and an embedded resilience and mindfulness intervention, resulted in significant decreases in depressive and anxiety symptoms among medical students, with corresponding increases in quality of life, group cohesion, student satisfaction and examination scores. 22 This suggests that there is a promising way forward that could be adopted in the UK context across different types of degrees, in keeping with the many student questions on this topic.
Mental health literacy is defined as ‘knowledge and belief about mental disorders which aid their recognition, management or prevention’. 23 Within this, understanding how to look after your own mental health and support peers is fundamental. 24 Preliminary research has demonstrated potential efficacy and acceptability of peer support programmes 25 and programmes to improve student mental health literacy among students. 26 However, further research is needed to evaluate these more thoroughly and compare different approaches. Academics are under increased pressure to support student mental health, but many find it challenging to understand their role and the best response. 27 Research findings around mental health literacy are varied, with some studies identifying knowledge gaps 28 and others noting good levels of literacy among students and staff. 29 Exploring how staff and students can support themselves and others with mental health difficulties is an important priority for future research.
Research has only focused on whether a specific factor, in isolation, is relevant to mental health. 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.
The repeated use of the word ‘loneliness’ within submitted questions was striking. There are strong links between loneliness and mental health problems, 41 and loneliness is particularly associated with the transition from adolescence to adulthood. 42 Loneliness appears to be accentuated by the significant upheaval in social networks that occurs when young adults leave the family home. 43 Research focusing on loneliness and student and postgraduate mental health is developing, 34 , 44 but studies to establish how student friendship groups form, how and why students experience loneliness at university and how student loneliness can be prevented should continue, particularly with student input. The COVID-19 pandemic caused further disruption to students’ social networks, with public concern for students missing the university experience. 45 , 46 It will be important for research exploring the impact of COVID-19 to recognise that challenges around sense of belonging on the university campus predate the pandemic.
A sense of belonging is unique to the individual. As recognised by the students in our study, it is vital for issue of belonging and loneliness to be investigated among minority groups. Although there is a substantive body of research on attainment gaps for students from minority ethnic backgrounds in UK higher education, 47 there are evidence gaps related to how structural exclusion affects mental health. 48
Existing evidence suggests 20–40% of university students are likely to meet criteria for mental health problems, and prevalence rates have been increasing over recent years. 2 , 3 Analysis of large population data-sets provides conflicting evidence about the relative prevalence of mental health problems between university students and peers not in higher education. 2 , 49 With notable exceptions, 50 , 51 there has been limited work within the UK identifying how mental health problems might vary across years of study, academic disciplines and universities, although this has been explored extensively within the USA. 21 Current data around the prevalence of mental health problems for minority student groups also remains limited.
In line with student priorities, future research must provide more precise estimates of the prevalence of student mental health problems, and identify how these vary across the student population. This will have important implications for service planning and provision. Given many students have pre-existing beliefs regarding prevalence and trends of mental health problems at university, clear communication of existing data and future findings is imperative.
In keeping with students’ concerns, research suggests mental health does affect educational achievement at university. 52 – 54 However longitudinal studies assessing long-term consequences across a wider breadth of domains, including social life and future career development, are lacking.
Student involvement in every stage of the study increased the likelihood that the project would be responsive to students’ needs and research priorities. Our sample was broadly representative of the student population, although it overrepresented women, underrepresented undergraduate students and overrepresented students studying sciences, primarily because of a large representation of students studying medicine and dentistry, biological sciences (including psychology) and computer science (see Table 1 ). Given the widespread underrepresentation of men in research into student mental health, it will remain important for future research to develop specific strategies to consult and engage male students in research design. As a self-selective sample, it is important to recognise that the voices of students who care passionately about student mental health are likely to have been overrepresented in this project.
In conclusion, this project identifies seven key priorities for future research into student mental health from the perspective of UK university students. Students’ questions are mostly unmet in the existing literature, with less research into the mental health of racial, ethnic and sexual minority student communities. Research is needed in each of these seven areas, and Table 2 highlights key questions to be answered. However, three areas stand out as particularly important. ‘Interventions and services’ was the largest category of questions. This is also an area where there are research gaps. We do not need more research evaluating whether one-to-one clinical interventions are effective. Rather, research needs to assess the whole-university approach, understand the range of needs across a diverse student population and consider the broad student experience of services, from initial help-seeking through identifying appropriate support, triaging, waiting lists and using the service. In contrast to the attention students have given to academic factors, the research in this area is sparce. We need robust, large-scale evaluations of the impact of curricula and pedagogy on student mental health. Finally, there is a stark gap between student interest and research exploring sense of belonging. Future research must address the university social experience, to enhance our understanding of how this relates to student mental health and how it might be leveraged to improve mental health.
Our results have important implications for future funding to ensure research produces knowledge that is useful, relevant and meaningful to diverse student populations, as well as ensuring that knowledge can be translated into positive and practical changes within the higher education sector.
Acknowledgements.
The research was supported by the project steering group and the SMaRteN student team, including Oskar Kaleta, Aleks Saunders, Connor Gayle, Kwan Lui Cheng, Joshua Melwani, Eadie Simons, Sania Deshpande, Lesley Turner, Elizabeth James, Isabel De Castro, Megan Lawrence, Kirellos Miseih, Paulina Pawlak, Samuel Chu, Andrea Prisecaru, Keerthi Ramesh, Wangjingyi Liao, Reihannah Mahmoud, Emily Wielezynski, Chloe Casey, Nuvera Mukaty, Anusha Ramji, Oliver Anderson, Anna Ambwene, Ka Wai Li, Elizabeta Farys and Kristyana Taneva.
K.S. contributed to data analysis and interpretation, including checking, naming and describing categories from students’ questions, and contributed to the write-up and editing of the final paper. M.P. contributed to the design/procedure as a student in the steering group, by recruiting students to submit key questions, through analysing/thematising submitted questions and in editing the manuscript. A.L.D. contributed to the initial design of the priority setting exercise, supported student recruitment and made critical revisions to several drafts of the manuscript. E.B. advised in her role on the SMaRteN leadership team and contributed to the preparation of this manuscript. T.W. contributed to the design of the priority setting exercise, advised on the analysis and contributed to the writing up of the manuscript. D.R. helped to develop and support the priority setting exercise, helped with analysis and suggested comments on the final paper. K.T. contributed to the conceptualisation and development of study materials, project administration and writing (reviewing and editing) of the manuscript. M.O.V. contributed as a steering group member for the research, reviewing initial responses and providing feedback on themes. N.C.B. is Principal Investigator, and therefore took the lead on designing and implementing the priority setting exercise, analysing data and writing the manuscript. All authors had access to the data, and K.S., M.P., D.R. and N.C.B. in particular can verify the underlying data. All authors approved the final manuscript.
This project was funded by the Economic and Social Research Council (grant number ES/S00324X/1) awarded to N.C.B., A.L.D., E.B., T.W. and D.R. The funder had no involvement in the design, implementation or dissemination of this study.
Relaxation techniques for stress relief.
Stress relief guide, social support for stress relief, 12 ways to reduce stress with music, surviving tough times by building resilience.
Are you or someone you know in crisis?
Eustress vs. distress, how stress can make you sick, signs and symptoms of chronic stress, causes of stress.
Improving your ability to handle stress, stress symptoms, signs, and causes.
Chronic stress can take a heavy toll on your mind, body, and behavior. But by identifying the stressors in your life, and distinguishing eustress from distress, you can reduce its harmful effects.
Stress is your body’s way of responding to any kind of demand or threat. When you sense danger—whether it’s real or imagined—the body’s defenses kick into high gear in a rapid, automatic process known as the “fight-or-flight” reaction or the “stress response.”
The stress response is the body’s way of protecting you. When working properly, it helps you stay focused, energetic, and alert. In emergency situations, stress can save your life—giving you extra strength to defend yourself, for example, or spurring you to slam on the brakes to avoid a car accident.
Stress can have other positive aspects, sometimes referred to as “eustress.” For example, it can help you rise to meet challenges such as keeping you on your toes during a presentation at work, sharpening your concentration when you’re attempting a game-winning free throw, or driving you to study for an exam when you’d rather be watching TV.
But while not all stress is bad for you, beyond a certain point, it stops being helpful and starts to cause major damage. Stress that feels overwhelming can have a negative impact on your health, mood, productivity, relationships, and your quality of life.
If you frequently find yourself feeling frazzled and overwhelmed, it’s time to take action to bring your nervous system back into balance. You can protect yourself—and improve how you think and feel—by learning how to recognize the signs and symptoms of chronic stress and taking steps to reduce its harmful effects.
When you feel threatened or in danger, your body’s stress or “fight or flight” response is automatically triggered. Your nervous system releases a flood of stress hormones, including adrenaline and cortisol, which rouse the body for emergency action.
Your heart pounds faster, muscles tighten, blood pressure rises, breath quickens, and your senses become sharper. These physical changes increase your strength and stamina, speed up your reaction time, and enhance your focus—preparing you to either fight or flee from the danger at hand.
Psychologist Connie Lillas uses a driving analogy to describe the three most common ways people respond when they’re overwhelmed by stress:
Foot on the gas . An angry, agitated, or “fight” stress response. You’re heated, keyed up, overly emotional, and unable to sit still.
Foot on the brake . A withdrawn, depressed, or “flight” stress response. You shut down, pull away, space out, and show very little energy or emotion.
Foot on both . A tense or “freeze” stress response. You become frozen under pressure and can’t do anything. You look paralyzed, but under the surface you’re extremely agitated.
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It can be helpful to think of stress as being on a spectrum. At one end, you have “eustress” or positive stress, the manageable levels of stress that can motivate you to meet challenges at work, school, or in your personal life. While eustress may take you out of your comfort zone, it can help you to meet the challenge of a job interview or first date, for example, or complete a project at school or work that means stretching yourself and learning new skills.
At the other end of the spectrum, you have “distress,” the stress that makes you feel overwhelmed. This negative stress can damage your mood and outlook, disrupt your sleep, and trigger health issues such as depression and anxiety. Distress occurs when you feel you’re under more stress than you can handle, whether it’s from feeling too busy at work, not having enough money, or suffering an illness or bereavement.
Your individual perception of stress can also affect whether you experience positive eustress or negative distress in a situation. For example, if an impending work deadline leaves you feeling worried, exhausted, and overwhelmed by, you’ll likely experience distress. On the other hand, if you the same impending deadline makes you feel excited about the positive affect it could have on your career, then stress you experience is more likely to be eustress, motivating and helpful.
Similarly, something that’s stressful for one person may not faze someone else; they may even enjoy it. While some of us are terrified of getting up in front of people to speak, for example, others live for the spotlight. And while you may enjoy helping to care for your elderly parents, your siblings may find the demands of caretaking overwhelming and stressful.
Your nervous system isn’t very good at distinguishing between emotional and physical threats. If you’re super stressed over an argument with a friend, a work deadline, or a mountain of bills, your body can react just as strongly as if you’re facing a true life-or-death situation. And the more your emergency stress system is activated, the easier it becomes to trigger, making it harder to shut off.
If you tend to get stressed out frequently, like many of us in today’s demanding world, your body may exist in a heightened state of stress most of the time. And that can lead to serious health problems. Chronic stress disrupts nearly every system in your body. It can suppress your immune system, upset your digestive and reproductive systems, increase the risk of heart attack and stroke, and speed up the aging process. It can even rewire the brain, leaving you more vulnerable to anxiety, depression, and other mental health problems.
When you’re stressed out, the hormones produced by your body in a stressful situation can trigger a variety of physical and emotional responses.
But many symptoms of stress can be less immediately noticeable. That’s because the most dangerous thing about stress is how easily it can creep up on you. In fact, many of us simply get used to it. After a while, feeling constantly stressed can start to feel familiar, even normal. You don’t notice how much it’s affecting you, even as it takes a heavy toll on your health and well-being.
That’s why it’s important to be aware of the common symptoms of excessive stress. These include:
Stress and anxiety are closely connected. They share many similar symptoms, such as muscle tension, moodiness, and sleep, concentration, and digestive problems. In fact, overwhelming stress can even lead to anxiety and panic attacks.
However, stress is often caused by a specific trigger or “stressor,” such as work pressure, a break-up, or financial problems. Once the circumstances change, the stress usually starts to ease up.
An anxiety disorder, on the other hand, doesn’t necessarily have a specific trigger and the feelings of unease often remain even when the circumstances have changed and the stressor is resolved.
Read: Anxiety Disorders and Anxiety Attacks .
The situations and pressures that cause stress are known as stressors. We usually think of stressors as being negative, such as an exhausting work schedule or a rocky relationship. However, anything that puts high demands on you can be stressful. This includes positive events such as getting married, buying a house, going to college, or receiving a promotion.
Of course, not all stress is caused by external factors. Stress can also be internal or self-generated, when you worry excessively about something that may or may not happen, or have irrational, pessimistic thoughts about life.
Finally, what causes stress depends, at least in part, on your perception of it. Something that’s stressful to you may not faze someone else; they may even enjoy it. While some of us are terrified of getting up in front of people to perform or speak, for example, others live for the spotlight. Where one person thrives under pressure and performs best in the face of a tight deadline, another will shut down when work demands escalate. And while you may enjoy helping to care for your elderly parents, your siblings may find the demands of caretaking overwhelming and stressful.
Common external causes of stress include:
Common internal causes of stress include:
According to the widely validated Holmes and Rahe Stress Scale, these are the top ten stressful life events for adults that can contribute to illness:
Whatever event or situation is stressing you out, there are ways of coping with the problem and regaining your balance. Some of life’s most common sources of stress include:
While some workplace stress is normal, excessive stress can interfere with your productivity and performance, impact your physical and emotional health, and affect your relationships and home life. It can even determine the difference between success and failure on the job. Whatever your ambitions or work demands, there are steps you can take to protect yourself from the damaging effects of stress, improve your job satisfaction, and bolster your well-being in and out of the workplace.
Losing a job is one of life’s most stressful experiences. It’s normal to feel angry, hurt, or depressed, grieve for all that you’ve lost, or feel anxious about what the future holds. Job loss and unemployment involves a lot of change all at once, which can rock your sense of purpose and self-esteem. While the stress can seem overwhelming, there are many steps you can take to come out of this difficult period stronger, more resilient, and with a renewed sense of purpose.
Many of us, from all over the world and from all walks of life, are having to deal with financial stress and uncertainty at this difficult time. Whether your problems stem from a loss of work, escalating debt, unexpected expenses, or a combination of factors, financial worry is one of the most common stressors in modern life. But there are ways to get through these tough economic times, ease stress and anxiety, and regain control of your finances.
No matter how much you’ve been looking forward to it, retiring from work can bring stress as well as benefits. Escaping the daily grind and a long commute can seem like a great relief at first. But after a few months you may miss the sense of identity, meaning, and purpose that came with work, the structure it gave your days, and the social aspect of having co-workers. To help you through the stress of retirement , there are healthy ways to make adjustments and deal with this major life change.
The demands of caregiving can be overwhelming, especially if you feel that you’re in over your head or have little control over the situation. If the stress of caregiving is left unchecked, it can take a toll on your health, relationships, and state of mind — eventually leading to burnout. However, there are plenty of things you can do to rein in the stress of caregiving and regain a sense of balance, joy, and hope in your life.
Coping with the loss of someone or something you love is one of life’s biggest stressors. Often, the pain and stress of loss can feel overwhelming . You may experience all kinds of difficult and unexpected emotions, from shock or anger to disbelief, guilt, and profound sadness. While there is no right or wrong way to grieve, there are healthy ways to cope with the pain that, in time, can ease your sadness and help you come to terms with your loss, find new meaning, and move on with your life.
Because of the widespread damage stress can cause, it’s important to know your own limit. But just how much stress is “too much” differs from person to person. Some people seem to be able to roll with life’s punches, while others tend to crumble in the face of small obstacles or frustrations. Some people even thrive on the excitement of a high-stress lifestyle.
Factors that influence your stress tolerance level include:
Your support network . A strong network of supportive friends and family members is an enormous buffer against stress. When you have people you can count on, life’s pressures don’t seem as overwhelming. On the flip side, the lonelier and more isolated you are, the greater your risk of succumbing to stress.
Your sense of control . If you have confidence in yourself and your ability to influence events and persevere through challenges, it’s easier to take stress in stride. On the other hand, if you believe that you have little control over your life—that you’re at the mercy of your environment and circumstances—stress is more likely to knock you off course.
Your attitude and outlook . The way you look at life and its inevitable challenges makes a huge difference in your ability to handle stress. If you’re generally hopeful and optimistic, you’ll be less vulnerable. Stress-hardy people tend to embrace challenges, have a stronger sense of humor, believe in a higher purpose, and accept change as an inevitable part of life.
Your ability to deal with your emotions . If you don’t know how to calm and soothe yourself when you’re feeling sad, angry, or troubled, you’re more likely to become stressed and agitated. Having the ability to identify and deal appropriately with your emotions can increase your tolerance to stress and help you bounce back from adversity.
Your knowledge and preparation . The more you know about a stressful situation, including how long it will last and what to expect, the easier it is to cope. For example, if you go into surgery with a realistic picture of what to expect post-op, a painful recovery will be less stressful than if you were expecting to bounce back immediately.
Ask yourself which of these statements apply to you:
Each “yes” answer represents an important stress coping skill. Each “no” represents an area to work on to better deal with stress and become more resilient.
Improving how well you handle stress means building your resilience. The more resilient you are, the better you’re able to not just tolerate stress, but also cope with uncertainty and adversity, and rebound from setbacks in life.
Resilience isn’t a quality that you’re either born with or not. Rather, it’s something that you can learn to build over time.
Building resilience can help you to:
[Read: Surviving Tough Times by Building Resilience]
Get moving . Upping your activity level is one tactic you can employ right now to help relieve stress and start to feel better. Regular exercise can lift your mood and serve as a distraction from worries, allowing you to break out of the cycle of negative thoughts that feed stress. Rhythmic exercises such as walking, running, swimming, and dancing are particularly effective, especially if you exercise mindfully (focusing your attention on the physical sensations you experience as you move).
Connect to others . The simple act of talking face-to-face with another human can trigger hormones that relieve stress when you’re feeling agitated or insecure. Even just a brief exchange of kind words or a friendly look from another human being can help calm and soothe your nervous system. So, spend time with people who improve your mood and don’t let your responsibilities keep you from having a social life. If you don’t have any close relationships, or your relationships are the source of your stress, make it a priority to build stronger and more satisfying connections .
Engage your senses . Another fast way to relieve stress is by engaging one or more of your senses —sight, sound, taste, smell, touch, or movement. The key is to find the sensory input that works for you. Does listening to an uplifting song make you feel calm? Or smelling ground coffee? Or maybe petting an animal works quickly to make you feel centered? Everyone responds to sensory input a little differently, so experiment to find what works best for you.
Learn to relax . You can’t completely eliminate stress from your life, but you can control how much it affects you. Relaxation techniques such as yoga, meditation, and deep breathing activate the body’s relaxation response, a state of restfulness that is the polar opposite of the stress response. When practiced regularly, these activities can reduce your everyday stress levels and boost feelings of joy and serenity. They also increase your ability to stay calm and collected under pressure.
Eat a healthy diet . The food you eat can improve or worsen your mood and affect your ability to cope with life’s stressors. Eating a diet full of processed and convenience food, refined carbohydrates, and sugary snacks can worsen symptoms of stress, while a diet rich in fresh fruit and vegetables, high-quality protein, and omega-3 fatty acids, can help you better cope with life’s ups and downs.
Get your rest . Feeling tired can increase stress by causing you to think irrationally. At the same time, chronic stress can disrupt your sleep. Whether you’re having trouble falling asleep or staying asleep at night, there are plenty of ways to improve your sleep so you feel less stressed and more productive and emotionally balanced.
[Read: Stress Management]
How stress management helps fight disease
The power of the relaxation response to reduce stress and boost mood
Techniques for dealing with overwhelming stress
Tips and prompts to journal
Quick tips for when you’re short on time
Using close relationships to manage stress and improve well-being
Fill your life with music that reduces daily stress
Tips for overcoming adversity
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A new analysis from the Trevor Project found connections between students who reported their institution had policies that didn’t support LGBTQ+ students and poor mental health as well as negative experiences at their school.
By Ashley Mowreader
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Young people in the LGBTQ+ community who attend schools with anti-LGBTQ+ practices are more likely to attend class less frequently or report mental health concerns.
Anderson Arboleda/iStock/Getty Images Plus
Anti-LGBTQ+ school policies, in addition to harming students’ feelings of belonging at their institution, may also have consequences for students’ mental health, according to new research from the Trevor Project.
Using survey data, researchers found LGBTQ+ students who reported experiencing anti-LGBTQ+ practices or policies were more likely to report feeling anxious, depressed or suicidal, compared to their peers who did not experience anti-LGBTQ+ practices at their institution.
The findings point to a need for continued support for LGBTQ+ students in schools and how inclusive policies support mental health and well-being.
Methodology: The report draws on data from the Trevor Project’s 2024 U.S. National Survey of the Mental Health of LGBTQ+ Young People , which included 18,663 young people between the ages of 13 and 24.
Around 78 percent of respondents were enrolled in school at the time of the survey administration in fall 2023.
To identify if students’ schools had anti-LGBTQ+ policies, students were asked if they had experienced any of the following from list of policies or practices, which included those that prevented someone “from using your chosen name and pronouns,” “disciplined for public affection that is not disciplined if it does not involve LGBTQ students” or “prevented from discussing or writing about LGBTQ topics in extracurricular activities.” Students who responded yes to at least one practice were included.
State of play: Just under 30 percent of young people said they were enrolled at a school with at least one anti-LGBTQ+ policy. Among respondents ages 18 to 24, 16 percent said they were at an institution with at least one anti-LGBTQ+ policy.
Transgender and nonbinary youth were more likely to say their institution had at least one anti-LGBTQ+ policy compared to those who are cisgender, which could point to a higher awareness of the barriers present for these students or policies that target these learners, according to the report.
Students enrolled at institutions that have at least one anti-LGBTQ+ policy were more likely to say they were attending school “sometimes” (44 percent), compared to their peers who reported attending a school with no anti-LGBTQ+ policies (38 percent), showing a correlation between anti-LGBTQ+ policies and attendance. Previous research found that LGBTQ+ learners with a high rate of anti-LGBTQ+ victimization report higher rates of truancy, compared to their LGBTQ+ peers who do not.
“Our finding may reflect the impact of anti-LGBTQ+ policies, with LGBTQ+ students having fewer protections against victimization, feeling less comfortable at school, and attending less often, or experiencing higher rates of discipline from school administration due to their LGBTQ+ identity,” the report authors wrote.
Students’ perception of anti-LGBTQ+ policies at their college or university varied by their institution type. Half of students in a dual- or concurrent-enrollment program said their institution had at least one anti-LGBTQ+ policy, too, but whether students were referring to their high school, the college or both is unclear.
Thirty percent of students enrolled in community colleges said their institution had at least one anti-LGBTQ+ policy, and 47 percent of students at technical school said their institution had at least one anti-LGBTQ+ policy. Among four-year and graduate school students, one-quarter said their institution had such a policy.
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Across all young people, those at religiously affiliated institutions were more likely to report anti-LGBTQ+ practices (64 percent).
So what? LGBTQ+ students enrolled at schools with these kinds of practices were more likely to say they experienced verbal harassment due to their identity, physical attacks, unwanted sexual contact, discipline for fighting back against bullies or they left school entirely due to anti-LGBTQ+ mistreatment, compared to their peers who did not report anti-LGBTQ+ policies.
Campus infrastructure was also less likely to be inclusive to LGBTQ+ students if students reported anti-LGBTQ practices. Compared to their peers, students were less likely to have access to a Gay-Straight Alliance (49 percent versus 68 percent) or gender-neutral bathrooms (30 percent versus 48 percent).
Attending a school with anti-LGBTQ+ policies was associated with worse mental health and higher suicide risk among LGBTQ+ young people, as well. Those attending schools with noninclusive policies had higher rates of anxiety, recent depression, seriously considering suicide in the past year or attempting suicide in the past year. Poor mental health responses also grew with the number of anti-LGBTQ+ policies students said were present at their schools.
Students who attended schools with more reported anti-LGBTQ+ policies were more likely to demonstrate symptoms of poor mental health.
The Trevor Project
Report authors suggest these findings have implications for people who work with young people to advocate for LGBTQ+ students in their educational settings. “LGBTQ+ students deserve the right to feel safe in school, to openly discuss their LGBTQ+ identity with peers and adults without fear of being outed to potentially unsupportive families, and to see themselves reflected in school curricula,” they wrote.
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found mental health concerns can cause a student to have difficulty in school. with poor academic performance, even chronic absenteeism, and disciplinary. concerns. Weist (2005) notes that in the prior two decades, "school mental health. programs have increased due to the recognition of the crisis in children's mental.
This manuscript summarizes areas of school mental health (SMH) research relevant to the interplay between students' academic and social-emotional outcomes.
COVID-19 and Student Mental Health. Empirical studies reported a high prevalence of college mental health issues during the early phase of COVID-19 around the world (Cao et al., 2020; Chang et al., 2020; Liu et al., 2020, Rajkumar, 2020; Saddik et al., 2020).In the U.S. a few, but a growing number of empirical surveys and studies were conducted to assess college students' mental health ...
Abstract. The purpose of this study is to map the literature on mental health and well-being of university students using metadata extracted from 5,561 journal articles indexed in the Web of Science database for the period 1975-2020. More specifically, this study uses bibliometric procedures to describe and visually represent the available ...
This qualitative study explores the lived experience of mental distress within college. student identity. The purposes of this study is to: (1) address a gap in extant literature on mental. health as an aspect of college identity from students' own voice, (2) add to literature that.
American Student report, which published in fall 2022. That report outlined the contours of the crisis American students faced during the pandemic and offered a path to recovery for all students—which must include building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again.
Introduction. Mental health issues are the leading impediment to academic success. Mental illness can affect students' motivation, concentration, and social interactions—crucial factors for students to succeed in higher education [].The 2019 Annual Report of the Center for Collegiate Mental Health [] reported that anxiety continues to be the most common problem (62.7% of 82,685 respondents ...
Baltimore, Maryland July 2017 Abstract. ent demands f. r mental health services in institutions of higher education have growndr. matically. College students are at higher risk of developi. g mental illnesses such as. epression, anxiety disorders, and alcohol and drug abuse. A stude. t's psychologic.
Introduction. A report from World Health Organization (WHO) reveals that in the world, one in every four individuals will suffer from mental health problems at some point in their lives and that 450 million people worldwide have a mental health problem (WHO, Citation 2001).In 2015, the global prevalence of common mental illnesses such as depression and anxiety disorders are estimated at 5.5% ...
ObjectiveTo identify the prevalence of anxiety, depression, and suicidal ideation that would place university students at risk for mental health disorders.To explore the source of stressors and possible interventions that may benefit student mental health in a university setting. Participants: University students (n = 483) who had been learning remotely due to the COVID-19 pandemic.
Poor mental health of students in further and higher education is an increasing concern for public health and policy [1,2,3,4].A 2020 Insight Network survey of students from 10 universities suggests that "1 in 5 students has a current mental health diagnosis" and that "almost half have experienced a serious psychological issue for which they felt they needed professional help"—an ...
mental health problems the risk of increased childhood behaviors was higher if the mother had mental health problems compared to only the father having mental health problems. Further research is needed to know if the mother's mental health has more of an impact because it has effects on the developing fetus.
implications for practice and future research. Keywords: college students, mental health, stigma, help-seeking behavior . iv ... Student mental health is an increasingly important issue in higher education as college students present on campuses with more serious issues and needs for services (Gallagher, 2012; ...
Here are a few ideas to get you started. The impact of genetics on the susceptibility to depression. Efficacy of antidepressants vs. cognitive behavioural therapy. The role of gut microbiota in mood regulation. Cultural variations in the experience and diagnosis of bipolar disorder.
Likewise, research from Deepa and Priya (2020), social media has an impact on students' mental health problems, especially depression and anxiety. Researchers have also conducted research on final ...
As a mental health student looking to get good grades, it is essential to develop new ideas and experiment on existing mental health theories - i.e., to add value and interest in the topic of your research. Mental health is vast and interrelated to so many other academic disciplines like civil engineering, construction, project management ...
The number of students seeking help at campus counseling centers increased almost 40% between 2009 and 2015 and continued to rise until the pandemic began, according to data from Penn State University's Center for Collegiate Mental Health (CCMH), a research-practice network of more than 700 college and university counseling centers (CCMH Annual Report, 2015).
Abstract. Mental Health has been one of the topics which is being neglected and given less focus since the past days. In this 21 st century where there is so many educated groups of people around ...
Here are 15 research topics for studying mental health in this demographic: The impact of academic stress on college students' mental health. Exploring the relationship between sleep patterns and mental well-being among college students. Analyzing the effectiveness of campus mental health services.
Conduct disorder among children. Role of therapy in behavioural disorders. Eating and drinking habits and mental health. Addictive behaviour patterns for teenagers in high school. Discuss mental implications of gambling and sex addiction. Impact of maladaptive behaviours on the society. Extreme mood changes.
Of the resilient students, 83.9% perceived their health as good. Our assessment tool can reliably distinguish between students who are in reasonably good mental health or can be considered resilient, and those who are at increased risk and need further attention and targeted support during their studies.
The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number 91990021A0020.
Other educators highlighted the critical importance of being able to connect students to mental health resources in the community, including higher levels of care when necessary.We were grateful to have the opportunity to learn from school and district staff, as these individuals have important perspectives about youth mental health needs and ...
Supporting student mental health and well-being has become a priority for schools. This was the case even prior to the increased signs of child and youth mental health adversity in and after the ...
Campus leaders at Ohio State University are using state funding to bolster resources and services for graduate and professional students on campus and remotely. As student mental health needs have grown, more institutional leaders are investing dollars into supporting preventative and interventional measures to aid in student well-being. Ohio's House Bill 33 allocated $2.5 million to Ohio ...
College students want their professors to have formal policies on mental health days. Here are some examples of syllabus language faculty members can use. A 2024 Student Voice survey by Inside Higher Ed, conducted by Generation Lab, found one in five students believes if institutions encourage faculty members to build student mental health day policies into their syllabi, it would be helpful ...
Research has only focused on whether a specific factor, in isolation, is relevant to mental health. 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 ...
It can suppress your immune system, upset your digestive and reproductive systems, increase the risk of heart attack and stroke, and speed up the aging process. It can even rewire the brain, leaving you more vulnerable to anxiety, depression, and other mental health problems. Health problems caused or exacerbated by stress include:
Methodology: The report draws on data from the Trevor Project's 2024 U.S. National Survey of the Mental Health of LGBTQ+ Young People, which included 18,663 young people between the ages of 13 and 24. Around 78 percent of respondents were enrolled in school at the time of the survey administration in fall 2023. To identify if students' schools had anti-LGBTQ+ policies, students were asked ...
Resources for Current Students; Resources for Admitted Students; Our Commitment to Diversity; Ph.D. in Counseling Psychology; Ph.D. Program Outcome and Disclosure; Master of Science in Clinical Mental Health Counseling; Online Master of Science in Clinical Mental Health Counseling; Master of Arts in School Counseling; Master's Degrees Program ...