Mental health challenges, treatment experiences, and care needs of post-secondary students: a cross-sectional mixed-methods study.

BACKGROUND: Post-secondary students frequently experience high rates of mental health challenges. However, they present meagre rates of treatment-seeking behaviours. This elevated prevalence of mental health problems, particularly after the COVID-19 pandemic, can lead to distress, poor academic performance, and lower job prospects following the completion of education. To address the needs of this population, it is important to understand students' perceptions of mental health and the barriers preventing or limiting their access to care. METHODS: A broad-scoping online survey was publicly distributed to post-secondary students, collecting demographic, sociocultural, economic, and educational information while assessing various components of mental health. RESULTS: In total, 448 students across post-secondary institutions in Ontario, Canada, responded to the survey. Over a third (n = 170; 38.6%) of respondents reported a formal mental health diagnosis. Depression and generalized anxiety disorder were the most commonly reported diagnoses. Most respondents felt that post-secondary students did not have good mental health (n = 253; 60.5%) and had inadequate coping strategies (n = 261; 62.4%). The most frequently reported barriers to care were financial (n = 214; 50.5%), long wait times (n = 202; 47.6%), insufficient resources (n = 165; 38.9%), time constraints (n = 148; 34.9%), stigma (n = 133; 31.4%), cultural barriers (n = 108; 25.5%), and past negative experiences with mental health care (n = 86; 20.3%). The majority of students felt their post-secondary institution needed to increase awareness (n = 231; 56.5%) and mental health resources (n = 306; 73.2%). Most viewed in-person therapy and online care with a therapist as more helpful than self-guided online care. However, there was uncertainty about the helpfulness and accessibility of different forms of treatment, including online interventions. The qualitative findings highlighted the need for personal strategies, mental health education and awareness, and institutional support and services. CONCLUSIONS: Various barriers to care, perceived lack of resources, and low knowledge of available interventions may contribute to compromised mental health in post-secondary students. The survey findings indicate that upstream approaches such as integrating mental health education for students may address the varying needs of this critical population. Therapist-involved online mental health interventions may be a promising solution to address accessibility issues.

The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities

Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice.

What's on your Mind? Impact of Online Education on Students' Mental Wellness

Due to the pandemic, institutions shifted online and away from in-person classes. Online education implementation and integration require adjustments and pedagogical skills. Overcoming social-distance protocols and ensuring education continues is one side. How students adapt needs more study. Stable internet and devices and hours in front of computers require careful consideration. Using a 4-point Likert scale and a self-made validated questionnaire on factors affecting mental wellness, with a reported internal consistency of 0.73, the present study differentiated mental wellness of respondents in terms of their age and sex through ANOVA, and identified factors affecting mental wellness of 100 online Filipino students, evaluated through percentage, mean, and SD, who participated in this mixed method study, which combined quantitative and qualitative research design. Most disagreed with and viewed online education as more difficult than in-person, which had significant effects on their mental wellness, from losing motivation to work on tasks to feeling less effective in lessons. Some had mental breakdowns, anxiety, and considered dropping out. Online education is a possible solution to continue learning until normalcy returns, but questionable in countries where thousands of households lack a stable internet connection and means to buy online education gadgets. Policymakers must create a positive education landscape considering everyone's welfare while educators are enjoined to innovate. © 2022 by the authors;licensee Asian Online Journal Publishing Group.

Through the Lens of Virtual Students: Challenges and Opportunities

Quarantines and virtual learning became necessary as a result of the COVID-19 pandemic. This study investigates the challenges and opportunities in virtual classes;and how they affect the academic goals. There were 150 secondary students from Junior and Senior High School levels of education in the Philippines, who were deliberately selected;and they participated in the quantitative online survey that used a 62-item self-made 4-point Likert scale questionnaire, with 0.81 reliability coefficients. The data were evaluated by means of the percentage, the mean, and the standard deviation. Sex and secondary education levels were used, in order to compare the students' challenges and opportunities. One-way ANOVA compared the male and female respondents' perceived challenges and opportunities. The results revealed that junior high-school (JHS) girls highlighted academic satisfaction;while school-life balance, and virtual learning helped as challenges and opportunities. The females found school-life balance, communication (F(1,149)=11.098;F(1,149)=8.430, p<0.01), academic fulfilment, self-directedness, and time-management (F(1,149)=4.224;F(1,149)=4.470;F(1,149)=4.030, p<0.05) more difficult than did the males. Senior high school (SHS) students were less satisfied with the virtual teaching (F(1,149)=14.391, p<0.001), technology use (F(1,149)=7.342, p<0.01), and communication (F(1,149)=3.934, p<0.05) than JHS students. Males were more satisfied with school and teachers' assistance (F(1,149)=7.482, p<0.01). Some viewed virtual learning more favourably;and they regard themselves as being adaptive;they think the subject matter and learning tasks are interrelated;and they viewed virtual feedback more positively (F(1,149)=6.438;F(1,149)=5.900;F(1,149)=5.183;F(1,149)=4.470, p<0.05). The JHS students reported subject matter and the virtual learning tasks as being interrelated;and they valued virtual feedback, school and teacher support, and the adaptability to change. Challenges and opportunities may serve as the foundation for establishing a more inclusive policy on virtual learning implementation, with school and stakeholders' cooperation needed to sustain learners' holistic development. © Authors.

A Study on the Relationship between Family Health and Negative Psychology of Primary and Secondary School StudenSs during Epidemic Prevention and Control

To know the current status of family health and negative psychology of primary and secondary school students, and to explore the correlation between them during the prevention and control of COVlD-19. From January 1 5 to 30, in 2022, a total of 1 9 343 urban and rural primary and secondary school students in X city were selected. The short form of the family health scaee, center for epidemiologica survey-depression scaee and student burnout inventory for junior midde school students were used to conduct a cross-sectional survey. The Pearson correlation was used to analyze the relationship between the family health and negative psychology. The family health of primary and secondary school students is at the medium level or above, and more than half of students may/must be depressed. There are significant differences in study burnout n different learning stages and epidemic management in different places of residence. It is recommended that family members and schools staff should give more psychological and social secondary school students to reduce the negative impact of COVID-19 on them. © 2022, Editorial department of Chinese Medical Ethics. All rights reserved.

What happens when post-secondary programmes go virtual for COVID-19? Effects of forced telecommuting on travel demand of post-secondary students during the pandemic.

The outbreak of coronavirus disease 2019 (COVID-19) spreads globally, disrupting every aspect of everyday activities. Countermeasures during the pandemic, such as remote working and learning, proliferated tele-activities worldwide during the COVID -19 pandemic. The prevalence of telecommuting could lead to new activity-travel patterns. It is in the interest of transport demand modellers to capture this developing trend of telecommuting using state-of-art travel demand forecasting techniques. This study develops a modelling framework using activity-based and agent-based microsimulation to forecast activity-travel demand considering telecommuting and the pandemic. For empirical application, the modelling framework investigates changes in travel behaviours in post-secondary students when all major post-secondary institutions in the Greater Toronto Area (GTA), Canada, decided to go virtual during the pandemic. The empirical investigation reveals that enforced telecommuting and the pandemic caused significant mobility drops and shifts in students' trip starting time patterns. While only considering the influence of telecommuting, the empirical exercise reveals noteworthy dynamics between telecommuting and the overall travel demand. Telecommuting could simultaneously reduce the need to commute but also induce discretionary travel. When telecommuting is enforced, students' overall trip rates drop by 14.2%, despite increasing trip rates for all discretionary activities except shopping/market. Moreover, the study demonstrates that it is beneficial to model at-home productive and maintenance episodes when telecommuting is prominent.

The Online Study Practices of Secondary Ashramic Students of WestBengal in Covid Scenario

Objective: The prime focus of the paper is to search out the impact of on-line study practices on students from the secondary ashrams of province throughout the Pandemic. The paper studied the impact in two completely different localities i.e., north and south twenty-four Parganas. Study habits perpetually have a motivating influence on the student's engagement and learning experiences. Therefore, this study can confirm the impact of on-line study practices on students from the secondary ashrams of province in the Covid period. Methodology: The study is Descriptive survey nature wherever stratified sampling techniques adopted for choosing the respondents from the study area of West Bengal. Theentire number of respondents was 201. As a search, instrument investigator used three verydifferent tools- three successful form tools used for assembling responses from the respondents. First form deals with the size of on-line engagement, the second deals with the online learning experience, and finally with the dimension of on-line study practices. The information analyzed with the assistance of descriptive and inferential statistics by using SPSS software system. Result: The findings of the study reveals that there is significant relationship between variables. It is found that both the localities of students does vary significantly in online engagement, online learning experience and online study habit. High positive correlation prevail between online engagement and online learning experience with r = .873. © 2022 University of Stockholm. All rights reserved.

The impact of reading apprenticeship routines on secondary students' comprehension of academic text: A quantitative study

The purpose of this quasi-experimental study was to examine whether students who received instruction from teachers who used the Reading Apprenticeship Framework outperformed students who received instruction from teachers who used a traditional method of instruction on the Classroom Diagnostic Tools (CDT) test. The study was conducted in one suburban, public high school in Pennsylvania where 633 participants were administered the CDT test on two separate dates. Of the 633 students, 326 received instruction using Reading Apprenticeship and 308 received instruction using a traditional method of instruction. The first CDT test was administered at the beginning of the school year. The scores were used to establish the participants' baseline performance, before the two forms of instruction were implemented. The second CDT test was administered at the midpoint of the school year before in-person education was shut down because of the COVID-19 pandemic. To analyze the data, a one-way ANCOVA was used, along with a linear regression, to determine if there were differences in students' CDT test scores based upon the method of instruction. The results showed a statistically significant difference between the students who received instruction using the Reading Apprenticeship Framework and the students who received instruction using a traditional method of instruction. While the findings must be viewed with some caution, the results indicate the Reading Apprenticeship can be a useful approach for improving students' CDT test scores. Additional work is needed to better understand the long-term benefits of the apprenticeship model and whether the findings generalize to classroom-based and more formal state standardized assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Post-secondary Student Mental Health During COVID-19: A Meta-Analysis.

The COVID-19 pandemic has posed notable challenges to post-secondary students, causing concern for their psychological well-being. In the face of school closures, academic disruptions, and constraints on social gatherings, it is crucial to understand the extent to which mental health among post-secondary students has been impacted in order to inform support implementation for this population. The present meta-analysis examines the global prevalence of clinically significant depression and anxiety among post-secondary students during the COVID-19 pandemic. Several moderator analyses were also performed to examine sources of variability in depression and anxiety prevalence rates. A systematic search was conducted across six databases on May 3, 2021, yielding a total of 176 studies (1,732,456 participants) which met inclusion criteria. Random-effects meta-analyses of 126 studies assessing depression symptoms and 144 studies assessing anxiety symptoms were conducted. The pooled prevalence estimates of clinically elevated depressive and anxiety symptoms for post-secondary students during the COVID-19 pandemic was 30.6% (95% CI: 0.274, 0.340) and 28.2% (CI: 0.246, 0.321), respectively. The month of data collection and geographical region were determined to be significant moderators. However, student age, sex, type (i.e., healthcare student vs. non-healthcare student), and level of training (i.e., undergraduate, university or college generally; graduate, medical, post-doctorate, fellow, trainee), were not sources of variability in pooled rates of depression and anxiety symptoms during the pandemic. The current study indicates a call for continued access to mental health services to ensure post-secondary students receive adequate support during and after the COVID-19 pandemic. Systematic Review Registration: PROSPERO website: https://www.crd.york.ac.uk/prospero/, identifier: CRD42021253547.

Using Social Media as a Survey Recruitment Strategy for Post-Secondary Students During the COVID-19 Pandemic.

The COVID-19 pandemic rapidly forced Canadian post-secondary students into remote learning methods, with potential implications on their academic success and health. In recent years, the use of social media to promote research participation and as a strategy for communicating health messages has become increasingly popular. To better understand how the pandemic has impacted this population, we used social media platforms to recruit students to participate in a national bilingual COVID-19 Health Literacy Survey. The purpose of the survey was to assess the health literacy levels and online information-seeking behaviors of post-secondary students in relation to the coronavirus. This paper outlines the social media recruitment strategies used for promoting participation in the survey among Canadian post-secondary students during the pandemic. Facebook, Twitter, and Instagram accounts were created to promote the online survey. The objective of this paper is to examine the use of Instagram, Facebook, and Twitter as survey recruitment strategies tailored to students. Data analytics from these platforms were analyzed using descriptive statistics. We found that the most commonly used platform for survey dissemination was Twitter, with 64800 total impressions recorded over 3 months. The use of social media as a survey recruitment strategy showed promise in the current context of COVID-19 where many students are participating in online learning and for a study population that actively uses these platforms to seek out information.

Exploration of Factors Affecting Post-Secondary Students' Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion.

OVERVIEW: There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels. METHODS: Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants' perspectives. RESULTS: Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students' academic stress. CONCLUSIONS: A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students' needs.

Confined Students: A Visual-Emotional Analysis of Study and Rest Spaces in the Homes.

Confinement was adopted globally as a containment measure to face the COVID pandemic declared by WHO on March 2020. In Spain, the State of Alarm was established for three months. This implied the interruption of educational activities, having a higher incidence for children, since teaching would not be resumed until the following academic year, in September. This, together with the confusing initial information about COVID-19 transmission between children and their families, has made them one of the groups most vulnerable. In this study, a qualitative approach is made to secondary school students (aged 12). They were asked to share their experiences about confinement from the perspective of the home spaces, in relation to two main tasks relevant in this period: the tele-study and their relaxing time and well-being. Using images and narratives with an abstract and emotional description, the response of 46 children was obtained. A sentiment analysis was carried out from their testimonies. Results suggest a greater availability of tele-study spaces with daylighting, mainly in bedrooms, with laptops. For leisure and rest spaces, sofas, beds, and cohabitant gathering were preferred. Written testimonials were mainly positive. Housing features and family cohesion condition their resilience in situations of uncertainty, like confinement.