International Journal of Environmental Research and Public Health

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Dr. Claudia M. Van der Heijde

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Guest Editor

Department of Research, Development and Prevention, Student Health Service, University of Amsterdam, Oude Turfmarkt 151, 1012 GC Amsterdam, The Netherlands
Interests: student health; employability; sustainable careers; lifelong learning; HRM; diversity and life phase issues

Prof. Dr. Guido Van Hal

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Guest Editor

Family Medicine and Population Health, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium
Interests: cancer screening; health behaviour; prevention
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Dear Colleagues,

Mental health problems occur frequently among university students, with depression and anxiety being the most prevalent. University students with mental health problems have more chances of dropping out, in particular, because of poor help-seeking. Studying seems to be stressful, with potential problematic factors being leaving the nest and forming an identity, trying to excel in a highly competitive environment, seeking financial freedom, COVID-19, etc. Different mental health problems, such as ADHD, using alcohol and drugs, eating disorders, loneliness, etc., may impact academic performance negatively. We encourage scholars to submit studies that look into various successful initiatives/methods/programs/interventions that target academic performance through improving the mental health aspects of students. Nowadays, several universities provide students with (e)health interventions on various health- and study-related subjects (i.e., mental health literacy, self-monitoring, and providing various exercises such as mindfulness, time management, and practicing self-compassion). Initiatives come from different therapeutic angles (such as positive psychology, CBT, etc.), and take on different forms (i.e., eHealth, therapeutic groups, and peer projects). Important research questions are also: How do we, on a continuous basis, improve mental health to help students’ academic performance? And: How in this effort do we take into account extra-vulnerable students? What are fruitful preventive efforts? How can students be stimulated to seek help for their mental health problems when needed? How do we keep students informed about several available mental health services?

We, the special Guest Editors, invite scholars to submit articles about the relationship between various mental health initiatives and academic performance.

Dr. Claudia M. Van der Heijde
Prof. Dr. Guido Van Hal
Guest Editors

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Keywords

university students
academic performance
mental health status
drug use
alcohol use
ADHD
study drugs
prevention
(school-based) mental health services
(school-based) mental health programs
(school-based) mental health interventions

Published Papers (2 papers)

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Research

18 pages, 351 KiB

Open AccessArticle

Assessing the Relationship between Physical Health, Mental Health and Students’ Success among Universities in Lebanon: A Cross-Sectional Study

by Samer A. Kharroubi, Nayla Al-Akl, Sarah-Joe Chamate, Tarek Abou Omar and Rouba Ballout

Int. J. Environ. Res. Public Health 2024, 21(5), 597; https://doi.org/10.3390/ijerph21050597 - 5 May 2024

Viewed by 813

Abstract

Background: Achieving high academic success is known to be influenced by many factors including, but not limiting to, physical and mental health. The present study aimed to assess the relationship between physical health, mental health, and university students’ success, and to explore the associations between these factors and their academic achievement. Methods: A cross-sectional, self-administered online survey was used to collect data from college students in three different universities in Lebanon during the Fall 2023 semester. Mental health was evaluated using validated screening tools for depression, anxiety, and stress, specifically the Patient Health Questionnaire (PHQ-9), the General Anxiety Disorder (GAD-7), and Cohen’s Perceived Stress Scale (PSS), respectively. Additionally, general questions regarding physical health and lifestyle factors were incorporated into the questionnaire. Academic achievement was measured using students’ grade point average (GPA). Results: A total of 261 students completed the self-administered online survey. The results revealed that approximately 42% and 36% of students were experiencing moderate to severe symptoms of depression and anxiety, respectively, and 75.1% of students exhibited symptoms of moderate stress. The majority of participants (99.2%) did not report any physical disability. Chi-square analysis revealed a significant association between mental health status (depression, anxiety, and stress) and GPA level (p = 0.03, p = 0.044, p = 0.015, respectively). Multiple logistic regression models identified eight correlates of GPA and highlighted the relationship between physical health and student success. For instance, students who considered themselves moderately active had lower odds of achieving a higher GPA than those who considered themselves active (OR = 0.41, p = 0.045). Conclusions: This is the first investigation into Lebanese university students’ academic success in relation to lifestyle and mental health profiles. The findings indicate that implementing public health programs and interventions targeting mental health and lifestyle behaviors is essential for enhancing student success. Full article

(This article belongs to the Special Issue Optimal Mental Health for Optimal Academic Performance in University Students)

12 pages, 302 KiB

Open AccessArticle

Evaluation of a Pilot Wellness Elective for Master of Public Health Students during the COVID-19 Pandemic

by Blaise Y. O’Malley, Edgard Etoundi-Ngono, Jianjun Hua, Joseph P. Nano and Catherine F. Pipas

Int. J. Environ. Res. Public Health 2024, 21(5), 590; https://doi.org/10.3390/ijerph21050590 - 3 May 2024

Viewed by 793

Abstract

Background: Graduate student wellbeing is a public health issue in the United States. The COVID-19 outbreak exacerbated the mental health burden on graduate students worldwide. Culture of Wellness (PH 104) is a 2-week wellbeing elective course that teaches evidence-based wellbeing strategies for graduate students at a university in the United States. Our study aimed to evaluate the impact of this pilot wellbeing elective on Master of Public Health students’ mental health and wellness during the COVID-19 pandemic. Methods: Participants included 22 Master of Public Health students from the class of 2021 at a university in the United States. We provided a pre-course survey to students that assessed their perception of their own personal wellbeing, their knowledge about various wellbeing strategies, and their confidence in applying 13 wellbeing strategies before taking the course. Post-course students completed the same survey following course completion, as well as a matching evaluation and a five-month follow up survey. Results: Of the 13 strategies taught, students reported significant improvements in their ability to apply 10 strategies. There was a significant increase in self-reported emotional and physical wellbeing, as well as a significant decrease in burnout. Five months post-course, more than three quarters of respondents used strategies taught in the course on a weekly basis or more. Limitations: This pilot study is limited by its small sample size, which may restrict the generalizability of the findings. Conclusions: The PH 104 Culture of Wellness course was effective in improving graduate students’ wellbeing and confidence in applying wellbeing strategies Full article

(This article belongs to the Special Issue Optimal Mental Health for Optimal Academic Performance in University Students)

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