Search

The aim of the current study was to examine secondary school teachers' experiences with and helping behaviour towards students with mental health problems. Data from 176 teachers were analysed. Altogether, 91.5% of participating teachers reported that they already had students with a mental health problem (particularly mood disorders) in their classes. About ¾ of teachers (74.7%) were also willing to help a student with a mental health problem, particularly by listening attentively or by recommending professional help. The self-rated mental health literacy of teachers was significantly and positively associated with help provision and with the assessment that 'asking students about suicidal thoughts' is helpful. In contrast, the perception of not having the necessary experience/training to help or that other people are better suited to help were seen as barriers to providing help. Based on the results, it is concluded that increasing teachers' mental health literacy and the confidence in their ability to help (including asking students about suicidal thoughts) might increase their helping behaviour directed towards students with mental health problems.

Objective: This study involves a cluster randomised controlled trial (cRCT) of the effectiveness of Mental Health First Aid (MHFA) Training for China. Method: A two-arm wait- list cRCT will be conducted in 6 settings: 2 health services, 2 workplaces and 2 community settings in Shanghai. We aim to include a total of 120 participants. The cluster level will be defined as the setting. Intervention settings will be paired according to type and one of each pair will be randomly allocated to the intervention (the MHFA Training for China) or the wait-list control group, with a 1:1 allocation. Participants will be asked to complete questionnaires at baseline (T1) and 1 month (T2) and 7 months after completing the training (T3). Participants in the control group will be asked to complete questionnaires at corresponding times. The primary outcome will be intended support towards someone experiencing a mental health problem or in a mental health crisis. Secondary outcome measures will include recognition of depression in a vignette; beliefs about the helpfulness of interventions; helping actions; confidence in providing mental health first aid; and stigmatising attitudes towards a person with a mental health problem. Results: Findings will demonstrate whether the culturally adapted MHFA Training for China can enhance intended support, knowledge, attitudes and supportive actions towards someone developing a mental health problem or in a mental health crisis. Discussion: Findings could provide evidence for disseminating MHFA Training for China more widely, potentially improving support for people experiencing mental health problems and benefiting their wellbeing. Trial registration: The trial is registered with the International Standard Randomised Controlled Trial Number' (ISRCTN) Registry. Date 18 February 2023, ISRCTN21096283. [ABSTRACT FROM AUTHOR]

This study examines the mental health trajectories of future/current undergraduate university students relative to their age-matched community peers from the ages of 15 to 21. It analysed data from the Household, Income and Labour Dynamics in Australia survey. The sample comprised 442 students and 1292 peers. Mental health was assessed with the five-item Mental Health Inventory from the Short Form 36. The results showed that students generally had better mental health than their peers. This was largely associated with better parental mental health and socio-economic position. However, the models also revealed reductions in the mental health of students relative to their peers at ages prior to major transitions in their student careers. This study contributes to the literature on university student mental health by comparing the mental health trajectories of students with their community peers and by identifying the ages when student mental health programmes may be of most benefit.

Studies of psychological distress (PD) in university students have shown that they have high prevalence rates. These findings have raised concerns that PD may be leading to poorer student outcomes, such as elevated dropout rates. The aim of this study was to examine the association of PD in undergraduate university students with the competing risks of degree dropout or completion. It analysed data from the Household Income and Labour Dynamics in Australia (HILDA) survey. The sample comprised 1265 university students. PD (i.e., probable depression and/or anxiety) was measured with a validated cut-off score of =65 on the 5-item Mental Health Inventory (MHI-5) from the Short Form 36 (SF-36). The study used an accelerated longitudinal design with student year of study as the metric of time and estimated dynamic discrete-time, competing risks survival models. Contrary to expectations, the study found that students with PD had lower odds of degree dropout and higher odds of degree completion than students without PD in year 4 of their degrees. This study contributes to the empirical literature on university student mental health by showing that, while PD can be debilitating and negatively affect students' general educational experience, it is not as harmful to academic progress as might be assumed.