1,008,840 results on '"Mental health"'
Search Results
2. 'US': Primary Prevention, Para-Counseling, Research Project.
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Rogue Valley Council on Aging, Medford, OR. and Lynch, Mallory B.
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This report provides both a focal (part) and a subsidiary (whole) description of the process and results of a primary prevention, paracounseling, research project, funded for two years by the National Institute on Drug Abuse to create and research a "model" program which could be used nation-wide to help prevent drug abuse. Adolescents, young adults, and senior citizens were selected and trained for a period of 200 hours. Training combined didactics and experiential learning and emphasized high synergy; positive, healthy self-development, and project development as the most important training outcome. After training, the youth and senior paracounselors were paired with one or two fifth and sixth grade children who had volunteered to join the program. Most of these children had demonstrated problem behavior in school and home. Through one-to-one and group sharing, the use of complementary alternatives such as crafts and sports, and emphasis on mental health and development of positive potential, a program uniting all ages (generations) was created. As a result, significant increases were noted in the children's self-concept, positive behavior at home and school, in teacher and parent sentiment toward the children, positive attitude of the child toward family; as well as in many factors measured by the children's personality questionnaire such as intellignece, enthusiasm, conscientiousness, self-reliance, confidence, extroversion, and factors predicting better academic performance. (Author)
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- 2024
3. Supporting Innovative, Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education's Institute of Education Sciences (IES)
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Emily J. Doolittle and Jacquelyn A. Buckley
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The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]
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- 2024
4. The Importance of Mental Health in Schools: Psychopedagogical Approaches for Student Well-Being = A Importância da Saúde Mental nas Escolas: Abordagens Psicopedagógicas para o Bem-Estar dos Estudantes
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Alexandre Domingos dos Santos
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Mental health is an essential component for students' overall development and for creating a healthy and productive school environment. This paper reviews the literature on mental health in schools, highlighting the importance of psychopedagogical interventions. Key risk and protective factors are discussed, along with intervention strategies that can be implemented in the school context. It is concluded that an integrated approach, involving collaboration among educators, psychopedagogues, families, and the community, is fundamental for promoting mental health and academic success for students.
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- 2024
5. Psychometric Properties of Learning Environment Diagnostics Instrument
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Risky Setiawan, Samsul Hadi, and Aman Aman
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The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
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- 2024
6. Evaluating a Tier I Resilience Program -- EmpowerU: A Preliminary Analysis
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Catherine Dorn, Jewel Jones Faison, and Lauren Sayler
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Combatting learning loss in schools is as much a mental health issue as an academic one. With one in four students suffering from poor mental health since the onset of the COVID-19 pandemic, the need for Tier I and Tier II resilience solutions is critical. Addressing these challenges requires comprehensive strategies focusing on academic recovery and prioritizing students' mental, emotional, and psychological well-being. EmpowerU is a Multi-Tiered System of Support (MTSS) program that delivers durable social-emotional skills and support at both Tier I and Tier II/III levels and is designed to build student resilience, coping skills and academic persistence. This program was framed using the Transtheoretical Model (TTM) of behavioral change constructed by Prochaska and DiClemente (1986) to measure pre- to post-student progress on goals students set themselves to improve their well-being, resilience, and motivation. This study focuses on the impact of EmpowerU's Tier I foundational prevention program that allows classroom teachers and other school support staff to deliver proactive instructional interventions that reduce at-risk behaviors, improve academic engagement/motivation, and enhance students' well-being so they can focus and learn. This quasi-mixed measure design with comparison groups (Johnson & Onwuegbuzie, 2004) was performed in a small rural school district in the U.S. Midwest (n=75; 38 fifth graders and 37 eighth graders) and suggested a decrease in at-risk behaviors after receiving the EmpowerU curriculum, as measured by the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) behavior screening tool. The EmpowerU-Starting Point Self-Reflection Assessment (SPA) tool, a vital part of the Tier I curriculum, was administered to classrooms in a phased implementation of students to compare key resilience indicator improvements of students who had not yet received EmpowerU instruction to those students who had received EmpowerU instruction. The comparison data from the pre-post SPA indicates a significant improvement in behavior among 5th graders (Cohen d= 0.783), and among 8th graders (Cohen d= 0.6634), when compared to their respective control groups. EmpowerU instruction positively impacts students' goals and well-being. However, it is recommended that a more robust experimental design be completed with rigorous statistical analysis to further confirm these preliminary results.
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- 2024
7. Report on Indicators of School Crime and Safety: 2023. NCES 2024-145/NCJ 309126
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National Center for Education Statistics (NCES) (ED/IES), US Department of Justice, Bureau of Justice Statistics, American Institutes for Research (AIR), Véronique Irwin, Ke Wang, Jiashan Cui, and Alexandra Thompson
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This report provides the most recent national indicators on school crime and safety. The information presented in this report serves as a reference for policymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. Accurate information about the nature, extent, and scope of the problem being addressed is essential for developing effective programs and policies. The report is organized into five sections: elementary and secondary student and teacher victimization; school environment; fights and weapons; safety, security, and mental health practices; and postsecondary campus safety and security. Each section begins with a set of key findings. In this report, where available, data on victimization that occurred away from school are offered as a point of comparison for data on victimization that occurred at school. Indicators of crime and safety are compared across different population subgroups and over time. All data reflect the most current data available at the time the report was produced. Data throughout this report represent the 50 states and the District of Columbia. Findings described with comparative language (e.g., higher, lower, increase, and decrease) are statistically significant at the 0.05 level.
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- 2024
8. Enrolment and Persistence in Postsecondary Education among High School Graduates in British Columbia: A Focus on Special Needs Status. Analytical Studies Branch Research Paper Series. Catalogue No. 11F0019M
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Statistics Canada, Allison Leanage, and Rubab Arim
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This study used Postsecondary Student Information System (PSIS) administrative data within the Education and Labour Market Longitudinal Platform to compare enrolment and persistence in postsecondary education (PSE) among high school graduates in British Columbia with and without special needs across five cohorts from 2010/2011 to 2014/2015 before and after controlling for several sociodemographic characteristics and academic achievement. The use of integrated longitudinal administrative data from the British Columbia Ministry of Education, the PSIS and the T1 Family File and the disaggregation of the special needs categorization were two major strengths of this study. Results show that high school graduates with mental health-related or cognitive needs and those with physical or sensory needs were less likely to enrol in PSE compared with high school graduates without special needs, even after controlling for covariates. Moreover, graduates with mental health-related or cognitive needs were less likely to transition to PSE immediately and less likely to persist in PSE two years after enrolment. These findings suggest that high school graduates with special needs, particularly those with mental health-related or cognitive needs, may encounter different types of barriers in transitioning to PSE.
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- 2024
9. Strengthening School Connectedness to Increase Student Success. Overview Brief #29: Student Mental Health and Well-Being
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Annenberg Institute for School Reform at Brown University, Results for America, American Institutes for Research (AIR), Johns Hopkins University, Everyone Graduates Center, EdResearch for Action, Robert Balfanz, Angela Jerabek, Krystal Payne, and Jenny Scala
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The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This overview brief discusses the central question: What is the evidence on strategies to build a sense of school connectedness and engagement among all students? Key insights are arranged in the following sections: (1) breaking down the issue; (2) evidence-based practices; and (3) practices to avoid. [The BARR Center and Network for College Success are additional collaborators for this report.]
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- 2024
10. African Academics in Norway: Experiences of Inclusion and Exclusion and Impact on Mental Wellbeing
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Mohammed-Awal Alhassan, Ahmed Bawa Kuyini, Boitumelo Mangope, and Thenjiwe Emily Major
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This study explored the experiences of inclusion and exclusion of African academics in Norway in various sectors of the society and their participation in these sectors. Using a mixed method research approach, 166 African academics completed a 20-item questionnaire entitled Perceived Exclusion Scale (PES) and two open-ended questions about their mental effects and coping mechanisms of exclusion. Descriptive statistics and qualitative analysis procedures were used to analyze the data. The results showed that the participants experienced exclusion in almost all the sectors of the Norwegian society with concomitant effects of depression and insomnia for most of the participants. Participants mentioned acceptance, confrontational strategy, avoidance strategy, theological group discussion and positive attitudes as key coping mechanisms to exclusion and discrimination. This study could be used as a baseline for future research on the psychological and mental health effects of discrimination of Africans and African-Norwegians. The study is a pointer to the public discourses on the positive sides of immigration in general and the role of migrants' contribution to the Norwegian society.
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- 2024
11. Teachers and K-12 Education: A National Polling Report [May 2024]
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EdChoice and Morning Consult
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This poll was conducted between March 28, 2023-April 3, 2024 among a sample of 1031 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.10 percentage points. Among the key findings are: (1) Generally, teachers report the highest satisfaction in relationships with family members. They are least satisfied with their physical and mental health. Two-thirds of teachers feel a "sense of purpose" and "hopeful" when thinking about the future. Nearly 1 in 3 say they feel "overwhelmed."; (2) Teachers' optimism for K-12 education has hit the lowest point in 4 years. Positive feelings about the direction of K-12 education have continued to fall sharply at the national, state, and local levels; and (3) This spring, teachers across school types express high levels of pessimism about the teaching profession. The proportion of teachers who would recommend the teaching profession has continued to fall to substantially lower levels. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Teaching Profession and Experiences; (3) Views on Technologies , Social Media; (4) School Choice Policies; and (5) Survey Profile and Demographics.
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- 2024
12. A National Survey on the Peritraumatic Effects of the COVID-19 Pandemic on South African Teachers: A Cross-Sectional Study
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Simangele Mayisela, Tshepo Tlali, Sibusiso Mkwananzi, and Phindile Mayaba
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The effects of COVID-19 have resulted in peritraumatic stress experiences within various groups, including teachers. With this study we aimed to determine the prevalence of peritraumatic stress and the factors associated with each level of PTSD among teachers in South Africa. A cross-sectional study was conducted in South Africa among teachers using an online survey. A sample consisted of a total of 1,008 primary and secondary teachers responded to the COVID-19 peritraumatic distress index and the occupation-specific survey. Descriptive and multinomial logistic regression analyses were used to analyse the data. There was evidence of high levels of distress associated with the COVID-19 pandemic among teaching professionals in South Africa. Therefore, there is a need to create mental health awareness among teaching professionals and to create systems that support the uptake of psychological services among the members of this population.
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- 2024
13. Early Educators' Reflections on the DC Early Childhood Educator Pay Equity Fund. Research Report
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Urban Institute, Heather Sandstrom, Eve Mefferd, Laura Jimenez Parra, Victoria Nelson, Justin Doromal, Erica Greenberg, Elli Nikolopoulos, Rachel Lamb, and Alicia Gonzalez
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Early childhood educators play an essential role in providing child care for families and learning and development supports for young children, yet they have long faced challenges due to low wages. Recognizing this, the District of Columbia (DC) introduced the Early Childhood Pay Equity Fund in 2022. This first-of-its-kind initiative aims to bridge the pay gap between early educators and teachers at public schools, addressing historical inequities and improving recruitment and retention efforts. This report provides an in-depth exploration of early educators' experiences with the Pay Equity Fund during its initial year of implementation. Drawing on data from surveys conducted in May 2023 and follow-up focus groups, the report offers insights into the transition from direct payments to an opt-in payment structure by employers in FY 2024. It covers educators' introduction to the Fund, their application and payment experiences, financial impacts, and perceived benefits for child care programs and the broader early childhood education field.
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- 2024
14. Schools Can't Do It Alone: Envisioning a Statewide System of Support to Advance School-Based Behavioral Health in California
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WestEd, Lisa Eisenberg, Kelsey Krausen, and Ruthie Caparas
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Throughout the research conducted for WestEd's recent brief, "Schools Can't Do It Alone: Developing Sustainable Systems of Care for School-Based Behavioral Health in California," local educational agencies (LEAs) expressed a need for technical assistance (TA) in a variety of areas to improve student behavioral health outcomes. Needed assistance includes TA to build school staff's capacity to support student behavioral health (e.g., by using trauma-informed and restorative practices) and TA on how to develop infrastructure to collaborate with external partners such as health care providers and community-based organizations to provide school-based care. This companion brief envisions how a statewide system might be structured to improve LEAs' and their local partners' access to TA focused on supporting students' behavioral health. The brief explores two potential models for such a statewide system of TA. Model 1 would involve integrating TA on school-based behavioral health into California's existing Statewide System of Support (SSOS). Model 2 would entail creating a separate structure, analogous and connected to the SSOS and focused on school-based behavioral health.
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- 2024
15. Schools Can't Do It Alone: Developing Sustainable Systems of Care for School-Based Behavioral Health in California
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WestEd, Ruthie Caparas, Lisa Eisenberg, Kelsey Krausen, and Cosette Lias
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Through its "Master Plan for Kids' Mental Health," California has invested $4.7 billion in youth mental and behavioral health since the start of the COVID-19 pandemic. Expanding behavioral health services on school campuses has been a powerful way to ensure equitable access to this support. However, most of the state's new behavioral health funding is short term, and local educational agencies (LEAs) cannot sustain or expand necessary services without making substantial reductions in other services. Collaborating with external partners--particularly from the health care sector--to create integrated, school-based systems of care offers a promising strategy for sustaining and expanding behavioral health support for students. This research brief investigates how well the state's recent short-term investments are aligned with LEAs' highest priority needs for supporting mental and behavioral health and are aligned with the state's goal of advancing integrated, school-based systems of care to support students in the long term. The brief describes how LEAs' investments of recent short-term funds seem well-aligned with students' most pressing behavioral health needs. However, LEAs have largely used these funds to hire behavioral health staff rather than to invest in long-term, cross-sector partnerships to expand services on campus, which presents a funding sustainability concern. The brief offers recommendations for how state, county, and health plan leaders can maximize the effectiveness of future investments and strengthen partnerships between local education and health care systems to sustain school-based behavioral health supports. A companion brief, "Schools Can't Do It Alone: Envisioning a Statewide System of Support to Advance School-Based Behavioral Health in California," explores the availability of technical assistance on this topic and how a statewide system to support school-based behavioral health might be structured.
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- 2024
16. University Student's Opinions on Distance Education during the COVID-19 Pandemic
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Eren Akdag Kurnaz and Asim Ari
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Technological advances and the COVID-19 pandemic have led to a significant paradigm shift in the field of education, especially in the field of distance education. In this period, although distance education offers a number of advantages to its users, it has also brought some difficulties. This sudden transition has had a profound impact on students, teachers, and institutions, leading to changes in teaching methods, assessment practices, and student engagement strategies. This study aims to investigate the problems that arise in the distance education process and to examine the effects of these problems on students in detail. A qualitative approach is considered ideal since it enables deeper understanding of experiences of university students during distance education. Convenience sampling was chosen because it provided easy access for the researchers and allowed the inclusion of participants who met the required criteria. The participants consisted of 37 people, 28 girls and 9 boys, who had experienced the distance education and were studying in the Psychological Counselling and Guidance programme in the second year of a state university located in the Aegean region of Türkiye. The data were collected through semi-structured interviews and analysed using content analysis and thematic analysis methods. According to the findings of the study, the problems encountered by the students in the distance education process were listed under the following main themes: technological problems, problems related to the monitoring and evaluation of the course, motivation problems, emotional and physical problems, communication problems, problems related to domestic and environmental factors, feeling of professional inadequacy. In addition, students' suggestions for solutions to these problems and their opinions about whether they prefer face-to-face or online education were also discussed. As a result, the study offers suggestions for educational institutions and educators to overcome the difficulties encountered in distance education and to make the experience a positive one.
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- 2024
17. Academic Community-Engaged Learning and Student Mental Health and Wellness: Understanding the Lived Experiences of Undergraduate Students
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Stephanie J. Brewer
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The purpose of this study was to illuminate the experiences of undergraduate students who participated in academic community-engaged learning, specifically as those experiences related to student mental health and wellness. The data for this qualitative interpretative phenomenological analysis (IPA) was collected through semistructured interviews with seven undergraduate students. Analysis resulted in the identification of essential components of the student community-engaged learning experience as it relates to students' mental health and wellness and included three main themes: Identity (Head), Belonging (Heart), and Agency (Hands). The implications of these findings are many, including pedagogical considerations for community-engaged classrooms and campuswide considerations for the inclusion of high-impact practices, as well as community partner implications. Ultimately, the findings of this study will lead to a better informed, nuanced, macrolevel strategy that higher education institutions can use to impact the state of student mental health and wellness broadly.
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- 2024
18. Mental Health and Wellbeing Promotion and Support: Education Leaders' Perceptions and Experiences
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Maria Pace and Claudette Portelli
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Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.
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- 2024
19. What Psychosocial Support Do First Year University Students Need? A Mixed Creative Methods Study
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Timea Seben Zatkova, Miroslava Tokovska, and Jana Solcova
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Higher education students need help and support to enable them to cope with the challenges of their studies. The aim of this study was to investigate the perspectives of first-year undergraduate students on predictors of psychosocial support in challenging situations. A creative art-based descriptive research design was employed utilising an individual One-Page Profile form to gather data from 240 first-year students from two different universities in Slovakia. Data was collected and analysed using a content-thematic and visual approach. Four significant individual predictors of psychosocial support were identified: emotional, instrumental, informational and appraisal. Emotional support consists of desirable mental health, defined by the students as experiencing happiness, self-satisfaction, self-development, relationships which are satisfying, loving and safe, trust, empathic acceptance, and care from others. Instrumental support varies from personnel up to material resources e.g., people, animals, and assistance such as financial services. The preferred informational support is peer-to-peer counselling, followed by professional counselling. When students describe appraisal support their needs are primarily in the areas of well-being and self-efficacy. The study makes various suggestions on how University staff can provide first-year students with support and counselling in their everyday challenges.
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- 2024
20. Mental Health Difficulties and Health Related Quality of Life amongst Late Adolescents in Vocational Education
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Claire Abela, Angela Abela, and Liberato Camilleri
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This study investigated vocational students' mental health by identifying the prevalence of depression, stress, anxiety, eating disorders and associated risk and protective factors among 16- to 18-year-old students attending a vocational college in Malta. Health Related Quality of Life (HRQOL) was also investigated. A sample of 422 students completed standardised self-report mental health tools and a demographic and personal variables' questionnaire. A total of 64.4% of students were found to be struggling with at least one of the mental health conditions assessed while 36.7% reported a suspected eating disorder. The prevalence rates of depression, anxiety and stress (moderate, severe or extremely severe) were 43.3%, 48.8% and 29.3% respectively. Students had a lower HRQOL than the reference population as indicated by European norm data. Only 13.5% of participants sought help from mental health services. Risk factors include female gender, poverty, being LGBTQ, not living with both parents, past negative school experiences, poor relationships and presence of suspected or diagnosed conditions or disabilities, amongst others. Having supportive relationships with family, peers and school personnel emerged as protective factors.
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- 2024
21. Examining the Measurement Invariance and Validity of the e SSIS SEL Brief + Mental Health Scales-- Student Version in Austria and Germany
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Christopher J. Anthony, Sepideh Hassani, Susanne Schwab, Abigail P. Howe, Michayla Yost, Stephen N. Elliott, Marwin Löper, Gamze Görel, and Frank Hellmich
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The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age youth. Although there are translations of the SEL items of the SSIS SELb+MHS available in other languages, a German translation has never been completed and validated, despite the growing need for SEL and mental health assessment in German-speaking countries. To address this need, this study's primary purpose was the examination of a German translation of the assessment with a specific focus on measurement invariance and concurrent validity invariance testing with 821 3rd through 6th-grade students in Austria and Germany. Results indicated that the SELb+MHS items clustered into 2 SEL factors and 2 EBC factors. With regard to measurement invariance, the SELb+MHS functioned similarly across both Austria and Germany and full scalar invariance was achieved. Additionally, the overall pattern of concurrent validity relationships was as expected and similar across countries. Implications and future directions are discussed.
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- 2024
22. Adolescents' Problematic Internet Use and Psychological Well-Being: The Mediating Role of Sleep Quality and Self-Regulation
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Fatemeh Habibi, Rasool Hamidi Choolabi, and Zinat Asgharzadeh Nasr Abadi
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This study investigated the impact of Problematic Internet Use (PIU) on Iranian adolescents' Psychological Well-Being (PWB), focusing on the mediating roles of sleep quality and self-regulation. Data was collected from a sample of students (n = 228, girl = 197, boy = 31) aged 12 to 19 years. Participants completed four online questionnaires, including the PIU questionnaire, the Psychological Well-Being Scale (PWBS), the Pittsburgh Sleep Quality Index (PSQI), and the Short Self-Regulation Questionnaire (SSRQ). Results confirmed that while PIU was not directly effective on PWB, it was indirectly effective through the mediation of sleep quality and self-regulation. By gaining such understanding, we can devise interventions to enhance individuals' sleep quality and self-regulatory capacities, thereby improving their PWB.
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- 2024
23. Teens and Their Schooling Perspectives: A National Polling Report [April 2024]
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EdChoice and Morning Consult
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This poll was conducted between February 27-March 6, 2024 among a national sample of 1,002 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.1 percentage points. Among the key findings are: (1) Approximately 13 percent of teens self-report being absent more than 15 days this school year. A larger proportion (19%) see their closest friends missing 15+ days so far this school year; (2) Nearly 2 in 3 teens feel that "school is boring", while almost 1 in 3 say "school is a waste of time." Just 41 percent say they "like going to school." Seventy percent of teens say "all" or "most" of their classmates are bored in class; and (3) Teens are more likely to feel a child should be older to be able to access social media, compared with the age to be allowed to own a cell phone. This report highlights findings pertaining to: (1) Teen Perspectives; (2) Schooling Experiences; and (3) Survey Profile and Demographics.
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- 2024
24. Study Abroad Health and Safety Annual Report, 2022-23
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Minnesota Office of Higher Education, Christine Kim Park, and Lesley Sisaket
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The Study Abroad Health and Safety Report informs students and parents about significant health and safety incidents while studying abroad. Incidents, as reported on the Study Abroad Health and Safety Survey, are defined as deaths and hospitalizations that occurred during participation in a study abroad program. Minnesota legislation (Minn. Stat. § 5.41) aims to strengthen student safety by asking Minnesota colleges and universities with study abroad programs to report the following information annually: (1) Hospitalizations and deaths of students during program participation; (2) Country, primary program host, and program type of each incident; and (3) Whether the program complies with health and safety standards set by the nationally recognized Forum on Education Abroad or a similar standard.
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- 2024
25. Exploring the Reach and Impact of Basic Needs Services at Postsecondary Institutions: Learnings from a Multi-State Evaluation in 2020-21 and 2021-22. ECMC Foundation Basic Needs Initiative Evaluation Report 2
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Education Northwest, ECMC Foundation, Sam Riggs, and Michelle Hodara
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Many college students experience basic needs insecurity, which includes a lack of--or fear of the lack of--access to healthy food, stable housing, reliable transportation, affordable child care, physical and mental health care services, the internet and technology, and other necessities students need to survive and thrive in a postsecondary academic setting. This evaluation report focuses on measuring the extent to which students used basic needs services at select institutions supported by Basic Needs Initiative (BNI) grantees in the 2020-21 and 2021-22 academic years and the impact of using services on students' short-term academic outcomes, including enrollment intensity (credits attempted), credits earned, grade point average, and fall to winter/spring retention. Education Northwest partnered with four BNI grantees on this report--Arkansas Community Colleges, Auburn University's Hunger Solutions Institute, John Burton Advocates for Youth, and United Way of King County--to access student-level data on the use of basic needs services, student demographics, and academic outcomes from 20 postsecondary institutions in Arkansas, Alabama, California, and Washington. This report has three key findings with implications for practice: (1) Collecting data on students' use of basic needs services and linking it to student demographic and outcome data was a new activity for many of the institutions included in this report, and the basic needs services data had several limitations; (2) Very few students in our sample used basic needs services, suggesting a large gap between students' reported needs and their access to services; and (3) Access to basic needs services had a positive impact on the number of credits students attempted and earned was positively related with retention.
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- 2024
26. The Public, Parents, and K-12 Education: A National Polling Report [March 2024]
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EdChoice and Morning Consult
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This poll was conducted between March 7-10, 2024 among a sample of 2,252 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.41 percentage points. Among the key findings are: (1) Only 3 percent of school parents report their child has missed more than 15 days of school this year; (2) Adults and school parents tend to see public schools as more liberal or progressive while seeing private schools as more conservative; and (3) In March, interest in tutoring was highest among Hispanic and special education parents and lowest among rural and Gen X parents. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Policies; and (4) Survey Profile and Demographics.
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- 2024
27. Impact of a School-Based Universal Mental Health Education Intervention for Adolescents
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Melissa E. DeRosier, Deb Childress, Akila Raoul, Clark McKown, Kelly Kocher, and Lin Ma
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The primary purpose of this research study was to evaluate the efficacy of BASE, a self-paced online mental health education preventive intervention with middle school students. Two hundred ninety-five adolescent students were randomly assigned to receive BASE modules (n = 156) in a regular education classroom setting over a 5-week period or to a wait-list control (CO) group (n = 139). Change in student- and teacher-report outcome measures was investigated. Students in the BASE condition showed significant gains in mental health knowledge and teacher-reported school engagement over the intervention period whereas CO students showed declines in these areas. In addition, students who spent more time engaged in the BASE intervention modules showed significantly greater gains in BASE mental health knowledge. Because our study sample included a large percentage of Hispanic students (44%), we were able to conduct follow-up analyses to test for differential intervention effects by demographic sub-groups. Findings revealed use of the BASE modules were particularly positively impactful for Hispanic students, including positive changes in self-reported self-efficacy and school engagement as well as life skills over the intervention period compared to Hispanic students in the CO group. Discussion focuses on the potential for digital universal mental health intervention in schools. Tables and figures are appended.
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- 2024
28. Aspects of Well-Being for the Child Care and Early Education Workforce. Research Highlight. OPRE Report 2023-339
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), Child Trends, Mallory Warner, and Annie Davis Schoch
- Abstract
Understanding the best ways to support the well-being of the child care and early education (CCEE) workforce is important for states and CCEE programs. CCEE teachers and caregivers have demanding jobs and receive low compensation for their work--a combination that often negatively affects their well-being. Research has linked CCEE workforce well-being to several important outcomes, including staff turnover, responsiveness to children's needs, and collaborations with families. CCEE teachers and caregivers also have roles outside of their profession, and deserve to be well for themselves and their families. Research on CCEE teacher and caregiver well-being points to the effects they can experience personally, including high levels of stress, low access to food, unstable housing, and putting off medical care because of cost. Historically, research on CCEE workforce well-being has primarily focused on poor mental health (specifically depressive symptoms) and its link to responsive caregiving. This research has focused on disparities in well-being among different types of teachers and caregivers, as well as disparities between the CCEE workforce and other sectors. Only in the past decade have researchers focused on a more holistic definition of well-being, on ways to improve well-being, and on tailored strategies that may be needed to improve CCEE workforce well-being across different types of settings. This brief describes the various aspects of well-being that have been discussed in recent research and some examples of interventions or initiatives that promote CCEE workforce well-being. [This report was was produced through the Child Care and Early Education Research and Policy Analysis (CCEEPRA) project.]
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- 2024
29. A Comparative Evaluation of Two Youth Mental Health Trainings for Volunteers
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Monica M. Lobenstein, Shannon Sparks, Jennifer Park-Mroch, Danette Hopke, Jayna Hintz, Megan Suehring, Kea Norrell-Aitch, Karla Gearing, Michelle Gobert, and Sheila Michels
- Abstract
Adolescence is a critical period for developing social and emotional habits important for mental well-being (Kessler et al., 2005). Half of all mental health conditions start by age 14, and the average delay between onset of symptoms and intervention is eight to ten years (Wang et al., 2007). Youth with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma, educational difficulties, risk-taking behaviors, and worsening physical health. Youth often do not get the help they need due to ongoing stigma and barriers in accessing mental health treatment. For example, in Wisconsin, 30% of the population live in a county designated as a Health Professional Shortage Area (Health Resources & Services Administration, 2023).
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- 2024
30. A Systematic Review of University Students' Mental Health in Sub-Saharan Africa
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Bokamoso Julius, Manish Putteeraj, and Jhoti Somanah
- Abstract
The mental health of students in higher education is an increasing concern. Research indicates that university students are at a higher risk of poor mental health and wellbeing compared to the general population, which negatively impacts their studies. The main issue addressed in this study is the evident gap in mental health research dedicated to university students in sub-Saharan Africa (SSA). The purpose of this article is to review the literature on mental health of university students in SSA and to provide an overview of student mental health policy in educational institutions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 recommendation was followed to objectively select and retain articles within the topic of interest for this systematic review. Findings indicate a significant gap in mental health research for university students in SSA. There is a need for higher education institutions to establish mental health empowerment policies and strategies. International examples, such as the University Mental Health Framework in Australia and the United Kingdom Universities Student Wellbeing Good Practice Guide, exist for benchmarking. Contribution: The higher education sector and policymakers can use the results to inform current policy decisions and identify priorities for future directions. It is crucial to translate international guidelines into the African context to address the specific mental health issues of students in the region.
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- 2024
31. Curbing the Campus Mental Health Crisis: The Role of Extracurricular Activity Participation
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Rosanne Villemaire-Krajden and Erin T. Barker
- Abstract
Worldwide trends suggest we are witnessing a global "campus mental health crisis" (Andersen, Holm, & Côté, 2021). According to the most recent US National College Health Assessment, over the course of a typical month, 29% of students chronically experience high levels of stress, 42% experience stress that negatively impacts their performance or progress towards their degree, and 66% feel hopeless (National College Health Assessment, 2022a). Study reviews in various countries indicate that the prevalence of students meeting criteria for a mental health disorder is alarmingly high (e.g., 25% depressive disorder, Sheldon et al., 2021). Accordingly, students' demand for mental health services has reached new heights (Xiao et al., 2017). While this rise in psychological distress and help-seeking behavior is likely in part due to decreased mental health stigma (Lipson, Lattie, & Eisenberg, 2019), postsecondary students are also believed to be facing unprecedented challenges. Ensuring that colleges and universities procure learning environments that prioritize emerging adults' wellbeing has thus become necessary.
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- 2024
32. Seeking Care: Youth's Counterstories within the Context of Mental Health
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Jinny Menon, Michelle Lavoie, Vera Caine, Margot Jackson, and Holly Symonds-Brown
- Abstract
In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths' experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.
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- 2024
33. Chronically Ill College Student Well-Being: A Systematic Review of the Literature
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Karly B. Ball, Heather L. Walter, and Harriet B. Fox
- Abstract
The purpose of this systematic review is to synthesize existing empirical research on physically chronically ill college student well-being, focusing specifically on individual- and institution-level factors that could become targets for future intervention and research. This review was conducted to answer the following research question: What malleable student-level and institution-level factors are related to well-being for students with physical chronic illnesses in four-year higher education programs? The electronic databases Academic Search Complete, EBSCO EJS, and ProQuest Central were searched for peer reviewed empirical studies published between 1990 and 2021. A process of citation chaining and a scan of sources from other relevant literature reviews were used to locate additional articles. The results of this review offer three major implications. First, with only 13 studies identified in the literature, there is a critical need for additional research investigating well-being for physically chronically ill college students. Second, the correlational nature of the extant literature does not elucidate the causal directionality of the relationships among the variables of interest. For example, although findings have correlated physical chronic illness and poor mental health outcomes, it remains unknown how causality operates, which can create challenges as institutional leaders determine how to effectively support this group. Third, no studies to date have investigated institutional practices that may result in increased well-being for these students. Future researchers and institutional leaders should support a decrease in negative outcomes along with mechanisms to increase experiences of well-being to advance opportunities for physically chronically ill students to flourish.
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- 2024
34. Academic Accommodations and Functioning in College Students with Attention-Deficit/Hyperactivity Disorder: Limitations, Barriers, and Suggestions for Collaborators
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Logan Marie Tufty, Virginia T. Gallagher, Lauren Oddo, John Vasko, Andrea Chronis-Tuscano, and Michael Meinzer
- Abstract
One method for addressing barriers disabled college students face is by increasing access to academic accommodations. However, for college students with ADHD, little is known about the associations between receipt of accommodations and academic performance, behavioral functioning, and mood status. Considering college students with ADHD are at a higher risk of experiencing academic difficulties and internalizing symptoms compared to their peers without ADHD, further research into these relations is warranted. To address the existing knowledge gap, we compared academic, behavioral, and mood functioning among college student drinkers with ADHD who self-reported having been granted academic accommodations (n = 23) to those who denied ever receiving academic accommodations (n = 88). The present study also explored reasons college students with ADHD receiving academic accommodations may not utilize their provided accommodations consistently. Results indicated that self-reported use of accommodations was not associated with college grade point average (GPA), self-reported symptoms of ADHD, executive dysfunction, depression, emotion dysregulation, or overall functional impairment. Common reasons for not using academic accommodations (e.g., not feeling they were needed, being too difficult to obtain) highlight the salience of cognitive and systemic barriers to utilization. The results broadly imply that academic accommodations may be perceived as beneficial by college students with ADHD, but not sufficient to improve academic performance or indirectly impact mood- and behavior-related concerns.
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- 2024
35. The Performance: Art for Well-Being
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Victoria Martínez-Vérez, Javier Albar-Mansoa, and Luis Mayo Vega
- Abstract
This work, framed within a mental health prevention project aimed at early childhood education teacher students, aims to evaluate the suitability of the action to promote, in the educational field, the personal identification of traumatic experiences, incorporating them as vital learning. To this end, a performative action aimed at representing suffering and the capacity to overcome it was created, in which 71 early childhood education teacher students and 3 teachers participated, and which was implemented in Coruña (Spain), in 2022, in the postCOVID stage. In order to achieve the object of study, a research project was designed using public enquiry, documentary observation and participant observation to determine the suitability of the performance to the project's objectives. The results show how, through the representation of trauma, people have experienced that in the difficulties of life there is also learning, improving self-esteem and self-concept.
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- 2024
36. Preparing Future Teachers and Psychologists to Use Integrative Fairy Tale Therapy Techniques
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Akhmetova Aigul, Yerzhanova Feruza, Abisheva Onal, Garber Alena, Komekova Sandugash, Koralasbek Aktoty, and Mukazhanova Rysty
- Abstract
The application of an integrative approach in fairy tale therapy is a cutting-edge method for safeguarding the mental well-being of the younger generation in the era of digital education. The unique aspect of integrative fairy tale therapy is the integration of various methodologies, pedagogical approaches, linguistic techniques, art history, and psychotherapeutic methods within a single fairy tale framework. These are then tailored to the individual psyches of children, with the aim of fostering a well-rounded and healthy personality. Utilising fairy tale therapy techniques in the spiritual and moral growth of students can provide valuable insights into the effective implementation of fairy tale therapy programmes for preschoolers and schoolchildren. These programmes are rooted in the rich oral folk art of the Kazakh people and encompass a harmonious blend of spiritual, national, and universal values. The article reveals theoretical and methodological, general cultural and educational, psychological aspects of the study of fairy tale therapy as an integrative technology. The literature review of the main types of fairy tale therapy is also carried out, the functions of fairy tales are reveale. The educational, developmental, and cognitive possibilities of fairy tales are extensively utilised in academic and correctional-developmental activities with students. The importance of preparing future philologists, art historians, social teachers, psychologists, and kindergarten teachers in utilising fairy tale therapy techniques as an integrative technology is emphasised. The article discusses the theoretical, methodological, cultural, educational, and psychological aspects of fairy tale therapy as an integrative technology. This research is funded by the State Institution "Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan" under the project IRN AP19679368, which aims to preserve the psychological health of the younger generation in the context of digitalization of education.
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- 2024
37. Career Counselors Addressing Social Determinants of Mental Health in Rural Communities
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Kaprea F. Johnson, Alexandra Gantt-Howrey, Bisola E. Duyile, Lauren B. Robins, and Natese Dockery
- Abstract
Career counselors practicing in rural communities must understand and address social determinants of mental health (SDOMH). This conceptual article details the relationships between SDOMH domains and employment and provides evidence-based recommendations for integrating SDOMH into practice through a rural community health and well-being framework. Description of the adaptation of the framework for career counselors in rural communities, SDOMH assessment strategies and tools, and workflow adjustments are included. Conclusions suggest next steps for practice and research.
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- 2024
38. Customized Care: Addressing the Unique Mental Health Needs of Online Students
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Online Learning Consortium (OLC), Kristen Gay, and Dylan Barth
- Abstract
The mental health landscape in higher education has reached a critical juncture, with an increasing number of students experiencing severe psychological issues. Recent studies have found that over 60% of college students meet the criteria for at least one mental health problem, with significant portions reporting symptoms of depression, anxiety, and suicidal ideation (Flannery, 2023; Alonso, 2023). Encouragingly, more students are seeking mental health counseling, yet a substantial gap remains, with over 60% not receiving the care they need (Alonso, 2023; Sutton, 2023). The COVID-19 pandemic has further complicated these trends, significantly impacting student enrollment patterns and increasing the need for quality online education and telemental health services. The study aims to address the mental health crisis by focusing specifically on the needs of online students and support strategies that can more effectively support this population. Through a comprehensive, global survey of 338 respondents from diverse roles in higher education, the researchers sought to understand the changing demand and utilization of mental health services among online students, the steps institutions are taking to customize these services, the unique mental health needs online students face, and the barriers preventing them from seeking help. This research reveals that online student demand and utilization of mental health services have significantly increased over the past year, with key challenges including isolation, diverse schedules, and less visible mental health issues. Also, educators identify barriers like lack of awareness, limited service availability, and time constraints in seeking support as especially significant for online students. [This study was collaborated with Uwill.]
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- 2024
39. Manitoba Grade 9 Students' Satisfaction with Life: A Survey of Self-Reported Well-Being
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Thomas Falkenberg, Rebeca Heringer, and Bhanu Pilli
- Abstract
Over the last fifteen years, student well-being has become of greater concern in school education in Canada and beyond. However, there is very little data available on how well Canadian students are. The study that will be reported on in this paper provides such data, specifically the province of Manitoba. Using the Satisfaction with Life Scale, the study collected data from 1587 grade 9 students on their self-assessed satisfaction with how their lives are going. The data were collected with two demographic variables: regional location of the schools the participating students attended (norther, rural, urban) and their self-declared gender. While in the study the majority of participating students were satisfied with how their lives were going, a concerning number of students were dissatisfied or extremely dissatisfied with their lives. Furthermore, the data suggest a statistically significant difference in life satisfaction between girls (lower) and boys (higher). The study did not find a statistically significant difference between life satisfaction across the three types of regional location.
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- 2024
40. Exploration of the Procedures and Practices for Providing Student Support Services in a Nursing College in South Africa
- Author
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Thembekile P. Skakane, Ntombifikile G. Mtshali, and Sandiso Ngcobo
- Abstract
The shortage of nurses is a global crisis, particularly in remote and rural communities. Contributory factors are retirements, resignations, recent increased deaths due to the COVID-19 pandemic, and the reduced production of nurses because of high attrition rates. This article's purpose was to investigate the provision of student support in the nursing education institution (NEI) of the KwaZulu-Natal (KZN) province in South Africa and come up with a model to improve completion rates. The researchers intentionally selected three KZN campuses based on their demographical location and programme offerings for the study. For data collection through in-depth interviews, the study adopted a case study design and employed a qualitative explorative approach, purposely sampling the NEI's senior academic staff. Strauss and Corbin's stages of coding were used to conduct the data analysis. The findings suggest comprehensive orientation and academic support as strong measures applied by the NEI to provide student support services and highlighted a need to improve enabling resources. Psychosocial support was predominantly provided by the hospital, which implied a lack of on-site comprehensive support. A necessity for developing a comprehensive student support model for the NEI emerged from the study. The model is expected to enhance the support and, in turn, increase completion rates.
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- 2024
41. Postgraduate Psychology Students' Mental Health and Coping during COVID-19: Lessons Learnt
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Tasneem Hassem, Victor de Andrade, Sumaya Laher, Nabeelah Bemath, and Katherine Bain
- Abstract
The transition in learning trajectories, academic pressures and stressors associated with financial and societal pressure that South African postgraduate university students experience places them at risk of mental health difficulties. For these students, their mental well-being has been further threatened due to the COVID-19 pandemic and the subsequent switch to emergency remote teaching. This study aimed to explore the physical and psychological health, resilience and coping amongst two Psychology honours student cohorts at a South African university. Using a repeated cross-sectional design, a sample of 38 Psychology honours students enrolled in 2020 and 39 Psychology honours students enrolled in 2021 voluntarily participated in the study. Overall, students reported poor mental health, with elevated levels of anxiety and burnout and moderate post-traumatic stress symptoms. The 2021 cohort reported significantly lower levels of self-efficacy, increased post-traumatic stress symptoms and employed coping through self-blame more frequently. Students' feelings of isolation persisted as well as feelings of hopelessness with regard to the contextual challenges faced by the country and the pandemic. Over the course of the pandemic, students found that they had less anxiety about online learning, however, they noted that the mental health support provided by the university was not sufficient. These results highlight the important role university mental health services play in fostering student mental well-being and thus the need to prioritise making mental health services to students more accessible and efficient.
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- 2024
42. Positive Digital Practices: Supporting Positive Learner Identities and Student Mental Wellbeing in Technology-Enhanced Higher Education
- Author
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Kate Lister, Elena Riva, Alison Hartley, Philippa Waterhouse, Naomi Moller, Leigh Downes, Tim Coughlan, Agnes Kukulska-Hulme, Elaine McPherson, Ian Macdonald, Sophie Jones-Tinsley, Cath Brown, and Ruth Tudor
- Abstract
Embedding mental wellbeing in learning is a priority for the UK Higher Education sector, as increasing numbers of students disclose mental health difficulties, challenges and conditions. Technology-enhanced, distance and blended learning is uniquely positioned to make a change for good in the sector; it can provide alternatives to traditional education models, support hard-to-reach students and make positive changes to practice. However, to make positive change, it needs to address the barriers to mental health that are inherent throughout education, and embed student wellbeing throughout its practices, cultures and digital environments. The Positive Digital Practices project aims to scale up existing work on mental wellbeing in technology-enhanced learning, creating resources to support practitioners in three focus areas: "Positive Learner Identities"--supporting students' emotional awareness, reflection, resilience in adversity and wellbeing literacy; "Positive Digital Communities"--supporting students' sense of belonging and facilitating meaningful connections that do not rely on a campus environment; "Positive Digital Pedagogies"--creating and sharing pedagogical practices that support mental wellbeing. In this paper, we present baseline data from staff and students on perceptions of barriers and enablers to student mental wellbeing, and we explore examples of positive practice from the "Positive Learner Identities" work area. We present the participatory co-creation methodologies used, the resources created, and we discuss how these can be applied by practitioners. These resources are a call to action for post-secondary practitioners to work together to enhance student mental health and wellbeing, and make education a more inclusive, equitable experience.
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- 2024
43. The Lived Experiences of Asian International Students in the U.S. Higher Education
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Hongyan Wang
- Abstract
Asian international students have long constituted the largest portion of the international student body in the United States (U.S.), a trend that persists despite the hurdles presented by the COVID-19 pandemic. These students play an essential role in stimulating the U.S. economy, facilitating cross-cultural exchange, and nurturing international collaboration and understanding. During the 2022-2023 academic year, Asian international students comprised 70.3% of the total international student population in the U.S. higher education. The number of Asian international students in the U.S. higher education institutions is so considerable that their lived experiences within the U.S. higher education system deserves a thorough examination. Existing empirical research demonstrates that plenty of Asian international students are underserved, mainly facing culture shock, linguistic barriers, racial discrimination, and mental health issues. This systematic literature review aims to: (1) Investigate whether Asian international students face any challenges in the U.S. higher education; (2) Classify the challenges (if any) encountered by Asian international students in the U.S. higher education; (3) Offer valuable insights to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to best support the well-being and success of Asian international students in the U.S. higher education.
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- 2024
44. Strategies to Recruit and Retain the Rural School Mental Health Workforce
- Author
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Elaine S. Belansky, Liliana Diaz Solodukhin, Anna Edelman, Savannah Hobbs, Cynthia Hazel, and Nicholas Cutforth
- Abstract
The United States is experiencing a teacher shortage crisis that is even more pronounced in rural communities. Teachers may be driven away from the profession if they feel inadequately trained or under-supported to address students' mental health needs. As such, an important teacher retention strategy is to ensure schools have enough mental health professionals. The goal of this study was to explore three different yet complementary strategies to recruit and retain a robust rural school mental health workforce: a rural immersion program for graduate students enrolled in counseling and school psychology programs, a virtual professional development series for existing rural school mental health professionals, and a workforce hiring strategy. Each strategy showed promise: six out of seven students stated they were more inclined to work in a rural setting as a result of the immersion, self-efficacy and job satisfaction significantly increased for rural school mental health professionals participating in the virtual professional development, and important recruitment strategies were identified by rural school leaders. While there is reason for optimism when it comes to creating a robust rural school mental health workforce, funds are urgently needed to make these strategies available to rural communities across the country.
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- 2024
45. Addressing the Rural Youth Mental Health Crisis through Youth Mental Health First Aid
- Author
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Rawn Boulden and Christine Schimmel
- Abstract
This promising practice describes a statewide effort to address the surging youth mental health crisis through the provision of Youth Mental Health First Aid training in West Virginia public schools. Youth Mental Health First Aid is an evidence-based training for adults who work with youth. This interactive training increases participants' awareness of signs and symptoms of mental health challenges, adolescent development, the prevalence of mental health challenges among youth, and the steps they should take to ensure students with mental health challenges receive timely referral to mental health professionals. Survey data and participant testimonials indicate that this intervention has been highly effective in rural schools in West Virginia. In this article, we describe our work and offer implications for rural schools.
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- 2024
46. 4-H Forestry: Using Nature-Based Programming to Enhance Positive Youth Development Outcomes
- Author
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Amy Lang
- Abstract
Concerned with the ongoing youth mental crisis in the United States, researchers intentionally planned for positive youth development (PYD) practices in nature. Educators, appreciating the critical importance of youth developing relationships and a sense of belonging, may regard this model as a powerful tool to enhance existing programs. Both youth and parents report this as ahigh quality PYD program, resulting in thriving youth. Youth participants feel welcome, supportively challenged, and passionate about the topic; resulting in a growth mindset, hopeful purpose, and openness to challenge and discovery. The program inspired an affinity for nature in both youth participants and associated adults. 97% of youth and 95% of adult caregivers report being inspired to spend more time in nature as a result of the program. The program also inspired increased youth interest in science college and career opportunities.
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- 2024
47. The Impact of School Closures on Learners' Mental Health in the Context of COVID-19 in the City of Cape Town
- Author
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Thulani Andrew Chauke and Olusegun Samson Obadire
- Abstract
This paper explores the negative impact of the shutdown of contact-based learning on learners' mental health as a result of COVID-19 and provides recommendations to promote learners' mental health during and post COVID-19. A qualitative research method was used to guide the collection and analysis of the data. Data was collected from a sample of 20 learners from Cape Town and analysed through thematic analysis. The study findings revealed that with the shutdown of contact-based learning as one of the COVID-19 containment measures by the government learners experienced social anxiety disorder and sleeping disorder. Youth policymakers need to design interventions that promote mental health in after-school programmes implemented by qualified youth workers and social workers. Youth workers should take the courses of action in a non-formal education to promote youth mental health.
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- 2024
48. South African COVID-19 School Closures: Impact on Children and Families
- Author
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Sadiyya Haffejee, Thandi M. Simelane, and Anita Mwanda
- Abstract
Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.
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- 2024
49. Global Knowledge-Power Asymmetries and Student Mental Health in Sub-Saharan Africa: A Case Study from South Africa
- Author
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Jason Bantjes
- Abstract
In the past decade concern about the mental health of university students has been growing worldwide. Yet epidemiological data and intervention research on student mental health comes predominantly from high income western countries in the Global North, with a relative scarcity of studies from sub-Saharan Africa and other countries in the Global South. While universities in the Global North and Global South face similar challenges to provide accessible, acceptable, and effective mental health services to students, there are also important historical, cultural, economic, and political issues that make it necessary for context-sensitive research which is responsive to the needs of students in the Global South. Using South Africa (SA) as a case study, this commentary aims to explore the relevance and appropriateness of uncritically importing knowledge and "evidence-based" strategies to student mental health challenges from the Global North into sub-Saharan Africa. The article draws on research from South Africa to illustrate how distinct and varied contextual issues create unique challenges to promoting student mental health that cannot be solved with foreign knowledge. Recommendations are made for how equitable partnerships between countries in sub-Saharan Africa could support student well-being in the region. Key to creating equality in the global provision of appropriate student support services is a strategy and funding to redress global knowledge-power imbalances and set research agendas from within the Global South.
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- 2024
50. Implementing Rest as Resistance: Balancing Care for Students, Community, and Self
- Author
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Dresden June Frazier and Karin Cotterman
- Abstract
Utilizing Hersey's (2022) "Rest is Resistance," this article examines the tensions between the culture of higher education, the needs of community, and the ways that antiblackness and intersectionality impact the well-being of students, faculty, staff, and community partners. University of San Francisco's Engage San Francisco initiative is reviewed as a case study to balance the conflicting needs of community partners, students, and staff to maintain accountability to justice and public service while deconstructing toxic work norms in higher education. In opposition to White supremacist work culture, Hersey (2022) proposes that liberation "resides in our deprogramming and tapping into the power of rest and in our ability to be flexible and subversive" (p.16). In alignment with community-engaged values of decolonizing the institution and our minds, community-engaged staff and faculty can embody "Rest is Resistance" to support themselves, students, and community partners without reinforcing inequity and class oppression. Hersey offers a guide to unlearning grind culture, which enables a critical examination of the sacrifices that are asked of staff, faculty, students, and partners, as well as the consequences of those sacrifices.
- Published
- 2024
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