Swedish Institute for Social Research (SOFI)’s Post

Interesting Read! "Mental Health among Higher Education Students during the COVID-19 Pandemic: A Cross-Sectional Survey from Lithuania" is an interesting and insightful article. The study is closely linked to our AWARE project, which focuses on increasing anxiety awareness in higher education during and after the COVID-19 pandemic. Abstract: The COVID-19 pandemic has significantly impacted the mental health of higher education students, exacerbating issues such as anxiety, depression, and suicidal ideation. This cross-sectional survey conducted in Lithuania in 2021 reveals some alarming statistics: Clinically Relevant Anxiety: 46.6% of students reported high levels of anxiety. Depression: 11.1% of students experienced depression. Suicidal Thoughts: 37.5% of students had considered suicide at least once in their lifetime, with a similar number contemplating it in the past year. Key Findings: The prevalence of anxiety among students is alarmingly high. Depression, though less prevalent, remains a critical issue. Suicidal ideation is a significant concern, with many students contemplating it during the pandemic. This research emphasizes the urgent need for increased mental health support and awareness in higher education, particularly in the context of the ongoing pandemic. Read the full article here: [ https://lnkd.in/eVeSvaAn] Let's work together to raise awareness and support mental health in our educational institutions. #mentalhealthawareness #highereducation #awareproject #studentsupport

Today's students have had it tough. They're impacted by so many challenges across our wider society. And although we know universities have been developing some excellent practice through the University Mental Health Charter programme to support them better, our wider government has failed to do enough to tackle the mounting rates of mental illness in our university communities. Up to 40% of students now meet the criteria for a diagnosable mental health condition 😨 That's why Student Minds have laid out our vision for the next government to improve student mental health through immediate and long-term policy reform. I know the team have worked long and hard with students, clinicians and HE staff (read more about their methodology on p39 of the manifesto, link below) to form a set of ambitious and holistic recommendations for how the government can improve mental health in our universities in the years ahead. Well done team for getting it out there - Dom Smithies Yeme Onoabhagbe and our entire student Steering Group! Read the manifesto here > https://lnkd.in/ej_cpYrB And if your organisation shares our vision for the next government, please add your endorsement here > https://lnkd.in/eHQW_c_J

Who is responsible for making our universities suicide safe? Dr Cassie Hazell at the University of Surrey has been awarded ESRC: Economic and Social Research Council #impact funding to try and find the answer... Over the last decade, 1,330 higher education students have taken their own lives. In the three years preceding the COVID-19 pandemic, 319 students died by suicide – this is equivalent to one student dying every 4 days. Creating a suicide-safe learning environment requires an approach that addresses both individual and systemic factors contributing to mental health challenges among students. By working together, staff, students, parents and support organisations can help ensure universities are supportive and conducive to the wellbeing of all students. Dr Hazell is working with researchers from Brighton and Sussex Medical School, University of Westminster, University of Sussex and Canterbury Christ Church University. The team will build on existing research into student mental health, funded by the Office for Students, and carry out focused stakeholder activities with staff, students and parents - exploring the issues from a lived experience. They will produce a consensus statement to complement the 'Suicide Safer' guidelines, with specific instruction on the roles and responsibilities of those supporting students in universities. Graphic recordings and animations will also be produced to document their findings, which will be shared far and wide across the sector. This #impact #exploration project will also inform and support a wider funding application, to continue the research further. Find out more here: 👉 https://lnkd.in/etCh-UYb #students #wellbeing #mentalhealth #supportingstaff #supportingstudents #universitylife #suicideprevention #universities #impactatsurrey #psychology

Congratulations to Birkbeck Students' Union & William B Sarenden for their role in supporting the Student Minds excellent Mental Health Manifesto. Well worth a read. Crucial points on key areas of financial hardship, better healthcare, inclusion, the broader national context of mental health services and prevention, and the need for better government support for Higher Ed: "Our higher education institutions need improved support and investment. The funding model for higher education must be reviewed to ensure the long-term sustainability of the sector without compromising on staff or student wellbeing. Clarity on the roles and responsibilities of universities and statutory health services must be provided to ensure mental health support is delivered appropriately. Continued political and financial support for the University Mental Health Charter should be given to enable these improvements through a whole-university approach. Higher education should be given greater esteem in recognition of its positive contribution to our economy and society" #mentalhealth #highereducation #election2024 https://lnkd.in/eegmNakw

Maryland's 14 public universities are now required to offer formal withdrawal policies that include mental health as a valid reason to stop out. The Cameron Carden Act of 2024 guarantees refunds for students who withdraw mid-semester for mental and physical health-related reasons. Experts say it may be the first law of its kind in the nation. Read more: https://lnkd.in/eaqnshua #HigherEducation #Policy #MentalHealthAwarenessMonth

I am pleased to share my latest publication, "Impact of COVID-19 restrictions on mental health of international students in higher education: a narrative review," just published as an Online First article in the Journal of Public Health and Emergency.  https://lnkd.in/gMhbMSyz This article is based on a master’s research project that explores the impact of COVID-19 on international students' mental health, emphasizing significant challenges such as academic setbacks, social isolation, and heightened stress. Findings underscore the critical need for targeted support systems and coping strategies to mitigate mental health risks among this vulnerable population amidst pandemic-induced restrictions. Urgent institutional interventions are recommended to safeguard students' wellbeing during global crises.

Yes! I passed my Education Doctorate assignment! 🥳 Pursuing doctoral education to explore the lived educational experiences of children with Pathological Demand Avoidance (PDA) is profoundly important. It not only deepens our understanding of this complex and often misunderstood profile within the autism spectrum, but it also paves the way for developing more effective, individualised educational strategies. Unfortunately, research suggests PDA’ers are facing a mental health crisis (PDA Society,2024) with high levels of mental distress and mental health challenges, including: anxiety, depression, isolation and loneliness, low self esteem, self harm and suicidal thoughts. It is mentioned that a cross societal lack of awareness and understanding of PDA is one of the primary reasons for this. It is clear, educational institutions need to do more to support this group of children. My research focus aims to address the following questions: 🧠 1) What impact do the embedded normative routines of institutions have on children with PDA? 🧠 2) In the everyday lived experiences of school, do children with PDA feel a sense of presence within their educational setting? 🧠 3) How can balance be achieved between the power elements inherent within research to allow the participant voice to achieve equal prominence? I hope that my work can empower educators to foster an inclusive atmosphere where every child can thrive, promoting equity and enhancing the overall quality of education. It is my wish that scholarly work can inspire policy changes, inform best practices, and ultimately contribute to a more compassionate and knowledgeable society. #PDAAwareness #AutismAcceptance #PDA #InclusiveEducation #Neurodiversity #EducationForAll #AutismSpectrum #PathologicalDemandAvoidance #EducationalEquity #SupportAllStudents #InclusiveLearning #AutismSupport #EducationInnovation #UnderstandingPDA #EmpowerEveryChild #Autismawareness #EducationDoctorate #EdD

This new entry on #mentalhealth in #physicaleducation #schools from Centre for Mental Health, Sport and Physical Activity Research Edge Hill University appears in the Routledge Research Online - Sport Studies collection by Taylor & Francis Group available here: https://lnkd.in/ejMtevnM It builds upon our Tackling the Blues mental health literacy programme delivered by Faculty of Education at Edge Hill University Everton in the Community & Tate Liverpool. Other free articles include: https://lnkd.in/eQD7kftp A summary of the entry: ABSTRACT The role of physical education (PE) and schools as sites of public health promotion has been a longstanding feature of much academic, professional, and policy discussion. However, this has typically focused on the alleged role that PE plays in relation to the promotion of active lifestyles and lifelong participation in sport and physical activity, compared to its potential mental health benefits. However, the mental health of school-aged young people has become an increasingly prominent public health and education policy concern in many countries. Schools, and individual subjects including PE, are perceived as playing an important role in promoting good mental health, optimising wellbeing, and preventing or mitigating the effects of mental illness. In particular, school-based physical activity and mental health interventions have been promoted, but there is limited evidence to suggest that mental health will be improved significantly through engaging in PE. This is perhaps unsurprising given the deep-seated, persistent and (currently widening) social and health inequalities in young people’s lives which, together with the many challenges involved in sustainable behavioural change, make it very difficult for schools – via engagement in subjects like PE – to make a substantial impact on mental health. It is suggested that further research is needed on whether PE-for-health pedagogies, and whole-school approaches to mental health which include PE, can contribute to improved mental health outcomes among young people. More work is also needed on which types of whole-school approaches most reliably and effectively mitigate the effects of inequality on young people’s mental health and experiences of PE. Sustained systems-level change across multiple sectors, including education, and a consistent focus on the various inequalities, inequities, and social determinants of young people’s mental health experiences is also warranted.

There’s quite a bit of evidence now that executive function skills in early childhood predict academic achievement later on as well as school attendance, and graduation from college. There are longitudinal studies showing that early executive function skills predict physical health and even financial well-being later in life. https://lnkd.in/gPchyEr3

"Some kids in our college-prep programs need more difficult demands with greater intensity, and others are damaged by them. Our task, then, is to properly differentiate. Between healthy and unhealthy rigor." Almaden Country Day School This is an excerpt from the article, "Under Pressure," which is published in the forthcoming Summer 2024 issue of Independent School magazine. #MentalHealth #Students #Educators