Risk Behaviours

Fewer barriers to seeking help were observed at the university, emphasising the importance of addressing moods and socio-demographic barriers. Students have high mental health literacy but barriers exist to seeking professional help (e.g., perceived stigma with help-seeking). Read Arianne Reis’ research article Students as Leaders in Supporting well-being: Peer-to-peer health promotion in higher education here.

This research identifies six negative predictors of university students’ psychological wellbeing during the COVID-19 pandemic, which include White/European ethnicity, restriction stress, perceived worry about mental health, dietary changes, perceived sufficiency of distancing communication, and social isolation. Social isolation has the largest negative impact on students’ psychological wellbeing. Conversely, positive predictors include physical health status, emotional […]

A survey of 979 undergraduate and postgraduate international students at an Australian university found that most evaluated their physical and mental health positively. Few students reported engaging in health-related risk practices, and there was little change in health behaviours since arriving in Australia. The study suggests that most international students do not find studying overseas […]

Students experience higher psychological distress compared to their peers in the general population, with certain academic disciplines showing elevated levels. While gender, student status, and primary language have minimal impact on distress levels, financial pressures, academic field, resilience, time commitments, and family care are significant contributors. Resilience is associated with lower distress and higher well-being. […]

Students recommend the implementation of effective teaching practices, regular interactions with peers and teachers, and enhanced access to support services. They appreciate being involved in the design and implementation of well-being programs and services and value the opportunity to contribute their ideas and perspectives. Baik, C., Larcombe, W., & Brooker, A., How universities can enhance […]

Optimism, self-efficacy, and resilience support student adaptation and reduce stress. Read Stephen Morton’s research article Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Student here.

Students face significant stressors related to academics, finances, time management, and personal challenges, which contribute to higher levels of psychological distress compared to the general population. Key coping strategies include engaging in social activities, participating in sports or exercise, and listening to music. Interventions and policies that promote mental well-being and community engagement are recommended […]

Many students experience psychological distress, which is influenced by factors such as age, field of study, and personal challenges. Interventions focusing on mental well-being, support systems, and community engagement are recommended. Unhealthy lifestyle choices are associated with a higher risk of psychological distress. Poor dietary habits and sedentary behaviours contribute to psychological distress. University students […]

To date, research has primarily examined how various contextual factors assist students in adjusting to university as they commence their studies. However, there is a significant gap in research and tools that specifically define and measure students’ adjustments, considering their transitional challenges, emotional well-being, and barriers to seeking help. Sanagavarapu, P., & Abraham, J., Validating […]