Healthy Campuses

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 […]

Desire for more on-campus opportunities This research investigated the relationship between competence, self-efficacy, enjoyment, and motivation with physical activity behaviour during student’s transition from school to university. Among 558 first-year biology health science students, 80% reported satisfactory or above physical activity index scores, with males scoring significantly higher than females. Enjoyment, self-efficacy, and competence were […]

Challenges in maintaining routines and a lack of awareness of available sports clubs on campus hindered physical activity.

Mindfulness, sleep, and moderate-vigorous physical activity have been linked to reduced psychological distress among Australian tertiary students during COVID-19 lockdowns. This research highlights that lifestyle factors significantly impact mental health even in high-stress situations, emphasising the need for mental health promotion through tertiary education institutions. Future research should explore factors that helped some students maintain […]

This research explores the association between psychological distress, resilience, and dietary intake among Australian university students. It found that lower psychological distress and higher resilience were linked to healthier dietary habits, including higher fruit and vegetable consumption and more frequent breakfast intake. The results suggests that psychological well-being plays a significant role in students’ dietary […]

Many students often have poor dietary habits, characterised by inadequate nutrient intake and a high consumption of unhealthy foods. These poor dietary and sedentary patterns contribute to distress. Healthier dietary patterns are associated with greater resilience. Some research suggests first-year female students experienced significant weight gain, increased waist circumference, and body fat. All students exceeded […]