Student Health & Wellbeing Research
UniSport has compiled a number of research articles on the health and wellbeing of university students and drawn a number of findings alongside relevant contacts in order to provide members with a basis for planning and decision making for their university student health and wellbeing programs.
As a result of compiling this research, a number of research gaps were identified:
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Strategies for promoting physical activity among students
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Long-term effects of physical activity habits developing during university years on future health outcomes
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The role of physical activity in reducing stress and improving mental and physical health of students
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Effectiveness of peer-led campus-based interventions/programs in promoting physical activity and awareness among students
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The relationship between physical activity and mental health outcomes (e.g. stress, anxiety, depression) in university students
Applied skills and real-life support
Participants demonstrate the practical application of mental health skills by assisting others, particularly during crisis situations. They provide support face-to-face and through various mediums, including social media (Ashoorian et al., 2019).
Barriers to a healthy lifestyle/Fluctuating lifestyle habits
Time constraints, academic workload, and competing priorities were barriers to maintaining a healthy lifestyle. Self-reported physical and dietary habits fluctuated during the first year of university, especially during high-stress periods (le Rossignol et al., 2022; Smith et al., 2020)
Barriers to physical activity
Challenges in maintaining routines and a lack of awareness of available sports clubs on campus hindered physical activity (Oftedal et al., 2023).
Better mental health compared to peers
University students generally have better mental health compared to their peers around the same age. Parent mental health and socio-economic position explain most differences in mental health (Cvetkovski et al., 2019).
Challenges faced by international students
Adjustment difficulties, social isolation, academic struggles, unmet expectations, employment issues, culture shock, and psychological stress, are challenges faced (Khawaja & Stallman, 2011).
Changes in eating and physical activity patterns during COVID-19
Female students increased energy intake and snacking. Both genders had reduced physical activity due to restrictions, potentially impacting long-term wellbeing (Dash et al., 2022; Gallo et al., 2020).
Common physical activity choices/
Desire for more on-campus opportunities
Walking, gym workouts, and team sports were the most popular activities. Students wanted more on-campus physical activity options (le Rossignol et al., 2022).
Coursework/curriculum and mental
well-being
The combined experience of workload, assessment stress, teacher autonomy support, motivation for study, peer relations, and feelings of (not) belonging predicts students' well-being. Curriculum design, course coordination, and supportive learning environments can improve student mental well-being (Larcombe et al., 2022).
Depression and anxiety prevelance
High depression symptom rates among students. Depression rates higher than US students, similar to Australian estimates. Anxiety rates higher than US and Australian samples. Risk factors: financial stress, lack of support, first-year status, body image issues, study hours. Domestic students have higher rates than international students. Importance of monitoring, peer support, culture change, mental health literacy, support services, destigmatising counseling (Farrer et al., 2016; Larcombe et al., 2016; Schofield et al., 2016; Weier et al., 2016).
Many students reported mental illness symptoms and engaged in unhealthy behaviors. Depressive symptoms and stress were linked to specific behaviors, such as skipping breakfast and poor sleep quality, varying between males and females (Lovell et al., 2015).
While access to medical doctors and support services was sufficient for health conditions/mental health issues, concerns about stigma, privacy, and anonymity in seeking counseling were highlighted (Hussain et al. 2013).
Effectiveness of mental health training
Both face-to-face and online courses improve mental health literacy, reduce stigma, and increase intentions to help others with depressive symptoms (Ashoorian et al., 2019; Bond et al., 2015).
Financial strain and well-being
Financial strain negatively impacts well-being, leading to depressive symptoms and reduced spending. Strategies include cognitive restructuring and access to supportive services (Watson et al., 2015).
HDR student recommendations for
enhancing their wellbeing
HDR students suggest improved resources such as enhancing supervision, financial support, and peer engagement. Also would like an academic research culture that values the well-being of all staff and students (Ryan et al., 2022).
Help-seeking behaviors
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) (Reis et al., 2021).
Impact of online learning during COVID-19
Online learning negatively affected well-being, especially for undergraduates and students pursuing certificates/diplomas. International students experienced higher anxiety and sought more COVID-19 support (Dodd et al., 2021).
Integration of mental health literacy
Incorporating mental health literacy into experiential learning enhances students' knowledge, confidence, and ability to provide support (Reis et al., 2023).
Mental health issues and health conditions/risk factors
Most students reported good physical health but experienced various health conditions, with fatigue, frequent headaches and allergies being the most common (Hussain et al., 2013).
Motivations for physical activity
Intrinsic factors (enjoyment, health benefits, stress reduction) and extrinsic factors (social interaction, weight management) influenced students' motivation for physical activity (le Rossignol et al., 2022).
Negative impacts on well-being when
starting university
Students reported negative effects on mental well-being, physical activity, diet, and sleep due to stress, study demands, and part-time work (Oftedal et al., 2023).
Nutritional habits/Weight gain
Students had poor dietary habits, with inadequate nutrient intake and high consumption of unhealthy foods. Poor dietary patterns and sedentary patterns contribute to distress. Resilience is associated with healthier dietary patterns. First-year female students experienced significant weight gain, increased waist circumference and body fat. All students exceeded recommended intake for saturated fat, sugar and sodium (Gallo et al., 2021; Whatnall et al., 2019; Wilson et al., 2022).
Peer-delivered health promotion programs/events
Involvement of peers in organiing and delivering these events was recognised as a key factor in their success.Student leaders develop a strong sense of purpose from supporting their peers' mental health. Long-term involvement in program/event planning and delivery leads to feelings of ownership. Students perceive events as supporting their well-being. Events contribute to increased time spent on campus, leading to enhanced well-being, stronger social connections, and a greater sense of belonging (Reis et al. 2022; Saheb et al., 2021).
Physical activity and academic
performance
Higher physical activity levels were associated with better academic performance and educational aspirations, while sedentary behavior, particularly excessive screen time, was linked to poorer academic outcomes (Babaeer et al., 2022).
Limited associations found, challenging the direct link between physical activity, sedentary behavior, and GPA (Ong et al., 2021).
Physical activity as a coping mechanism during COVID-19
Physical activity helped students cope with uncertainties of the pandemic, improving physical and mental well-being and reconnecting with others (Oster et al., 2022).
Positive impact of physical activity
Physical activity was associated with improved well-being. Low rates of overweight/obesity were observed, and the majority achieved sufficient physical activity levels (Gallo et al., 2021; le Rossignol et al., 2022).
Positive wellbeing of international students
Most participants report positive physical and mental well-being since coming to Australia, with low rates of risky behaviors. However, some show increased alcohol consumption and instances of abuse and exclusion (Rosenthal et al., 2008)
Predictors of wellbeing during COVID-19
Negative predictors included ethnicity, stress, worry, dietary changes, communication sufficiency, social isolation. Positive predictors included physical health, emotional support, and resilience (Liu et al., 2021).
Promoting physical activity
Campus-based programs and opportunities increase the proportion of physically active students. Providing physical activity programs on university campuses promotes physical activity in young adults (Leslie et al., 2000).
Psychological distress
Many students experience psychological distress, influenced by age, field of study, and personal challenges. Interventions for mental well-being, support systems, and community engagement are recommended. Unhealthy lifestyle classes are associated with higher psychological distress risk. Poor dietary patterns and sedentary behaviors are linked to psychological distress. University students experience higher levels of psychological distress and lower well-being compared to the general population. Financial pressures, gender differences, and body image issues influence distress levels (Bore et al., 2016; Whatnall et al., 2019).
Psychological distress and dietary patterns
Higher distress linked to poorer diets, while higher resilience associated with healthier diets. Small but significant associations (Whatnall et al., 2019).
Psychological distress and well-being
Students report high distress and low well-being compared to the general population. Financial pressures, gender differences, resilience, academic field, time commitments, family care impact distress. Resilience predicts lower distress and higher well-being. Psychological distress was more common among younger on-campus students with lower education levels, poor sleep, fatigue, and low self-esteem (Bore et al., 2016; Larcombe et al., 2016; Mulder et al., 2015).
Students faced higher psychological distress compared to their peers in the general population, with certain disciplines showing elevated levels. Gender, student status, primary language minimally impacted distress levels (Leahy et al., 2010).
Social factors and mental health
University students are at higher risk of mental health problems, with subjective social status and social contact influencing well-being. Higher perceived status and more social contact relate to lower depression and higher well-being .(Rubin et al., 2016)
Stressors and coping strategies
Students face stressors related to academics, finances, time, and personal challenges. Coping strategies include social activities, sports/exercise, and music (Logan & Burns, 2021; Reis et al., 2021).
Optimism, self-efficacy, and resilience support student adaptation and reduce stress (Morton et al., 2014).
Student recommendations for enhancing their wellbeing
"Good teaching" practices, regular interactions with peers and teachers, and improved access to support services are recommended by students. They also value being involved in the design and implementation of programs and services that promote their well-being. They value the opportunity to contribute their ideas and perspectives (Baik et al., 2019).
Student-athlete challenges
Student-athletes face stressors such as scheduling conflicts, fatigue, and financial pressures. They prioritise sports over academics and require support in time management and balancing their commitments (Cosh & Tully, 2015; Cosh & Tully, 2014).
Transition to university/use of time
Overall, the transition to university was positive, with personal challenges being more common than academic and social challenges. Students' daily activities and time use varied by gender and age. Male first-year students exhibited increased sedentary behaviours (Sanagavarpu & Abraham, 2021; Richardson et al., 2019; Wilson et al., 2022).
Unhealthy lifestyle behaviours and high health risk factors
Students had higher rates of poor mental health and food insecurity compared to the general population, while smoking and inadequate physical activity were relatively lower (Whatnall et al., 2020).
Stressors and coping strategies
Students face stressors related to academics, finances, time, and personal challenges. Coping strategies include social activities, sports/exercise, and music (Logan & Burns, 2021; Reis et al., 2021).
Optimism, self-efficacy, and resilience support student adaptation and reduce stress (Morton et al., 2014).
Student recommendations for enhancing
their wellbeing
"Good teaching" practices, regular interactions with peers and teachers, and improved access to support services are recommended by students. They also value being involved in the design and implementation of programs and services that promote their well-being. They value the opportunity to contribute their ideas and perspectives (Baik et al., 2019).
Student-athlete challenges
Student-athletes face stressors such as scheduling conflicts, fatigue, and financial pressures. They prioritise sports over academics and require support in time management and balancing their commitments (Cosh & Tully, 2015; Cosh & Tully, 2014).
Transition to university/use of time
Overall, the transition to university was positive, with personal challenges being more common than academic and social challenges. Students' daily activities and time use varied by gender and age. Male first-year students exhibited increased sedentary behaviours (Sanagavarpu & Abraham, 2021; Richardson et al., 2019; Wilson et al., 2022).
Unhealthy lifestye behaviours and high
health risk factors
Students had higher rates of poor mental health and food insecurity compared to the general population, while smoking and inadequate physical activity were relatively lower (Whatnall et al., 2020).
