Research into student mental health: where have we come and how can we improve?
| Date | 07 January 2020 |
| DOI | https://doi.org/10.1108/JPMH-11-2019-0097 |
| Published date | 07 January 2020 |
| Pages | 9-12 |
| Author | Poppy Brown |
| Subject Matter | Health & social care,Mental health,Public mental health |
Research into student mental
health: where have we come and
how can we improve?
Poppy Brown
Abstract
Purpose –There has previously beenlimited research into student mental health. However, recognition
of the unique challenges and the scale of mental health problems within universities is increasing. A
number of projects aiming to address the knowledge gap and develop appropriate interventions and
toolkitshave recently begun. The purpose of this paper is to presentand evaluate such projects.
Design/methodology/approach –A critical appraisal of currentand recent research in student mental
healthis presented in this paper.
Findings –These projects are likely to bring huge benefits. However, limitations includethe need for increased
collaboration, use of validatedmeasures for evaluation, and consideration of the context of implementation.
Research limitations/implications –Future research should considerways to overcome these limitations.
Originality/value –Discussion and evaluationof current research is important for disseminationand for
encouragingfuture improvement.
Keywords Student, Research, Mental health, University
Paper type Case study
Writing in 2016 it was clear that robust research into student mental health within the UK
was lacking (Brown, 2016). Many universities had successful initiatives for helping students
with mental health problems, but the evidence base was poor and missing a joined up
approach. There were no large scale collaborations linking universities together with the
NHS, police, government, charities and other relevant organisations. The data that did exist
on the prevalence and causes of poor mental health among students suffered from poorly
defined terminology and non-validated measures, often leading to unfoundedconclusions.
Large scale and robust research into student mental health is required for a multitude of
reasons. First, a clear and robust evidence base is needed to inform policy and models of
implementation. Within mental health policy documents in general there is a tendency
towards using inaccurate statistics and vague statements not supported by evidence (Hui
et al., 2019). These can end up being well cited, leading to a fragile evidence base.
Universities are unique places where members face unique problems (Royal College of
Psychiatrists, 2011). We cannot rely on data collected outside of universities, for example
from non-students of the same age. Second, data on prevalence helps us to know the true
scale of the issues. This in turn allows us to know what the demand is. Showing the scale
can also help persuade those policymakers who may otherwise be dispassionate about
the issues, of its importance. Third, collecting data shows students that we care about their
mental health. It helps to engagethem in thinking about mental health, and opens the doors
for collaborative work. It also raises awareness, helping to reduce stigma, the problem of
which is highlighted in Caan’s editorial. Fourth, until we fully understand the factors that
Poppy Brown is based at
Department of Psychiatry,
University of Oxford,
Oxford, UK.
Received 29 November 2019
Revised 29 November 2019
Accepted 29 November 2019
DOI 10.1108/JPMH-11-2019-0097 VOL. 19 NO. 1 2020, pp. 9-12, ©Emerald Publishing Limited, ISSN 1746-5729 jJOURNAL OF PUBLIC MENTAL HEALTH jPAGE 9
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