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Access to University Mental Health Services: Understanding the Student Experience: L’accès aux services universitaires de santé mentale : comprendre l’expérience des étudiants

Nathan King Orcid Logo, William Pickett, Kurtis Pankow Orcid Logo, Gina Dimitropoulos, Emma Cullen, Stephen McNevin, Scott B. Patten Orcid Logo, Anne Duffy Orcid Logo

The Canadian Journal of Psychiatry

Swansea University Author: Kurtis Pankow Orcid Logo

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DOI (Published version): 10.1177/07067437241295640

Abstract

ObjectiveTo describe student access to university mental health services and barriers and gaps in support.MethodsThis multiple cohort study used self-report data from 4,138 undergraduate students who completed the U-Flourish Well-Being Survey at the start and completion of first year from 2018 to 20...

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Published in: The Canadian Journal of Psychiatry
ISSN: 0706-7437 1497-0015
Published: SAGE Publications 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa68209
Abstract: ObjectiveTo describe student access to university mental health services and barriers and gaps in support.MethodsThis multiple cohort study used self-report data from 4,138 undergraduate students who completed the U-Flourish Well-Being Survey at the start and completion of first year from 2018 to 2023. The survey incorporated validated measures of mental health symptoms, barriers to care, and open-text questions about the mental health care experience and perceived gaps. Quantitative analyses summarized utilization patterns and barriers. An interpretive qualitative analysis identified common themes about support services and opportunities for improvement from the student perspective.ResultsAt university entry, 43% of students screened positive for anxiety and/or depression, 30% reported a lifetime mental disorder and 23% a lifetime history of self-harm. Over first year, 15% of students surveyed accessed university mental health services. Access was more likely in students identifying as older, gender diverse, female, having a prior mental disorder and those who screened positive for anxiety or depression. Common attitudinal and practical barriers reported included thinking problems would resolve (74%), being uncomfortable sharing (73%), and not knowing how to get help (50%). Common stigma barriers included concerns about what family or friends might think. Students expressed that both campus-based well-being and mental health care offered during flexible hours and accessible through online booking were important.ConclusionsStudent-tailored mental health literacy may be a sustainable approach to address the attitudinal and practical barriers identified. If such barriers are reduced, an increased service demand would be expected and improved efficiencies needed. A clear Statement of Services, an online singular point of access with embedded triage to signpost students to indicated levels of care, and clearly worked-out care pathways including to community-based services would better align with a stepped care model, improve efficiency and access, and foster realistic expectations around university mental health support.
Item Description: Editorial
Keywords: university; mental health services; student; student health services; access to care; barriers; gaps; student experience
College: Faculty of Science and Engineering
Funders: This work was supported by the Canadian Institutes of Health Research under grant numbers PJT 152976 and TG1 165597, the Rossy Family Foundation and the Mach-Gaensslen Foundation.

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