As mental health challenges among students in higher education rise globally, a new study from the University of Gothenburg emphasizes the need for systemic changes within educational institutions. Current efforts to address mental ill-health primarily focus on individual treatment and pedagogical adjustments. However, the research suggests that a more comprehensive approach at the structural level is essential to ensure the well-being and academic success of all students.
The research team, led by Therése Skoog, reviewed over 8,000 studies on interventions aimed at improving student well-being in higher education settings. The literature review revealed that two-thirds of the interventions concentrated on modifying pedagogical approaches, while the most common structural measure was offering individual health counseling. While these initiatives are beneficial, Skoog argues they are insufficient.
“Higher education institutions will simply not have the capacity to adapt teaching to all the diagnoses and needs students may have. If we don’t reverse the increasing trend of mental health issues, we risk declines in academic performance and degree completion,” Skoog stated.
To effectively promote sustainable learning, the entire educational environment must undergo transformation. Skoog advocates for a holistic approach that encompasses various elements, including the physical environment, course design, recovery opportunities, and the dynamics between students and faculty.
“The potential for improvement is significant,” she added.
Among promising initiatives, Skoog highlights the ‘Healthy Universities’ model, developed by UK higher education institutions. This model adopts a holistic view of health that integrates learning environments with organizational culture. Another noteworthy framework is the Universal Design for Learning guide, which aims to create accessible learning environments for all students while maintaining consistent course objectives.
Starting academic studies often involves significant transitions, including relocating and adjusting to new social dynamics. A more welcoming environment can alleviate stress for students during this challenging period.
Skoog has spearheaded the Sustainable and Accessible Learning Environments project at the University of Gothenburg, which investigates structural strategies to enhance both learning and students’ mental health. This initiative has garnered attention from other universities, and a follow-up project focusing specifically on physical learning environments is set to launch at Gothenburg.
“It is encouraging to see more universities taking this issue seriously and to witness initiatives emerging worldwide aimed at reversing negative trends and improving students’ mental health,” Skoog concluded.
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