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In the wake of the Covid-19 pandemic, students in many European countries reported an alarming level of mental health issues and poor well-being, exacerbated by socio-economic challenges. Kristina Hauschildt draws on the latest EUROSTUDENT findings to highlight the urgent need for effective mental health support and strategies.
The mental health and well-being of students in European higher education has increasingly come to the fore. In particular, the Covid-19 pandemic and measures to tackle it had an immediate, widely reported effect on students’ mental health. For example, institutional lockdowns and social distancing led to increased feelings of isolation and loneliness, as well as depression and anxiety. Alongside new challenges posed by a widespread move towards increased online teaching and learning during and after the pandemic, this has rightly led to increased interest in this topic.
In the eighth round of the EUROSTUDENT project, over 200,000 representatively sampled students across 25 countries contributed valuable insights into mental health, general health and overall happiness. The survey of students’ social and economic conditions was conducted (with a few exceptions) in 2022. And for the first time, it extended its scope to include a dedicated topical module on mental health and well-being .
These latest EUROSTUDENT findings, outlined in two reports, show that mental health issues and poor well-being are prevalent among students across Europe. Indeed, there is a significant well-being crisis among students. Especially in the aftermath of the Covid-19 pandemic, higher education institutions have a vital role to play in providing a welcoming and supportive study environment in which students can thrive.
Seven per cent of students report having a diagnosed mental health problem which limits them in their studies. In most countries, more than half of diagnosed students are receiving treatment. Furthermore, there is another group of students who either remain undiagnosed or do not experience limitations due to their mental health issues. Across all countries surveyed, depression and anxiety disorders were frequently cited, while psychosis and addiction disorders were less commonly mentioned.
Beyond clinical measures, depending on the country, at least a third and up to 58% of students report poor-well-being, and in a third of the countries, students with poor well-being represent the majority. To establish these figures, the EUROSTUDENT survey used the World Health Organization Well-Being Index (WHO-5) questionnaire, gauging subjective psychological well-being through statements such as ‘I have felt cheerful and in good spirits’ or ‘My daily life has been filled with things that interest me’ on scale of one to five, with ‘poor well-being’ being counted as a value below 50 on a scale of 0-100. Research has demonstrated that lower scores on the WHO-5 are associated with an increased risk of developing mental health problems such as depression or anxiety.
EUROSTUDENT results highlight that (social) inequality is related to student well-being. Younger students, female students, students with a disability and students whose parents are less economically privileged report a lower sense of well-being than their respective counterparts.
Contextual academic conditions and personal study conditions also matter. For example, we see variations across fields of study, with students in Arts and humanities; ICT; Engineering, manufacturing and construction; and Natural sciences, mathematics and statistics displaying lower levels of well-being than their counterparts in Business administration; Education; Agriculture; Forestry, fisheries and veterinary; Health and welfare; and Services. But also, students with restricted access to digital tools and master’s students are frequently having issues with well-being.
On the personal side, lower levels of well-being can be found among students experiencing increasing levels of financial difficulties, discrimination, or a low sense of safety on campus. Students living alone rather than with others also report a poorer well-being than their peers.
Study conditions also play an important role, and students who experience a better personal fit within higher education, who have more contact with other students about their study subjects, who indicate having high quality lecturers and expect better job opportunities, are all, on average, more likely to have a higher level of well-being. In contrast, less favourable study conditions are related to lower well-being. For example, students who have to invest more than 40 hours per week due to study workload and commuting indicate having a lower level of well-being.
However, well-being appears to improve with age, as students over 30 least often report poor well-being compared to other age groups across. The improved well-being in students over 30 might be due to their potentially more deliberate decision to pursue further education.
Survey results show that a majority of students tends to be aware of psychological counselling services aimed specifically at students, i.e. offered at or by higher education institutions. However, the use of these services is relatively low, and their helpfulness, when used, is rated to be lower than that of the more well-known and used study-related counselling services.
This issue is further compounded in the digital realm. There is a clear preference among students for in person over online counselling services. In contrast, the demand for digital options for other study aspects like materials, administrative services and online courses is high, with very few students finding them unnecessary. Student satisfaction with digital services is generally high, except for counselling. This highlights the need for higher education institutions to improve the effectiveness and appeal of counselling services, whether provided in person or online.
Although some of the pressures experienced during the pandemic may have been alleviated, higher education institutions should be aware of the mental health situation of students and strive to support them in successfully completing their studies. Offering psychological counselling services which are accessible and helpful to students, possibly by more closely integrating them into academic and social aspects of student life, can serve to support students in their academic journey.
The strong link between financial difficulties and poor well-being among students should lead institutions to consider ways of also alleviating the real financial stressors students face, e.g. through scholarships, grants and emergency funds. However, where required, measures targeting specific problems, such as food scarcity, should also be implemented. Finally, high-quality teaching and an inclusive, engaging higher education environment can contribute to the well-being of students.
