Health‐Promoting Learning Environments in Higher Education: A Scoping Review of Structural Interventions to Protect Student Mental Health

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-09-17 DOI:10.1111/ejed.12772
Tina M. Olsson, Malin Broberg, Sylva Frisk, Arne F. Wackenhut, David Kjellin, Sofia Gullstrand, Stephanie Rost, Therése Skoog
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Abstract

A rapidly growing body of research spanning several scientific disciplines and countries converges to show that mental health problems among students are an increasing challenge for higher education institutions. Mental health problems among students threaten academic performance, degree completion and student well‐being. Structural efforts aimed at building health‐promoting, learning environments for all students are lacking in the literature. This study aims to identify and describe what is currently known about structural approaches to promote mental health or prevent mental health problems among students in higher educational settings. We conducted a scoping review of studies published in peer‐reviewed journals between 2001 and 2021, which studied structural interventions to promote mental health or prevent mental health problems among students in higher educational settings. The search identified 8372 articles, and 27 were included in the final sample. Four broad categories of approach were identified: (1) inclusion and diversity approaches, (2) adaptations to the physical environment, (3) teaching health‐related skills and behaviours and (4) adaptations to pedagogical practices and teaching approaches. The general finding from the studies reporting student perceptions was that students were favourable to the interventions to which they were exposed. Studies investigating pre‐ to post‐test changes in well‐being had mixed findings. Institutions aiming to support student mental health at the structural level should rigorously study and describe these approaches and their outcomes to advance our combined understanding of how we might design and deliver structural interventions to support students' mental health.
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高等教育中促进健康的学习环境:保护学生心理健康的结构性干预措施范围审查
横跨多个科学学科和国家的研究成果迅速增多,这些成果共同表明,学生的心理健康问题对高等教育机构来说是一个日益严峻的挑战。学生的心理健康问题威胁着学习成绩、学位的完成和学生的幸福。文献中缺乏旨在为所有学生营造促进健康的学习环境的结构性努力。本研究旨在确定和描述目前在高等教育环境中促进学生心理健康或预防学生心理健康问题的结构性方法。我们对 2001 年至 2021 年间发表在同行评审期刊上的研究进行了范围界定,这些研究研究了在高等教育环境中促进学生心理健康或预防学生心理健康问题的结构性干预措施。通过检索,共发现了 8372 篇文章,其中 27 篇被纳入最终样本。确定了四大类方法:(1) 包容性和多样性方法,(2) 对物理环境的调整,(3) 教授与健康相关的技能和行为,(4) 对教学实践和教学方法的调整。从报告学生看法的研究中得出的普遍结论是,学生对他们所接触的干预措施持赞成态度。对测试前和测试后的幸福感变化进行调查的研究结果不一。旨在从结构层面支持学生心理健康的机构应严格研究和描述这些方法及其结果,以促进我们对如何设计和实施结构性干预措施以支持学生心理健康的综合理解。
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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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