Physical activity programs for staff; Modeling of healthy eating and physical activity behaviors through five or more strategies (e.g., encourage staff to eat healthy foods at school, provide information about using physical activity in the classroom)
The Directors of Health Promotion and Education ( DHPE, 2005 ) created a more comprehensive standard for school employee wellness that is focused solely on staff members. This school employee wellness guide is a comprehensive resource that discusses the need for school employee wellness programs, key principles, steps for establishing a program, funding for programs, as well as useful tools and resources (e.g., Employee Wellness Interest Survey, sample letter of invitation). The DHPE identifies eight different components that should be included in a comprehensive school employee wellness program:
This eight-component model focuses on more than just increasing nutrition and exercise in employees and emphasizes the importance of creating safe environments, promoting education, individualizing interventions, and evaluating programming to ensure that it is working. See Table 2 for a review of these eight components and examples of programs/activities that address each component. A model that fulfills these DHPE guidelines is a gold standard of programming, but implementing such a comprehensive model requires an effective implementation process; it is recommended that individuals and organizations that hope to begin this type of program follow the nine-step implementation process outlined by DHPE (2005) .
Components of a Comprehensive School Employee Wellness Program
Component | Sample Activities |
---|---|
1. Health education and health-promoting activities tailored to the needs of employees | Workshops or school-sponsored activities focused on employee-desired skill development or lifestyle behavior change |
2. Safe, supportive social and physical environments | School sets expectations for healthy behaviors and implements policies to promote health and reduce risk of disease |
3. Integration of program into the school/district structure | Provide time for employees to attend workshops and activities; provide incentives to participate in wellness programs |
4. Linkage to other related programs | Linkages to employee assistance programs or programs aimed at helping employees balance work and family life |
5. Worksite screening programs and follow-up care as needed | Screening programs linked to employee’s medical care so participation and follow-up treatments are seamless |
6. Individualized interventions to support employee behavior change | Individual health counseling or step-counting programs |
7. Education focused on helping employees make health care decisions | Health education classes related to topics such as weight loss, diabetes, and healthy heart management |
8. Evaluation and improvement process | Collect data before, during, and after program implementation. Data collection can include cost, compliance, and outcome measures. |
Source: Adapted from DHPE (2005) and Partnership for Prevention (2010) .
In order to develop and implement teacher and school staff wellness programs, it is important to gather data on staff wellness before, during, and after program implementation. Validated measures of wellness can help to assess staff needs, determine target populations for programs, and measure change in wellness following program participation.
The only measure in the literature that was specifically designed to measure wellness in teachers is the Interpersonal Mindfulness in Teaching Questionnaire (IMT; Frank et al., 2016 ). The measure focuses on two distinct factors: (1) teacher intrapersonal mindfulness and (2) teacher interpersonal mindfulness. The measure has been validated through confirmatory factor analysis and has good test-retest reliability for both scales in the medium-large range ( Frank et al., 2016 ).
The Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk-Hoy, 2001 ) is a measure of what teachers view as the most difficult aspects of their teaching activities and how much power they think they have in resolving those challenges. Items ask teachers to indicate “how much they can do” in response to various classrooms and instructional challenges. The questionnaire measures three dimensions: instructional strategies, classroom management, and student engagement.
Results of the study suggested that teacher participants had improvements in self-regulation, self-compassion, mindfulness, and sleep quality.
One validated measure of employee wellness more generally (not specifically for school employees) is the Professional Quality of Life Scale (ProQOL; Hudnall Stamm, 2009 ). Although this measure is not specifically for school staff, it is particularly appropriate for employees in the helping professions because the measure focuses on compassion satisfaction (the positive emotional effect of helping others) and compassion fatigue (burnout and secondary traumatic stress). It is a well-validated, self-report measure of the positive and negative aspects of caring and can be given individually or in groups.
In addition, the Centers for Disease Control and Prevention ( CDC, 2014a ) offer a Worksite Health Score Card that allows employers to assess their evidence-based health promotion interventions. The program helps to identify gaps in health promotion programs as well as to prioritize high-impact strategies in the program. It is available at no cost to employers.
The curriculums provided as part of wellness programs in many schools are often not evidence based. Little is known about how the stress management education provided in the schools affects teacher or student outcomes. However, evidence indicates that change is possible even in programs of relatively short duration. For example, in a 10-week health promotion program for employees in the Dallas Independent School District, with a focus on exercise and physical fitness, the following impressive improvements were found: 44% of teachers changed their overall lifestyle, 68% changed their diet, 26% who had not exercised began vigorous programs, and 18% quit smoking. Overall, this program led to 1.25 days less of absenteeism for those teachers who were exercising. This is equal to a savings of $149,578 for the district ( DHPE, 2005 ).
There are several comprehensive teacher wellness programs that are setting the foundation for school staff wellness research. The following programs have been studied for evidence of effectiveness and have shown some promising results.
The Washoe County School District started an optional wellness program for its 6,246 employees, which was evaluated over a two-year period ( Aldana et al., 2005 ). The program was aimed at reducing two-year health care costs and absenteeism. When considering (as covariates in statistical analyses) baseline health claims, absenteeism in three years prior, age, gender, job classification, and years in school district, the program found no significant differences in direct health care costs. However, there were significant differences in absenteeism. Participants had an average of three fewer missed days than non-participants, which equals a cost saving of $15.60 for every dollar spent on the program.
MBSR is a mindfulness training that is shown to reduce stress, depression, and anxiety. It was created to address chronic pain but is useful for a variety of physical and mental health problems. MBSR is included in SAMSHA’s National Registry of Evidence-based Programs and Practices. Two different research groups have adapted MBSR for teachers. Flook and colleagues (2013) studied the use of MBSR with 18 elementary school teachers. They incorporated MBSR with specific school-related activities and practices. The program took place over eight weeks for 2.5 hours per week and one day-long immersion program (six hours). Results of the study showed that teachers who participated had reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization, and an increase in self-compassion. In a second study, Frank and colleagues (2015) conducted an MBSR training with 36 high school teachers. The program involved group discussions on the application of mindfulness in daily life, including in the classroom. Teachers were taught how to introduce mindfulness practice to their students. The sessions were for two hours a week for eight weeks and also included home practice. Results of the study suggested that teacher participants had improvements in self-regulation, self-compassion, mindfulness, and sleep quality.
CARE is an evidence-based professional development program designed to reduce stress and improve teachers’ performance. The program focuses on three main content areas: (1) emotion skills instruction, (2) mindfulness/stress reduction practices, and (3) caring and listening practices ( Jennings et al. 2011 ). In a randomized control trial of CARE, with a waitlist control group, 53 teachers in urban and suburban schools participated in five full-day sessions over eight weeks and three 20-minute phone coaching sessions. Results showed improvements in well-being, teacher efficacy, burnout, and mindfulness ( Jennings et al., 2013 ). Future research is still needed to assess CARE’s effect on classroom and student outcomes.
CALM is a daily school-based intervention designed to promote and improve social-emotional competencies, stress management, well-being, teaching, and health. The intervention included yoga and mindfulness practices. Participants practiced skills four days a week for 16 weeks (64 sessions total). Study results showed that CALM was related to significant improvements in mindfulness, emotional functioning, positive affect, distress tolerance, efficacy in classroom management, as well as to decreases in physical symptoms, blood pressure, and cortisol levels ( Harris et al., 2016 ).
Wellness programs that focus on a broad array of wellness components such as nutrition, physical activity, and stress management have been shown to increase teacher morale, improve perceptions of being able to handle job stress, reduce absenteeism, and result in higher levels of overall well-being. Furthermore, in addition to the positive benefits of improved teacher job satisfaction, health, and well-being, there are documented cost savings and impacts on student outcomes related to having healthy teachers and school staff. Based on a review of the literature in workplace wellness and the evolving school staff wellness fields, the following recommendations are suggested for schools that intend to implement school staff wellness promotion programs:
In summary, the workplace wellness literature, when combined with the growing research literature in school staff wellness supports the idea that school employee wellness programs can promote improved physical, social, and emotional well-being in school staff while having a positive impact on student success and school climate, particularly as it relates to improved teacher attendance and, thus, improved academic continuity for students. The research also supports the economics of encouraging staff wellness and offers justification for the investment in wellness programs. Although there is much promise for the future of school staff wellness research, it is imperative that funders and school administrators recognize the importance of, and dedicate time and resources to, supporting school staff wellness. The field would benefit from an increased number of randomized controlled trials and from targeted funding opportunities to specifically support the well-being of school-based staff. As the research advances, it will be important to translate the research into effective frontline application and to be able to identify evidence-based programs as well as essential core elements of wellness program so as to maximize their impact and fiscal investment.
In addition to the positive benefits of improved teacher job satisfaction, health, and well-being, there are documented cost savings and impacts on student outcomes related to having healthy teachers and school staff.
Kia ora - welcome to our new website. We've tried to ensure old links will redirect to the correct pages, but some links may no longer work. Find out more .
About the Ministry of Health and the New Zealand health system.
Health providers and products we regulate, and laws we administer.
Certification of health care services, drug checking, health practitioners competence assurance act, medicinal cannabis, medicines control, mental health and addiction, notifiable diseases, pharmacy licensing, psychoactive substances, smoked tobacco, vaping, herbal smoking and smokeless tobacco, strategies & initiatives he rautaki, he tūmahi hou.
How we’re working to improve health outcomes for all New Zealanders.
Increasing access to health services, achieving equity and improving outcomes for Māori.
Māori health models, te tiriti o waitangi framework, wai 2575 health services and outcomes inquiry, whakamaua: māori health action plan, statistics & research he tatauranga, he rangahau.
Data and insights from our health surveys, research and monitoring.
A guide to data and information about the performance of mental health and addiction services.
About this page.
This page contains data and information about the performance of mental health and addiction services.
Following the health and disability system reforms in July 2022, many of the data and information reporting functions have transferred to Health New Zealand – Te Whatu Ora. The Ministry of Health and Health New Zealand are committed to transparency and sharing available information publicly. There are 3 key areas that data falls into:
Service use data are the responsibility of Health New Zealand, suicide statistics and related data are the responsibility of Health New Zealand and the Office of the Chief Coroner, and regulatory reporting remains a Ministry of Health responsibility.
There are also other mental health and addiction system monitors , independent of the Ministry of Health and Health New Zealand.
Information on the performance of Aotearoa New Zealand’s mental health and addiction services helps us understand how long people have had to wait to be seen by mental health and/or addiction services, and the demographic breakdown of people accessing services.
One of the main sources for mental health and addiction data up until 2023 has been the National Service Framework Library. This site provided data on specialist mental health and addiction services, including:
The National Service Framework Library site has now been decommissioned. The National Service Framework is now the responsibility of Health New Zealand.
Every year, approximately 175,000 people access specialist and non-government organisation (NGO) services for mental health and/or addiction support.
Using figures like these helps us understand trends about who is accessing services (for example, by age and ethnicity) and which types of services people are accessing (for example, former district health board/Health New Zealand or NGO).
Health New Zealand publishes information on service use using the Mental Health and Addiction: Service Use web tool .
A key component of the Wellbeing Budget 2019 was investment in a programme of work to ‘expand access and choice of primary mental health and addiction supports’ across Aotearoa New Zealand (known as Access and Choice). The establishment of services started in late 2019 with national rollout phased over a 5-year period. There are no criteria to access these services, no cost, and support is immediate and rapid. There are 4 main workstreams:
Data from these Access and Choice services can be found on the Access and Choice programme website .
The Office of the Chief Coroner and Health New Zealand publish confirmed and provisional suicide statistics, or suspected intentionally self-inflicted deaths, annually. Provisional suicide statistics relate to deaths where suicide is suspected but has not yet been confirmed by a coroner; some cases recorded as provisional may eventually be found not to be suicides. Confirmed suicide statistics are based on the number of suicides confirmed by coroners, or where there is sufficient other evidence to conclude the death was a suicide.
There are two main pieces of legislation relating to mental health and addiction: the Mental Health (Compulsory Assessment and Treatment) Act 1992 (the Mental Health Act) and the Substance Addiction (Compulsory Assessment and Treatment) Act 2017 (SACAT). The Director of Mental Health and the Director of Addiction Services are statutory roles under these Acts respectively.
Each year, approximately 11,000 people in Aotearoa New Zealand are subject to treatment or assessment under either of those Acts.
The Ministry of Health reports on the use of SACAT legislation in our annual report. The use of the Mental Health Act, and other provisions related to mental health and addiction treatment, are reported annually in the Office of the Director of Mental Health and Addiction Services’ Regulatory Report.
More reports related to the use of legislation, including guidelines and earlier reports, can be found on the publications webpage.
Due to the time it takes to quality check the data, these reports can take a while to be published. However, the Ministry of Health and Health New Zealand are committed to working together to improve this process.
The Mental Health Review Tribunal is an independent body appointed by the Minister of Health under the Mental Health Act to help support and protect the rights and interests of people subject to that Act.
The Tribunal’s Annual Reports cover the types of applications they received, and the outcomes of these applications.
Before 9 February 2021, responsibility for monitoring and advocacy for improvement to mental health and addiction services was held by the Health and Disability Commissioner.
Now, Te Hiringa Mahara – the Mental Health and Wellbeing Commission has responsibility of providing independent system-level oversight of mental health and wellbeing, and holding the government of the day and other decision-makers to account for the mental health and wellbeing of people in Aotearoa New Zealand. The commission publishes monitoring reports on mental health and addiction service provision.
Te Tāhū Hauora Health Quality & Safety Commission also plays an important role in working with clinicians, providers and consumers to improve health services. They maintain a national quality improvement programme and support mental health and addiction services with data and coaching.
Related areas.
© Ministry of Health – Manatū Hauora
Putting science to work for the health of women
By dr. janine a. clayton, transforming women’s behavioral health services.
In a significant move to bolster women’s behavioral health services, the Biden administration has announced a series of funding opportunities totaling $27.5 million. This announcement underscores a steadfast commitment to addressing the distinct mental health and substance use treatment needs of women across the United States. The funds, provided by the U.S. Department of Health and Human Services (HHS) through the Substance Abuse and Mental Health Services Administration, include $15 million for the Community-Based Maternal Behavioral Health Services Program , which aims to improve access and ensure smooth care transitions of culturally relevant, evidence-based treatment for pregnant and postpartum women. Additionally, $12.5 million will support the Women’s Behavioral Health Technical Assistance Center , designed to enhance health care providers’ ability to address women’s behavioral health needs through training and technical assistance.
These efforts are particularly critical in light of recent research highlighting mental health disparities among racially and ethnically minoritized (REM) women in the U.S. A scoping review on mental health during the menopause transition revealed that REM women experience a higher burden of depressive symptoms, influenced by a range of social, structural, and biological factors. The review also emphasized the need for culturally relevant care and enhanced provider training to effectively address these disparities. The Biden administration’s funding directly targets these needs, ensuring that REM women have access to comprehensive and tailored mental health care.
The funding investments are aligned with the goals of the White House Initiative on Women’s Health Research , which has committed to prioritizing investments in women’s health research, integrating women’s health across the federal research portfolio, and galvanizing new research on midlife health of women. These funding announcements signify more than just financial support; they represent a pivotal shift in how women’s health is prioritized on the national agenda and lay the groundwork for sustained improvements in women’s health care infrastructure. Allocating resources to targeted programs ensures that women receive the care and support necessary to lead healthier, more fulfilling lives.
On August 19, 2024, the Office of Research on Women’s Health (ORWH), in collaboration with the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), co-hosted the second NIH Women’s Health Research Roundtable on endometriosis, titled “ Beyond the Lesion: Charting New Paths .” This Roundtable Series was developed in response to a Presidential Memorandum aimed at highlighting priority topics within HHS and disseminating information on federally supported research areas.
This significant event centered on endometriosis, a chronic and often misunderstood condition in which tissue similar to the uterine lining grows outside the uterus. Endometriosis affects approximately 10% of women of reproductive age and often results in severe pain, heavy menstrual periods, and infertility, yet remains underdiagnosed and inadequately treated. The roundtable brought together experts, advocates, and individuals affected by the condition to explore the latest research, address challenges, and discuss future directions for research on this debilitating disease.
The event featured distinguished speakers, starting with opening remarks by NICHD Director Diana W. Bianchi, M.D. Attendees then engaged in a series of insightful presentations covering diverse aspects of endometriosis, from patient experiences and holistic health approaches to cutting-edge research. This roundtable underscored our commitment to advancing knowledge, improving care, and fostering collaboration to enhance understanding and treatment of endometriosis, with the ultimate goal of improving the quality of life for the women affected.
I am thrilled to share with you the latest advancements and initiatives showcased in our most recent issue of Women’s Health In Focus at NIH . A key feature of this issue is the groundbreaking work conducted by Jill Goldstein, Ph.D., M.P.H., at the Innovation Center on Sex Differences in Medicine (ICON-✘) . Dr. Goldstein is a Specialized Centers of Research Excellence (SCORE) on Sex Differences investigator and is leading the charge in examining how sex differences impact brain function, psychiatric disorders, and related comorbidities such as cardiovascular disease. Her team is pioneering the development of sex-specific tools and therapies, a crucial advancement with the potential to lead to improved diagnosis and treatment for women. This shift is consistent with increased awareness of the importance of women’s mental health research. ORWH is supporting Dr. Goldstein in her collaboration with Stuart Tobet, Ph.D., and other experts to create an innovative biomedical pipeline curriculum centered on sex differences, known as the Translational Workforce Innovation Network (TWIN) .
This issue also highlights the impressive achievements of the University of Minnesota’s Center for Women in Medicine and Science (CWIMS) . Since its inception in 2018, CWIMS has been instrumental in promoting gender equity within its medical school. CWIMS’ innovative approaches include conducting salary equity studies, developing a metrics dashboard for tracking progress, and implementing programs such as the Distinguished Visiting Scholar mechanism and the Early Pathways to Success Program. Recently, CWIMS hosted a Mid-Career Summit, addressing this crucial stage of faculty development. These initiatives have led to increased representation and advancement of women and underrepresented minorities in academic medicine. Be sure to check out the full publication to stay informed and inspired by the groundbreaking work and initiatives in women’s health research.
I am excited to share with you the significant strides we are making in the field of autoimmune disease research through the Office of Autoimmune Disease Research (OADR-ORWH) . OADR-ORWH is dedicated to promoting research that elucidates sex differences in autoimmune conditions, ultimately leading to more effective and personalized treatments for both women and men. Our goal is to foster research to address critical gaps in understanding of how sex differences influence the onset, progression, and treatment of autoimmune diseases. Autoimmune diseases disproportionately affect women, accounting for nearly 80% of all cases. This disparity underscores the urgent need for research that considers sex as a fundamental variable in understanding these complex diseases.
A key event highlighting our commitment to this mission was the recent ScienceTALKS event titled “ Going Viral: Exploring Viral Triggers of Autoimmune Diseases .” This event brought together leading experts to delve into the intricate relationship between viral infections and the onset of autoimmune diseases. Presentations explored how viruses can trigger autoimmune responses, which is crucial for developing preventive and therapeutic strategies.
Additionally, OADR-ORWH announced the publication of a new article titled “ Coordination and Collaboration to Support Exposome Research in Autoimmune Diseases ” in Arthritis Care & Research . I am honored to have collaborated on this article with OADR-ORWH Director Victoria Shanmugam, MBBS, MRCP, FACR, CCD, and ORWH Associate Director of Clinical Research Sarah Temkin, M.D., alongside partners in the National Institute of Arthritis and Musculoskeletal and Skin Diseases and the National Institute of Environmental Health Sciences. The exposome is a concept that measures all exposures (internal and external) of an individual in their lifetime and how those exposures relate to health. The publication examines the critical role of the exposome in shaping current and future autoimmune disease research at NIH, the impact of environmental exposures on autoimmune diseases, and NIH’s ongoing efforts to interpret these complex interactions.
The insights shared through these events and publications will shape the future of autoimmune disease research. I extend my gratitude to all speakers, participants, and organizers for their invaluable contributions. For those who missed it, visit our event page for the recording and materials. Together, we can continue to advance research that makes a difference.
As we reflect on August, a month rich with significant milestones in women’s health and equity, we are reminded of the strides made and the work ahead. Women’s Equality Day, celebrated on August 26, underscores our ongoing commitment to gender equality, commemorating the anniversary of the certification of the 19th Amendment. This day serves as a powerful reminder of the ongoing pursuit of gender equality and the importance of ensuring women’s voices are heard in all aspects of society, including health research and policy.
Historically, reliance on male models in research has created significant knowledge gaps, and we have been working diligently to address these disparities. Data reveal that while women are more likely to donate organs, they are less likely to receive them for transplantation and are less frequently given CPR compared to men. At ORWH, we emphasize that women’s health equity and inclusion are not just goals but central to achieving healthy communities and a just society. Through rigorous research, we strive to support the generation and application of evidence to ensure that all women can attain their highest level of health.
A cornerstone of our efforts is the Health of Women of Understudied, Underrepresented, and Underreported populations (U3) Populations Data Book . This comprehensive resource provides critical data and insights into the health disparities faced by these populations. By highlighting these disparities, the Data Book underscores our commitment to addressing the specific health needs of diverse groups of women, including those in rural locations and other underserved communities.
Our website offers a variety of programs, tools, and resources. Key among these is the NIH Inclusion Outreach Toolkit , a vital resource for researchers. This toolkit provides comprehensive guidance on the importance of including women in clinical research, offering tools and best practices to support inclusion. In addition, ORWH collaborates with NIH ICs on research programs aimed at addressing women’s health disparities . For instance, the U3 Interdisciplinary Research Program , focuses on advancing health outcomes for populations highlighted in the Data Book. ORWH also supports initiatives such as our partnership with the National Institute of General Medical Sciences (NIGMS) and other NIH institutes to advance women’s health research and equity, particularly in Institutional Development Awards (IDeA) states . These states and territories benefit from targeted funding aimed at expanding research capacity and addressing health disparities.
As we continue to enhance women’s health research, I invite you to explore our resources and join us in our mission to foster a future where every woman receives evidence-based health care.
As we continue to drive progress in women’s health, I am excited to highlight two key upcoming events that promise to advance our understanding and impact. On September 30, 2024, the Specialized Centers of Research Excellence (SCORE) on Sex Differences will host its 2024 annual meeting, featuring a keynote address that emphasizes crucial advancements in research on sex differences and a capstone address that maps out contemporary challenges within the health enterprise. This initiative is pivotal to bridging gaps in understanding sex influences in health and disease. Following this event, on October 1, 2024, the Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) 2024 Annual Meeting will take place. This event will provide a comprehensive platform for discussing and fostering interdisciplinary research careers in women’s health. I encourage everyone to engage in these important events as we continue to advance research, career development, and policy in women’s health. They will not only showcase ongoing research, but also set the stage for future breakthroughs.
Thank you for your ongoing support and dedication to improving women’s health and well-being. I look forward to sharing more updates and breakthroughs with you in the coming months.
August 29, 2024
June 28, 2024
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April 30, 2024
IMAGES
VIDEO
COMMENTS
Research shows that students who work more than 20 h a week have lower grades and difficulty completing their academic work (Benner and Curl, 2018). Schaufeli and Enzmann (1998) considered that burnout is a conflict that occurs between the different roles that an individual must play and his perception of time pressure.
Ready, & Astani, 2014). Consequently, research has found students' work hours had an inverse . WORK, ... strain on mental health in working students is the additional pressures from employers and ...
Student mental health and well-being: ... adults navigate societal challenges, and they are essential for preparing students to succeed in school, work, and civic life. When schools closed, students' relationships were disrupted, as ... A 2017 Pew Research survey of drug use and health
Our study aimed to shed light on the work-related mental health issues affecting graduate students, providing a comprehensive research work including psychological and biological assessment. Our findings showed that a sizeable number of graduate student present anxiety, depression, or high burnout and that the time spent in academia plays an ...
UK university students (N = 385) submitted 991 questions, categorised into seven themes: epidemiology, causes and risk factors, academic factors and work-life balance, sense of belonging, intervention and services, mental health literacy and consequences. Across themes, respondents highlighted the importance of understanding the experience of ...
Poor mental health of students in further and higher education is an increasing concern for public health and policy [1,2,3,4].A 2020 Insight Network survey of students from 10 universities suggests that "1 in 5 students has a current mental health diagnosis" and that "almost half have experienced a serious psychological issue for which they felt they needed professional help"—an ...
The majority of college students work, and there are well-documented findings about the impacts of student work on academic performance. ... it can cause students' social lives and mental health to suffer; and, despite these negative impacts, students find work to be fulfilling. With these understandings, we propose ways that university ...
As with youth mental health (Wilson, 2020 ), research into student mental health (and well-being) is influenced by the differing priorities of individual research teams, as well as cultural context, and policy. Moving forward, research should also represent the priorities of students and universities, including a pragmatic focus on factors ...
Graduate students are faced with an array of responsibilities in their personal and professional lives, yet little research has explored how working students maintain a sense of well-being while managing work, school, and personal-life. Drawing on conservation of resources theory and work-family enrichment theory, we explored personal, psychological resources that increase enrichment and ...
Professional studies and relevance of job for future career was cited least (Table 3). According to the majority of students, part-time work affected their academic performance (44%, n =88) and some had to work a night shift 3-4 times a week ( n =144, 72%). Only 32% of students studied more than 3 hours in a day ( n =64).
The number of students seeking help at campus counseling centers increased almost 40% between 2009 and 2015 and continued to rise until the pandemic began, according to data from Penn State University's Center for Collegiate Mental Health (CCMH), a research-practice network of more than 700 college and university counseling centers (CCMH Annual Report, 2015).
Gair S, Baglow L (2018a) 'We barely survived': social work students' mental health vulnerabilities and implications for educators, universities and the workforce. ... et al. (2016) Reducing the mental health-related stigma of social work students: a cluster RCT. Research on Social Work Practice 28(2): 164-172. Crossref. Google Scholar ...
Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism ...
The substantial demands on women likely exacerbate the pandemic's impacts, suggesting a gender-related influence on susceptibility to mental health challenges. face time limitations, emphasizing ...
Mental health inventory. The third research instrument will measure the students' health status using the mental health inventory (MHI-38) by the Australian Mental Health Outcomes and Classification Network (AMHOCN). MHI-38 is composed of 38 questions which require an answer from five to six-point scale.
The majority of working students in our sample work off campus: 72.3%. work off campus, including virtual work, while 41.7% work on campus, including virtual work. (some students hold on- and off-campus jobs simultaneously). 68.7% of students work 20 hours. or less per week, while 31.2% work over 20 hours per week.
Given the increase in mental health problems among students and the surge in demand for formal support [1, 20, 21], reactive services alone cannot effectively support student mental health and wellbeing . Educational institutions have recognised the need to move beyond traditional forms of support and provide alternative, more accessible ...
Our study aimed to shed light on the work-related mental health issues affecting graduate students, providing a comprehensive research work including psychological and biological assessment. Our findings showed that a sizeable number of graduate student present anxiety, depression, or high burnout and that the time spent in academia plays an ...
Second, as most PhD students are part of larger research teams, whose composition determines scientific impact (Lee et al., 2015), PhD students with mental health issues may pose a considerable cost to research institutions and teams. To date, research policy efforts seemed to have focused more on 'hard outcomes' such as publications ...
The intervention worked for people from various age groups, including college students and middle-aged adults, researchers learned after analyzing seven studies on peer-led mental health programs written or published between 1975 and 2021. Researchers found that participants also became less likely to identify with negative stereotypes ...
Organizational policies that are linked to mental health problems will lead indi-viduals to quit their PhD studies or leave the research industry altogether (Podsakoff et al., 2007). Several studies of PhD students suggest that the dropout numbers range from 30 to 50 percent, depending on the scientific discipline and country (Stubb et al., 2012).
One study showed that 70% of college students are stressed about finances. [1] With work, school, activities, and friends all demanding attention, many students struggle with balancing and prioritizing the different areas of their lives. We know that high levels of stress hurt our mental health. With the growing rates of anxiety, depression ...
The link between physical activity and mental health has been widely accepted for many years. In recent years though, an increasing body of university-led evidence has demonstrated how critical this link is to the success of university students around the world. Peer-reviewed studies out of the UK, Malaysia, Hong Kong and Norway show remarkable similarities across the student cohorts studied ...
The vast majority of ACC students are working and attending college. Approximately 60 percent say they worry about paying for college, and 30 percent are parents. When we help our students meet their basic needs (food, housing, child care, transportation, and mental health), they can better focus on learning. Read more about ACC's Theory of Change.
In a 2012 U.S. survey, 1.9 percent of 34,525 adults reported that they had practiced mindfulness meditation in the past 12 months. Among those responders who practiced mindfulness meditation exclusively, 73 percent reported that they meditated for their general wellness and to prevent diseases, and most of them (approximately 92 percent) reported that they meditated to relax or reduce stress.
The focus was to investigate how first-year undergraduate students transition into the unknown university environment as they come from various backgrounds. A case study research design was employed in the study. The population included first-year students across all schools in various areas of specialisation at the South African University.
Visiting Students and Scholars; Research. ... Corcoran was the first person in social work to publish a book on evidence-based practice, "Evidence-Based Social Work Practice with Families," which she wrote in 2000 as an assistant professor. Her areas of scholarship include adult and youth mental health, and her methodological specialty ...
Work-Related Stress for Educators. Individuals working in school settings are particularly vulnerable to work-related stress. Data from the 2013 Gallup-Health-ways Well-Being Index found that 46% of teachers in K-12 settings report high levels of daily stress during the school year. This level of stress is similar to that of nurses (46%) and physicians (45%) and is the highest (along with ...
The Ministry of Health reports on the use of SACAT legislation in our annual report. The use of the Mental Health Act, and other provisions related to mental health and addiction treatment, are reported annually in the Office of the Director of Mental Health and Addiction Services' Regulatory Report. Ministry of Health Annual Report
These efforts are particularly critical in light of recent research highlighting mental health disparities among racially and ethnically minoritized (REM) women in the U.S. A scoping review on mental health during the menopause transition revealed that REM women experience a higher burden of depressive symptoms, influenced by a range of social ...