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University Student Perspectives on Mental Health: A Qualitative Analysis Post Mental Health Seminar

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Title: University Student Perspectives on Mental Health: A Qualitative Analysis Post Mental Health Seminar
Language: English
Authors: Anne Drescher (ORCID 0000-0002-0684-324X), Graceson Clements (ORCID 0000-0002-0011-3561), Dorothy L. Espelage (ORCID 0000-0003-0658-2067), Ashley B. Woolweaver (ORCID 0000-0003-4168-0789), Madeleine Mizelle (ORCID 0000-0001-7286-6127)
Source: College Teaching. 2025 73(1):21-30.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Mental Health, Health Education, Stress Variables, Access to Health Care, Coping, Physical Health, Interpersonal Relationship, Spiritual Development, Stress Management, Undergraduate Students, COVID-19, Pandemics
DOI: 10.1080/87567555.2023.2221019
ISSN: 8756-7555
1930-8299
Abstract: The state of mental health has become increasingly concerning, particularly with the impact of the COVID-19 pandemic. Emerging adulthood is a time of adjustment and growth, and for many youths this includes attending college. The transition to college often comes with significant challenges that impact student mental health. This study uses thematic analysis to analyze qualitative responses from focus groups with college students (N = 22) following an innovative credit-bearing mental health course at a large university in the Southern U.S. Students discussed various aspects of mental health, including stressors such as academic rigor, social expectations, and challenges to seeking mental health care. In addition to stressors, students highlighted engaging in coping strategies such as physical health, positive relationships, spirituality, and more to manage stress, which suggests students applied skills garnered in the mental health course. Implications for practice and research are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455712
Database: ERIC
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  Value: <anid>AN0181889007;cte01jan.25;2024Dec30.04:47;v2.2.500</anid> <title id="AN0181889007-1">University Student Perspectives on Mental Health: A Qualitative Analysis Post Mental Health Seminar </title> <p>The state of mental health has become increasingly concerning, particularly with the impact of the COVID-19 pandemic. Emerging adulthood is a time of adjustment and growth, and for many youths this includes attending college. The transition to college often comes with significant challenges that impact student mental health. This study uses thematic analysis to analyze qualitative responses from focus groups with college students (N = 22) following an innovative credit-bearing mental health course at a large university in the Southern U.S. Students discussed various aspects of mental health, including stressors such as academic rigor, social expectations, and challenges to seeking mental health care. In addition to stressors, students highlighted engaging in coping strategies such as physical health, positive relationships, spirituality, and more to manage stress, which suggests students applied skills garnered in the mental health course. Implications for practice and research are discussed.</p> <p>Keywords: College; coping; mental health; stressors</p> <p>Even prior to the COVID-19 pandemic, college mental health was a significant public health concern, with increasing rates of depression, anxiety, and suicidality amongst college students (Blanco et al. [<reflink idref="bib6" id="ref1">6</reflink>]; Eisenberg, Hunt, and Speer [<reflink idref="bib14" id="ref2">14</reflink>]; Lipson et al. [<reflink idref="bib29" id="ref3">29</reflink>]; Lipson, Lattie, and Eisenberg [<reflink idref="bib30" id="ref4">30</reflink>]). In a large-scale survey of American college students, rates of mental health treatment increased from 19% to 34% between 2007 and 2017. During the 2020–2021 school year, more than 60% of students met criteria for one or more mental health problems, a 50% increase from 2013 (Lipson et al. [<reflink idref="bib28" id="ref5">28</reflink>]). Many campus counseling centers are overwhelmed and unable to keep up with increased need for services (Mistler et al. [<reflink idref="bib33" id="ref6">33</reflink>]; Thorley [<reflink idref="bib45" id="ref7">45</reflink>]; Xiao et al. [<reflink idref="bib50" id="ref8">50</reflink>]).</p> <p>The transition from adolescence to early adulthood is a high-risk period for the onset of depression and suicidal thoughts and behaviors (Nock et al. [<reflink idref="bib38" id="ref9">38</reflink>]; Reinherz et al. [<reflink idref="bib41" id="ref10">41</reflink>]). College has typically been thought of as a period of growth and adjustment for emerging adults (Arnett [<reflink idref="bib3" id="ref11">3</reflink>]). One factor impacting the mental health of emerging adults is the transition to college, which is rife with new stressors, such as academic demands, social pressures, novel living situations, unmet expectations, and potential social isolation (Cleary, Walter, and Jackson [<reflink idref="bib9" id="ref12">9</reflink>]; Ketchen Lipson et al. [<reflink idref="bib26" id="ref13">26</reflink>]; Worsley, Harrison, and Corcoran [<reflink idref="bib48" id="ref14">48</reflink>]). Numerous studies indicate elevated risk of depression, anxiety, and stress among first-year college students (Bayram and Bilgel [<reflink idref="bib4" id="ref15">4</reflink>]; Dyson and Renk [<reflink idref="bib13" id="ref16">13</reflink>]; Fisher and Hood [<reflink idref="bib16" id="ref17">16</reflink>]; Mortier et al. [<reflink idref="bib34" id="ref18">34</reflink>]).</p> <p>In the spring of 2020, compounding on the preexisting mental health difficulties experienced in college settings, the COVID-19 pandemic abruptly brought most campuses to a halt. Universities were forced to pivot to online methods of course delivery, dramatically altering the traditional college experience. In addition to stressors experienced prior to the pandemic, students were impacted by the uncertainty regarding their academic success, future career paths, and social life (Aristovnik et al. [<reflink idref="bib2" id="ref19">2</reflink>]). Delayed academic milestones, financial strain, and unpredictable reopening plans may have contributed to further anxiety for students (Sankhi and Marasine [<reflink idref="bib42" id="ref20">42</reflink>]). Current research on the mental health of college students during the COVID-19 pandemic highlights significant increases in both anxiety and depression (Fruehwirth, Biswas, and Perreira [<reflink idref="bib17" id="ref21">17</reflink>]; Son et al. [<reflink idref="bib43" id="ref22">43</reflink>]). A 2020 report by the National Alliance on Mental Health indicated that the COVID-19 pandemic negatively affected 1 out of 5 young Americans' mental health (NAMI. [<reflink idref="bib36" id="ref23">36</reflink>]). Further, in a study of 195 college students, Son et al. ([<reflink idref="bib43" id="ref24">43</reflink>]) found significantly increased rates of anxiety, difficulties concentrating, disrupted sleep, and increased academic stress related to the pandemic.</p> <p>A 2020 survey of 2,031 university students assessed their opinions about barriers to seeking mental health care during the COVID-19 pandemic (Wang et al. [<reflink idref="bib46" id="ref25">46</reflink>]). Results indicated that 70.61% of participants reported financial concerns as a barrier to assessing mental health support, 54.11% of participants highlighted a lack of available resources, and 58.79% of participants included social stigma as a barrier to seeking mental health care (Wang et al. [<reflink idref="bib46" id="ref26">46</reflink>]). Research demonstrates that these barriers are exacerbated for traditionally marginalized communities, including racial and ethnic minorities, sexual minorities, low-income students, and first-generation college students, who are more vulnerable to mental health challenges and face more barriers to accessing resources (Lipson et al. [<reflink idref="bib28" id="ref27">28</reflink>]; Liu et al. [<reflink idref="bib31" id="ref28">31</reflink>]). In addition to limited access to mental health resources, COVID-19 hindered students' ability to utilize effective coping skills (Son et al. [<reflink idref="bib43" id="ref29">43</reflink>]). Coping occurs when an individual perceives a demand as taxing or challenging, and they engage in an action to manage the demand (Lazarus and Folkman [<reflink idref="bib27" id="ref30">27</reflink>]). When faced with the transition to emerging adulthood and the stress of the COVID-19 pandemic, college students must utilize coping strategies to meet the demands of their environment.</p> <hd id="AN0181889007-2">Sources of Strength</hd> <p>In an attempt to address increasing mental health concerns, some universities have implemented mental health programming through psychoeducational courses (Conley, Travers, and Bryant [<reflink idref="bib10" id="ref31">10</reflink>]; Hood, Jelbert, and Santos [<reflink idref="bib22" id="ref32">22</reflink>]). One example is <emph>Sources of Strength,</emph> an evidence-based Social Emotional Learning (SEL) suicide prevention program for middle and high school students (Wyman et al. [<reflink idref="bib49" id="ref33">49</reflink>]). The program's overarching objective is to promote and develop protective factors and integrate resilience into school community, culture, and climate. <emph>Sources of Strength</emph> highlights eight focal protective factors for youth and adolescents that are central to the program: family support, positive friends, mentors, healthy activities, spirituality, generosity, physical health, and mental health. In a randomized clinical trial with 18 high schools, schools with <emph>Sources of Strength</emph> reported greater increases in student-adult connectedness, school engagement, and help-seeking acceptability compared to control schools, all factors that were associated with reductions in suicidal ideation (Wyman et al. [<reflink idref="bib49" id="ref34">49</reflink>]). In 2011, the program was placed on the Substance Abuse and Mental Health Services National Registry for Evidence-based Programs and Practices (SAMHSA [<reflink idref="bib44" id="ref35">44</reflink>].). The program has been modified for the college setting, to be implemented in a traditional, credit-bearing course format. Students explore the eight protective factors of the "wheel" (Figure 1) through weekly lectures, readings, and activities. Though the course does not specifically focus on suicide prevention, students work to build these eight aspects which act as a mechanism to increase protective factors for maladaptive behaviors, and students are encouraged to utilize strengths from their "wheel" as healthy coping strategies when experiencing difficulties. <emph>Sources of Strength</emph> have not previously been evaluated at the college level.</p> <p>PHOTO (COLOR): Figure 1. The Sources of Strength Wheel. © Sources of Strength.</p> <hd id="AN0181889007-3">Current study</hd> <p>Gaining further understanding of mental health during COVID-19 and its impact on university students is an immediate and pressing research priority (Holmes et al. [<reflink idref="bib21" id="ref36">21</reflink>]). Crucially, this knowledge can aid college professors as they attempt to support student mental health in the classroom. The current study examined the lived experiences of university students at the conclusion of a mental health seminar as they navigated the return to fully in-person classes in addition to "traditional" college stressors. Students were members of the <emph>Sources of Strength</emph> class at a large, public university in the Southern U.S. Students chose to enroll in the course based upon interest. Focus groups were conducted to gain insight into the impact of the <emph>Sources of Strength</emph> seminar course, and particularly students' perspectives toward mental health amidst the COVID-19 pandemic. The use of open-ended questions in focus groups allowed students to express the most important aspects of their experiences and perspectives. We anticipated that the pandemic would have a significant impact on student mental health, student stress, and campus culture and climate, and that the <emph>Sources of Strength</emph> course would foster the use of adaptive coping strategies.</p> <hd id="AN0181889007-4">Methods</hd> <p></p> <hd id="AN0181889007-5">University context</hd> <p>To understand the results of this study, it is important to acknowledge the community context of the participating university. The study took place at a large public university in the Southern U.S. Approximately 60% of students are white, 12% Asian, 9% Hispanic, 8% Black, 5% Multiethnic, and.4% American Indian/Alaska Native. Students are also majority female, approximately 60%. More than 20% of students are first-generation. The university shifted to online instruction in the spring of 2020. Unlike most universities who were still operating remotely, students in our sample were asked to return to campus in the fall of 2020. After one week of classes, a high number of positive COVID-19 cases forced the university to return to remote instruction. Students continued remote instruction for the remainder of the 2020–2021 school year. In addition to the stressors associated with the pandemic, in fall of 2021, the university experienced several student suicides, broadly impacting the campus and local community.</p> <hd id="AN0181889007-6">Focus group procedures</hd> <p>Participants were undergraduate students at a large public university in the Southeastern region of the U.S. Participants (<emph>N</emph> = 22) were recruited from the <emph>Sources of Strength</emph> course, participation was voluntary and involved answering questions about mental health needs and resources on campus: see Table 1 for a full list of questions asked during the focus groups. Semi-structured qualitative focus groups were conducted at the conclusion of the 2022 spring semester over a total of three sessions, with an average of seven participants per focus group. Focus groups were conducted <emph>via</emph> Zoom by the lead author and lasted approximately 45 min. The sessions were audio recorded and an automatic transcript was provided by Zoom. This transcript was reviewed by the focus group coordinator and then verified by a research assistant. Due to the limited number of participants with certain identities, individual demographics were not collected. The institutional review board approved this study as exempt from human subject's research given no identifiers were collected.</p> <p>Table 1. Focus Group Questions.</p> <p> <ephtml> <table><tbody valign="top"><tr><td>1. How do you practice self-care, and what were the things that supported you and your own wellness this year?</td></tr><tr><td>2. What communities do you engage with, and how do you think they might support you in your mental health or wellness?</td></tr><tr><td>3. What are your perceptions and experiences related to mental health and wellness on campus?</td></tr><tr><td>4. What challenges do you think that new students face with regards to mental health when they begin college?</td></tr><tr><td>5. What topics would you like to see covered in a course on wellness and mental health?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181889007-7">Analytic approach</hd> <p>Researchers used thematic analysis to identify patterns of meaning throughout the data set. In the summer of 2022, all authors independently read transcripts with this framework in mind. Focus groups were transcribed in Microsoft Word and codes were organized in Microsoft Excel. Researchers utilized Braun and Clarke ([<reflink idref="bib7" id="ref37">7</reflink>]) six-step process for conducting a thematic analysis: (<reflink idref="bib1" id="ref38">1</reflink>) familiarization with the data; (<reflink idref="bib2" id="ref39">2</reflink>) generate initial codes; (<reflink idref="bib3" id="ref40">3</reflink>) search for broad themes and relationships among codes; (<reflink idref="bib4" id="ref41">4</reflink>) review and refine themes; (<reflink idref="bib5" id="ref42">5</reflink>) define and name themes with clear definitions; and (f) extract results to produce a compelling report. All team members individually reviewed the transcripts and identified themes across focus groups. Team members specifically looked across focus groups while completing the six steps to avoid the common pitfall of using interview questions as themes (Clarke and Braun [<reflink idref="bib8" id="ref43">8</reflink>]). The team met to reconcile the codes and a high level of inter-rater reliability was found. A codebook was created from the most salient themes. Researchers identified 10 categories of quotes corresponding to 2 overarching themes. The research team (<emph>n</emph> = 5) then met to select quotes that best represented each theme. Weekly meetings were held to analyze the results and discuss the relevant literature.</p> <hd id="AN0181889007-8">Research team positionality</hd> <p>The project team consisted of five researchers including the lab director, two lab coordinators, one doctoral graduate student, and one research assistant. All members of the team identify as white females. All members on the team have experience working with focus groups and have experience conducting school and university-based research. Focus groups were conducted by the lead author, a Ph.D. candidate with training in qualitative research methodologies. Two of the authors have advanced training in mental health counseling and teaching experience at the university level. All authors participated in the literature review, analysis, interpretation of the data, and dissemination of findings.</p> <hd id="AN0181889007-9">Results</hd> <p>To understand the unique experiences of undergraduates surrounding mental health throughout their return to in-person learning, findings are organized based upon two broad themes generated during analysis: stressors and coping mechanisms. Participant comments were approximately evenly split between the two themes. Quotes from participants are followed by their randomized participant IDs to distinguish between individuals and were only edited for brevity. See Table 2 for a breakdown of the number of comments captured by each theme.</p> <p>Table 2. Count of Respondents' Comments by Theme.</p> <p> <ephtml> <table><thead><tr><td>Theme</td><td /><td>Total</td></tr></thead><tbody valign="top"><tr><td>Coping skills</td><td /><td char=".">60</td></tr><tr><td /><td>Healthy activities</td><td char=".">14</td></tr><tr><td /><td>Exercise</td><td char=".">9</td></tr><tr><td /><td>Spirituality</td><td char=".">6</td></tr><tr><td /><td>Friends</td><td char=".">13</td></tr><tr><td /><td>Family</td><td char=".">6</td></tr><tr><td /><td>Mentorship</td><td char=".">8</td></tr><tr><td /><td>Generosity</td><td char=".">4</td></tr><tr><td>Stressors</td><td /><td char=".">59</td></tr><tr><td /><td>Academic</td><td char=".">18</td></tr><tr><td /><td>Social</td><td char=".">21</td></tr><tr><td /><td>Mental health</td><td char=".">10</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181889007-10">Theme 1: Stressors</hd> <p>Though not specifically queried about stressors in the college environment, sources of stress emerged as a common theme throughout participant answers. Students described stress as coming from academic, social, and cultural sources. Conversation regarding stress stemming from the academic demands of the collegiate environment emerged across focus groups. Participants mentioned the anxiety experienced by enrollment in "weed out" classes (i.e., foundation level courses notorious for being difficult) which often leads to students performing poorly and -withdrawing from a major or career plan. One student stated:</p> <p>I think a lot of those classes are to weed people out, so it causes a lot more mental health issues for those students, because they feel a lot more pressure to do good in these classes, whereas in the education courses that we take they (professors) actually want to see you do well... (Participant 9)</p> <p>Another participant elaborated on the notion that mental health varies by academic department, stating "So yeah just different majors obviously I think have different levels of wellness just based on kind of like the attitudes that people take and that the professors take" (Participant 8). As this participant noted, the professor's attitude plays a role in what they describe as different levels of wellness. Another participant stated:</p> <p>For professors specifically there's no expectation of how they are supposed to deal with a mental health concern from a student. I've had very, very different responses, ranging from being completely understanding to professors that were not even comfortable talking about it or didn't want to make any accommodations for that. It can be a really scary thing to even bring up a mental health concern to a professor (Participant 17).</p> <p>Differing responses from professors create an inconsistency, making it difficult for students to discuss their mental health needs with professors. This may vary from professor to professor, but there may also be trends within certain departments. This creates certain perspectives amongst students concerning what professors can be approached about mental health needs and even what professors are viewed as wanting students to be successful.</p> <p>On top of the immense academic pressure students reported, students most frequently cited social pressure as their top stressor. They also brought up the difficulties involved in being thrust into a new social environment, especially as freshmen:</p> <p>When you come in as a freshman or any point throughout your college career, you're prone to feel pressured at some point, especially when you are younger and you're on campus, and everybody around you is so into the frat parties and drinking. I think it can take a toll on your mental health and can cause stress and anxiety (Participant 9).</p> <p>Participants acknowledged the anxiety associated with alcohol consumption and peer pressure. Students feel the impact of this acutely, and it affects their mental health. Another student described the stress associated with social media, especially during the COVID-19 pandemic:</p> <p>Something that I really struggle with as a freshman is the social media aspect of college, because it is so just pervasive, especially like we had COVID, and people were posting - it was like oh, my goodness they have so many friends already and they look like they're having such a good time, and I literally don't know anyone, and I'm just in my room alone (Participant 5).</p> <p>Students discussed feelings of not living up to social expectations, especially with regards to partying and alcohol consumption. As Participant 11 stated, "You're just kind of thrown into this huge social crowd, and you're like - all right I'm going to go do this because that's what I think there is to do - that's what I guess college is about."</p> <p>Collectively, these social expectations and pressures contribute to the overall culture of the campus - the attitudes and behaviors of professors, administrators, and students. This creates an intangible, though highly important, stressor. One student acknowledged the perfectionist nature of students creating an overwhelming campus culture:</p> <p>The culture, I think it's really like super stressed-out perfectionists. And I think that applies to a lot of us just because it's like - I mean to get here, you had to be in a bunch of activities in high school and work hard in school, so coming here you're surrounded by people who are invested in what they want to do, and everyone is very determined, but it's hard to be around sometimes just because it's a very overwhelming culture (Participant 5).</p> <p>Participants also mentioned the difficulties adapting to campus after transitioning from high school. One participant emphasized the difficulty finding trusted adults and the challenges associated with navigating resources for various needs (e.g., social support, mental health).</p> <p>I think when freshmen show up they kind of feel like they should have it figured out or they should just come on campus and be fine with - just be able to figure everything out, but when they don't know the resources available to them and they don't have these mentors or people that they can talk to you yet, it can be really, you just feel lost because you don't know what to do, who you can go to (Participant 22).</p> <p>Another participant mentioned how the stress of navigating resources, especially as a freshman, was compounded by their identity as a first-generation student:</p> <p>And at that time (freshmen year) I didn't even know what resources, I had available to help me during this tough time and, my mom obviously didn't know what to do, because she had never attended college...as a freshman I was really struggling, and I feel like those resources weren't clear enough or maybe they were mentioned once and never mentioned again (Participant 16).</p> <p>A lack of knowledge concerning campus resources makes seeking services difficult, if not impossible. Additionally, within the campus culture there may be stigmas associated with seeking mental health care. One participant mentioned observed differences between genders seeking services from Counseling and Psychological Services, frequently referred to on college campuses as "CAPS." They state, "...as far as like male counterparts going to CAPS, I don't think I really know a single one that's been" (Participant 7).</p> <hd id="AN0181889007-11">Theme 2: Coping skills</hd> <p>Use of various coping strategies emerged as a theme across the focus groups. Though students were not asked specifically about the <emph>Sources of Strength</emph> class or strategies taught in class, the eight areas considered to be the basis of the <emph>Sources of Strength</emph> program emerged as common coping strategies used in response to the stressors detailed above, indicating that students internalized and applied course content. These areas, often referred to collectively as the <emph>Sources of Strength</emph> wheel, are physical health, mental health, spirituality, generosity, healthy activities, family support, mentorship, and positive friendships.</p> <p>In describing their processes for self-care, students most frequently detailed routines and practices dedicated to physical health. The importance and prioritization of sleep was described as a crucial part of maintaining wellness in college, "This semester I've really seen the importance of getting more sleep and before I kind of thought you know, I don't need that much sleep, but this year, seeing what more sleep does for me has definitely been impactful" (Participant 3). Another student mentioned the effect of exercise on their mood: "Recently I've been starting to go to the gym weekly, and I used to go maybe every once a month now, but now I've incorporated it into my routine, and I didn't realize how much of an impact that was having on my mood" (Participant 16).</p> <p>In addition to engaging in exercise, students mentioned the importance of being outside and engaging in healthy activities. Use of healthy activities was the most frequently mentioned coping strategy amongst students. One student stated:</p> <p>I think a big way that I've been practicing self-care is by working out, especially outside. Because of Covid, we've all been inside more, and with classes online, I think I've really missed a lot of the walking to class, so just taking walks outside and making sure I'm getting sunshine every day. (Participant 8)</p> <p>Many students engaged in activities that combined several different coping strategies. For instance, one student stated: "I have a lot of friends or even family members who will just ask me to go on a walk or maybe go get ice cream or something, and that really helps me to kind of get my mind off of school things" (Participant 2). Additional participants mentioned the importance of family support. One student stated: "Something else I like to do is to just to call my mom and just even if she doesn't have advice, just to kind of get it out, so that's something I do often" (Participant 4). While some students mentioned the importance of family support, other students highlighted mentors, specifically professors, on campus. One student described their relationship with their mentor and its impact on their mental health:</p> <p>I actually have a mentor here, and he's a professor in the English department, and he also identifies as Latinx. I think that that's been a really great experience for me finding someone who cares about me, that is in academia, because they understand what we're going through, and they understand what we potentially want to do in the future. I think the best thing about having this specific mentor and similar mentors is I can come to them when I am in a time of stress, and I can talk to them about my mental health issues, which I think is very important in a mentor... (Participant 16)</p> <p>This student identified that engaging with a professor of a similar background is a powerful coping mechanism when they experience stress. Thus, certain identities or characteristics of professors may make students feel more comfortable in approaching them to seek support for mental health related issues.</p> <p>Students also leaned on their faith communities to cope with stressors. One student stated: "I'm part of a campus ministry group and that's good because it's people my age who are also in school and going to the same stress and we talked about it, but it's also just kind of for that hour a week we don't really have to worry about school" (Participant 3). This aspect of community or social support emerged as a common coping mechanism. Students found community through being a part of different organizations, some faith based, others related to Greek life, and others related to sports or common activities. One student mentioned their involvement in a singing group on campus and the sense of community it provided: "I'm involved in the gospel choir here. We have like-minded faith, and we enjoy singing of course, and I found that we enjoy more things just singing, so we often are able to then talk about that or hang out outside of it (Participant 4)." Another student mentioned their involvement in Greek life and how it provided them with opportunities to engage with peers, "I have a strong sense of community in my sorority too, like going to the fun activities with them, or a lot of things that are just relaxing like movie nights or playing games or meal and stuff like that" (Participant 11).</p> <p>Although typically thought of as an act of service to others, one student discussed generosity as a form of self-care:</p> <p>If I feel like I want to eat something that is not necessarily the most healthy thing ever that's okay to like follow the way that I feel is the best for myself and what will make me happier, and I think that's really benefited me this semester in like increasing my healthy attitudes and, the way I approached things just having a more generous mindset has been really helpful for me. (Participant 19)</p> <p>Each of the coping strategies discussed above support mental health and wellness for the students in this sample and each align with areas of strength from the <emph>Sources of Strength</emph> framework. Student Responses demonstrate internalized adaptive coping mechanisms to meet the demands of the college environment.</p> <hd id="AN0181889007-12">Discussion</hd> <p>This qualitative study examined responses from university students during the spring semester of 2022 after their completion of a mental health course rooted in the <emph>Sources of Strength</emph> prevention program. Student discussion largely revolved around two main themes: stress and coping. Our findings demonstrate that students experience numerous kinds of stressors, namely from academic, social, and cultural sources. Though students felt stressors acutely, they also demonstrated robust coping strategies and ideas for improving the mental health of the university.</p> <p>In line with previous research, academic stress was of significant concern to students (Hurst, Baranik, and Daniel [<reflink idref="bib23" id="ref44">23</reflink>]). Students felt that different majors and classes caused different levels of stress. Prior research demonstrates that "weed out" courses in particular can have negative impacts on student learning and on retaining diversity in STEM fields (Hatfield, Brown, and Topaz [<reflink idref="bib19" id="ref45">19</reflink>]; Weston et al. [<reflink idref="bib47" id="ref46">47</reflink>]). In addition, professors and staff differed in their responses to student mental health creating a perceived discomfort around help-seeking. There are a number of unique challenges associated with being a college student, particularly during the COVID-19 pandemic (Son et al. [<reflink idref="bib43" id="ref47">43</reflink>]). Building upon prior research, students mentioned social pressure, especially during the transitional period from high school to freshman year (Bewick et al. [<reflink idref="bib5" id="ref48">5</reflink>]; Worsley, Harrison, and Corcoran [<reflink idref="bib48" id="ref49">48</reflink>]). Some students experienced pressure to engage in partying and alcohol consumption and internalized that partying was what "college is about." Social media also played a role in student mental health, with increased usage decreasing psychological well-being (Haddad et al. [<reflink idref="bib18" id="ref50">18</reflink>]). Lastly, students felt stress outside of social and academic demands that originated from aspects of campus culture. One student described their fellow classmates as "super stressed-out perfectionists," which created an overwhelming culture. Again, consistent with prior research, the transition from high school to university was mentioned as being challenging, particularly the difficulty of finding trusted adults to rely on (Worsley, Harrison, and Corcoran [<reflink idref="bib48" id="ref51">48</reflink>]). Students also struggle seeking out existing campus mental health resources, thus even if resources are present, students either are not aware of them or find it too overwhelming to navigate.</p> <p>College is a stressful developmental period, and students' ability to succeed in the college environment may be partly due to their ability to cope with a variety of stressors (Pedrelli et al. [<reflink idref="bib40" id="ref52">40</reflink>]). Many students described the use of adaptive coping skills to manage the stressors of college life. The <emph>Sources of Strength</emph> college course uses psychoeducation to teach and practice coping skills, and students described the use of coping strategies originally taught in class. This builds on previous research on psychoeducational interventions, which have been used in a variety of situations to teach coping skills, such as in natural disasters, in adolescent substance use, and to prevent Post-Traumatic Stress Disorder (PTSD: Donker et al. [<reflink idref="bib12" id="ref53">12</reflink>]; Kaminer, Burleson, and Goldberger [<reflink idref="bib24" id="ref54">24</reflink>]; Mughairbi, Abdulaziz Alnajjar, and Hamid [<reflink idref="bib37" id="ref55">37</reflink>]; Oflaz, Hatipoğlu, and Aydin [<reflink idref="bib39" id="ref56">39</reflink>]). Students described the implementation of protective factors aligning with the <emph>Sources of Strength</emph> wheel, indicating that they applied course content to their daily practices. Drawing on the framework used by the <emph>Sources of Strength</emph> program and content covered in the course, students detailed coping strategies in each of the following areas: physical health, mental health, spirituality, generosity, health activities, family support, mentorship, and positive friendships. Several students utilized strategies that intertwined multiple strategies. These findings illustrate the importance and potential of explicit psychoeducational instruction that teaches the utility of coping strategies for meeting university's many challenges, building upon research that psychoeducational university courses can have a positive impact on student wellbeing (Hobbs et al. [<reflink idref="bib20" id="ref57">20</reflink>]; Kemp, Mead, and Fisher [<reflink idref="bib25" id="ref58">25</reflink>]).</p> <hd id="AN0181889007-13">Limitations</hd> <p>Despite the contribution of student perspectives on mental health during the COVID-19 pandemic, it is important to acknowledge this study's limitations. First, in order to accommodate schedules, focus groups were conducted over Zoom. This may have limited the participants ability to fully engage with the content or the other participants. However, recent research demonstrates that there are benefits to conducting focus groups virtually (Archibald et al. [<reflink idref="bib1" id="ref59">1</reflink>]; Falter et al. [<reflink idref="bib15" id="ref60">15</reflink>]). Second, participants in this study were limited to students enrolled in the <emph>Sources of Strength</emph> class at one university, thus they voluntarily selected a course on mental health. The recruitment method may have resulted in students who held strong beliefs about mental health on campus and may not be representative of the perceptions of the broader student body. Students in different university settings may experience stress differently, may engage in other forms of coping, and may have a differing relationship toward mental health topics, thus the results of this study are not generalizable. Lastly, focus groups were conducted by the course Teaching Assistant (TA). Though this may have encouraged participants to share openly due to a certain level of familiarity, it may have contributed to an unequal power dynamic between facilitator and participants. Notably, however, all grades for the course were complete. Future research should examine the impact of mental health related courses in more diverse university communities.</p> <hd id="AN0181889007-14">Implications</hd> <p>Students in college settings experience diverse stressors and engage in a wide range of coping strategies. Insights from students in this study indicate various opportunities for universities to make positive changes in supporting students to reduce stressors. For instance, numerous participants mentioned the stress associated with "weed out" courses. Universities could institute policies to promote the mental health of students in these courses such as pass/fail grading options, mastery-based grading including the ability to edit or re-do assignments, or additional support in the form of tutors or added office hours. In addition, students described discomfort in approaching professors about mental health concerns. Mandatory training and clear policies for professors should be outlined for how to best respond to student mental health concerns and crises. Clear expectations and consistency across professors and departments could increase students' willingness to engage in help-seeking, which is crucial in suicide prevention (Michelmore and Hindley [<reflink idref="bib32" id="ref61">32</reflink>]). Students also described difficulties navigating services - universities should consider increasing access to mental health resources by offering additional, easy-to-access services such as extended therapy, telehealth options, or as described here, psychoeducational courses. These courses have the potential to teach students robust coping strategies aimed at reducing the impact of college stressors. Furthermore, these courses ensure that students spend time engaging with mental health content, removing any potential stigma or barriers to seeking treatment. Finally, it is essential to elevate student voices, as they are experiencing the stressors of college life in an unprecedented time.</p> <hd id="AN0181889007-15">Conclusion</hd> <p>This study contributes to the understanding of student perspectives and their recommendations regarding mental health at undergraduate institutions. Student voices, particularly their concerns and stressors, must be highlighted and taken into account when developing campus or system-wide policies for improving mental health. With the current mental health crises impacting many communities and contexts in the U.S. and the lack of adequate mental health services on college campuses, there is an opportunity to implement student ideas and change campus values. Our findings indicate that students experience significant levels of stress, and universities could be more proactive in developing robust mental health programming for students and professors to propel campus climate improvement. 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  Data: University Student Perspectives on Mental Health: A Qualitative Analysis Post Mental Health Seminar
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anne+Drescher%22">Anne Drescher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0684-324X">0000-0002-0684-324X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Graceson+Clements%22">Graceson Clements</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0011-3561">0000-0002-0011-3561</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dorothy+L%2E+Espelage%22">Dorothy L. Espelage</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0658-2067">0000-0003-0658-2067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashley+B%2E+Woolweaver%22">Ashley B. Woolweaver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4168-0789">0000-0003-4168-0789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madeleine+Mizelle%22">Madeleine Mizelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7286-6127">0000-0001-7286-6127</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22College+Teaching%22"><i>College Teaching</i></searchLink>. 2025 73(1):21-30.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Health%22">Physical Health</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Spiritual+Development%22">Spiritual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/87567555.2023.2221019
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 8756-7555<br />1930-8299
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The state of mental health has become increasingly concerning, particularly with the impact of the COVID-19 pandemic. Emerging adulthood is a time of adjustment and growth, and for many youths this includes attending college. The transition to college often comes with significant challenges that impact student mental health. This study uses thematic analysis to analyze qualitative responses from focus groups with college students (N = 22) following an innovative credit-bearing mental health course at a large university in the Southern U.S. Students discussed various aspects of mental health, including stressors such as academic rigor, social expectations, and challenges to seeking mental health care. In addition to stressors, students highlighted engaging in coping strategies such as physical health, positive relationships, spirituality, and more to manage stress, which suggests students applied skills garnered in the mental health course. Implications for practice and research are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1455712
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455712
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      – Type: doi
        Value: 10.1080/87567555.2023.2221019
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 21
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Stress Variables
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      – SubjectFull: Access to Health Care
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      – SubjectFull: Coping
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      – SubjectFull: Spiritual Development
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      – SubjectFull: Stress Management
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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    Titles:
      – TitleFull: University Student Perspectives on Mental Health: A Qualitative Analysis Post Mental Health Seminar
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            NameFull: Ashley B. Woolweaver
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              Y: 2025
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              Value: 1930-8299
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              Value: 73
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