Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education.
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| Title: | Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education. |
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| Authors: | Jain, Tara (AUTHOR), Lo, Debbie Yui Kiu (AUTHOR), Upsher, Rebecca (AUTHOR), Byrom, Nicola (AUTHOR) |
| Source: | Journal of Mental Health. Apr2026, Vol. 35 Issue 2, p249-259. 11p. |
| Subjects: | Mental illness treatment, Medical information storage & retrieval systems, Self-efficacy, Affinity groups, Educational outcomes, Descriptive statistics, Mentoring, Goal (Psychology), Psychoeducation, Loneliness, Help-seeking behavior, Systematic reviews, MEDLINE, Transitional programs (Education), Masters programs (Higher education), Social support, Psychology of college students, Student attitudes, Data analysis software, Psychology information storage & retrieval systems, ERIC (Information retrieval system), Mental depression, Adults |
| Geographic Terms: | United Kingdom |
| Abstract: | Background: Emerging adulthood is a peak period for mental health problems, and transition to university heightens both risks and opportunities. Targeted interventions may support students with pre-existing conditions, but the evidence base has not been systematically updated since 2021. Methods: Following PRISMA guidelines, we searched MEDLINE, PsycINFO, Embase, and ERIC (2015–2025) for peer-reviewed studies evaluating interventions supporting students with diagnosed or self-reported mental health conditions during transition to higher education. Eligible designs included quantitative pre–post and controlled studies. Data extraction followed the TIDieR checklist, and risk of bias was assessed using a modified NIH tool. Results: Eight studies (five interventions) were identified. Four interventions used controlled designs, three were randomised controlled trials. Common components included peer mentorship, goal setting, psychoeducation, and skills for independence. Several targeted help-seeking barriers, empowerment, and loneliness. Interventions were generally acceptable, with evidence of improvements in educational outcomes, adjustment, and depressive symptoms, but not anxiety. Most were opt-in, reliant on disclosure, and none were university-led. Conclusion: Targeted interventions show promise in supporting students with mental health conditions during university transition. However, evidence remains limited, heterogeneous, and predominantly North American. Larger, equity-focused, and university-led trials are urgently required. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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