The issue of mental health among students in higher education is increasingly concerning worldwide. Current initiatives to tackle this problem mainly focus on individual treatment and adaptations to teaching methods. However, it is essential for higher education institutions to implement more comprehensive structural or environmental changes to support learning and well-being for all students. This insight was highlighted in a literature review carried out at the University of Gothenburg.
“The rise in mental health issues is evident, not only in Sweden but around the globe, suggesting that the roots of the problem may be structural and/or environmental,” explains Therése Skoog, the lead author of the study.
Along with her research team, she has examined over 8,000 studies on interventions aimed at improving student well-being in higher education worldwide. The purpose of their review was to gather insights on various interventions and student feedback. Approximately two-thirds of these interventions focused on changing teaching methods, while those targeting structural changes primarily involved providing individual health counseling. Therése Skoog acknowledges that while these measures are beneficial, they are insufficient on their own.
“Currently, higher education institutions lack the ability to tailor teaching approaches to accommodate the myriad diagnoses and needs of students. If we do not reverse the rising trend of mental health issues, we risk facing a decline in academic success and graduation rates,” states Therése Skoog.
She advocates for a fundamental transformation of learning environments to ensure sustainable education. This involves reconsidering all aspects, including the physical environment, course design, recovery opportunities, and the dynamics between students and instructors when adopting a comprehensive approach to learning.
“There is significant potential for improvement,” Therése Skoog emphasizes.
She highlights the ‘Healthy Universities’ model created by UK higher education institutions as an encouraging example. This model takes a holistic view of health, encompassing both learning environments and the culture within organizations.
“Another important initiative is the Universal Design for Learning guide, which focuses on creating learning spaces that are accessible to all students while maintaining the same course objectives.”
For many individuals, beginning their academic journey can be a significant transition, often involving relocation, meeting new people, and learning to navigate unfamiliar settings.
“A more inviting environment reduces stress for students,” says Therése Skoog.
Professor Skoog has led the Sustainable and Accessible Learning Environments project at the University of Gothenburg. The aim of the project is to explore how higher education institutions can work systematically to enhance both education and students’ mental well-being. This initiative has garnered attention from various other universities, with a new project focusing specifically on the physical aspects of learning environments now launching at the University of Gothenburg.
“It is encouraging to see more universities recognizing the importance of this issue. Witnessing initiatives being implemented globally to combat the negative trend and enhance student mental health is truly inspiring,” concludes Therése Skoog.
