The findings from the previous needs assessments identified a number of possible changes to the university campus to improve student mental health. A campus-wide survey was conducted among UBC undergraduate students to examine student priorities for the changes.
Methods
The MHNA survey was developed based on the findings from the needs assessment “2014/15: Faculty and Staff Perceptions of Student Mental Health.” Suggestions identified by faculty and staff for improving the campus climate and awareness of mental health resources were grouped into rank order questions that asked students to prioritize which changes were most important for their mental health and well-being. The finalized survey consisted of nine demographic questions and four rank order questions and was implemented using Fluid Survey for three weeks. Students were recruited through the Alma Mater Society’s Academic Experience Survey conducted in April and May 2015. Descriptive statistical analyses were used for all rank order questions to indicate frequency and central tendency. Chi-squared tests were performed to examine a bivariate relationship between demographic variables and prioritization of the top three ranked items.
Findings
A total of 185 undergraduate students completed the MHNA survey. Respondents were primarily female and about 25% self-identified as having a mental health issue. The majority of respondents were enrolled as full-time students, with most in their first and second year of study. Part-time students, fourth-year students, and male students were underrepresented in our sample.
The data were not normally distributed, therefore the mode (Mo) was used to determine which items were ranked as the top three for each question, and the cumulative percentage was determined for these top three items.
Distributing Information about Mental Health Resources
The students indicated that email, university websites, and social media were their three preferred means of receiving information about UBC resources for improving mental health and well-being. Email was the most preferred method (Mo=1), with 32% of students ranking it first, and 62% of students placing email in their top three priorities. Forty-five (45) percent of students placed university websites in their top three (Mo=2), and 38% placed social media in their top three (Mo=2).
Changes to the Learning Environment
The students indicated that smaller class sizes (28.4%, Mo=1) and the use of online quizzes paced throughout the term with the purpose of keeping students up to date on material (34.6%, Mo=1) were the most important changes to the learning environment for improving mental health and well-being. Following this, they indicated that their mental health and well-being would benefit from access to a student-centred, standardized course syllabus (27.6%, Mo=2) and access to course information prior to registration (56.4%, Mo=2). Chi-square analysis shows that a greater percentage of first- and second-year students than third- and fourth-year students included the addition of a standardized course syllabus in their top two priorities.
Changes to the Campus Environment
The students indicated that increased healthy food options are important for improving student mental health and well-being. Twenty-six percent chose the addition of more affordable healthy food choices on campus as most important, with 61% ranking it in their top three options (Mo=1). The addition of more healthy food choices in general was included in the top three priorities by 37% of the students (Mo=2). Following the need for healthier food options, the students prioritized the need for more lounge space and casual study space (36%, Mo=4).
Enabling Faculty and Staff to Support Student Mental Health
The students indicated that their top priority for enabling faculty and staff to support student well-being was to have more opportunities for faculty and staff to get to know students (Mo=1), with 33% ranking this as their top priority and 59% placing it in their top three. Chi-square analysis showed that full-time and upper-year students found this to be more important than part-time or first-year students did.
Secondary priorities in this area are ensuring that faculty and staff understand how having a mental health issue can affect learning and studying (Mo=2) and ensuring that they have the ability to recognize the signs/symptoms of a mental health issue in students (Mo=2).
Conclusions
One limitation of the survey is the low response rate of 6.5%. The sample size of 185 students provides a confidence level of 90% and margin of error of 6%, limiting the reliability of the data. In addition, it is likely that the students who responded to the survey differed in certain ways from the general population of UBC, limiting the generalizability of the findings. However, to the best of our knowledge, this is the first study to investigate UBC students’ priorities for changes that need to be made on campus in order to better promote student mental health and well-being. Thus, these findings not only increase the UBC community’s awareness of students’ needs but also guide UBC in identifying actions to be taken for creating a healthier learning community.
Posted: Feb 22, 2016