How the faculty across higher education institutes are facilitated to develop skills on student mental health and well-being? – A scoping review
Open accessAbstract
Students in higher education institutes often face mental health issues that challenge their well-being. Faculty members, as crucial points of contact for academic programmes, play a pivotal role in supporting their well-being. Some HEIs offer training programmes to support faculty in this role. This scoping review identified components, formats, modes, and evaluations of faculty training programmes and proposed the RAKSHAKA framework including resources, affective skills, knowledge in recognising students in distress, severity identification of mental health issues, health promotion, assistance and support strategies, knowledge on roles and boundaries, and access to student services.
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Cites
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Claims the paper makes
4 of 38 cited sources checked · 4 supported · 0 flagged
- Premisecitation
There is a lack of capacity building of the faculty in responding to student distress.
“and the lack of capacity building of the faculty in responding to student distress (Dittakavi 2022;Gulliver et al. 2018;Hughes and Byrom 2019).”
Quote in the paperSubstantial claim1 of 3 sources checked - Findingnone given
Some higher education institutes offer training programmes to support faculty in supporting student mental health and well-being.
“Some HEIs offer training programmes to support the faculty in this role.”
Quote in the paperSubstantial claim - Findingnone given
The RAKSHAKA framework comprises eight components: resources, affective skills, knowledge in recognising students in distress, severity identification, health promotion, assistance and support strategies, knowledge on roles and boundaries, and access to student services.
“The components were based on the RAKSHAKA framework, which includes resources, affective skills, knowledge in recognising students in distress, severity identification of mental health issues, health promotion, assistance and support strategies, knowledge on roles and boundaries, and access to student services.”
Quote in the paperSubstantial claim - Findingown data
The reviewed sources provide resources for faculty in diverse forms including faculty guides, standard operating protocols and procedures, reporting systems, emergency contact information, information videos and flyers, internal and external information weblinks, and mobile applications.
“The resources were diverse in the form of faculty guides, standard operating protocols and procedures, reporting systems, emergency contact information for seeking and directing the students for assistance and support within and outside campus, information videos and flyers, internal and external information weblinks, and mobile applications, to name a few.”
Quote in the paperNot a substantial claim- Rests on an assumption: Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
- Findingcitation
Hodgson and Bretherton (2021) only provided expert advice on handling student mental health issues.
“Hodgson and Bretherton (2021) only provided expert advice on handling student mental health issues”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hodgson and Bretherton (2021) source
- Findingreasoning
The common suggestion to address the mental health issues revolved around effective conversations with the students and signposting.
“The common suggestion to address the mental health issues revolved around effective conversations with the students and signposting.”
Quote in the paperSubstantial claim - Findingnone given
The majority of the information sources also address specific affective skills required to undertake effective conversations with students with mental health issues.
“The majority of the information sources also address specific affective skills required to undertake effective conversations with students with mental health issues.”
Quote in the paperNot a substantial claim - Findingreasoning
The format of information offered for faculty was broadly similar across all universities.
“The format of the information offered for the faculty was broadly similar across all universities.”
Quote in the paperNot a substantial claim- Rests on an assumption: Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
- Findingnone given
A few training sessions addressed the roles and responsibilities of the faculty members while including practical examples to explain the contents of the training module.
“Additionally, a few training sessions addressed the roles and responsibilities of the faculty members while including practical examples to explain the contents of the training module.”
Quote in the paperNot a substantial claim - Findingcitation
Flynn, Woodward-Kron, and Hu (2016) disseminated their module through a 90-minute workshop, which included activities and discussions about anonymous scenarios related to student mental health issues.
“Similarly, Flynn, Woodward-Kron, and Hu (2016) also disseminated their module through a 90-minute workshop, which included activities and discussions about anonymous scenarios related to student mental health issues.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Flynn, Woodward-Kron, and Hu (2016) source
- Findingnone given
Flynn, Woodward-Kron, and Hu (2016) focussed more on evaluating the mode of delivery of training.
“Flynn, Woodward-Kron, and Hu (2016) focussed more on evaluating the mode of delivery of training.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Flynn, Woodward-Kron, and Hu (2016) source
- Findingown data
The investigators did not find any emergent themes while screening sources for emergent themes.
“However, the investigators did not find any emergent themes.”
Quote in the paperSubstantial claim - Findingcitation
Halladay et al. (2022) provided a two-hour workshop and three hours of asynchronous online modules to increase the acceptability of their training.
“Halladay et al. (2022) provided a two-hour workshop and three hours of asynchronous online modules to increase the acceptability of their training.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Halladay et al. (2022)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
Most of the training programmes addressed a common element in their content, which included advice for faculty on recognising and responding to students seeking help.
“Overall, most of the training programmes addressed a common element in their content, which included advice for faculty on recognising and responding to students seeking help.”
Quote in the paperNot a substantial claim - Findingcitation
Wash et al. (2021) developed a guidebook made available for the faculty through a web link.
“Wash et al. (2021) developed a guidebook made available for the faculty through a web link.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Wash et al. (2021) source
- Findingown data
The lack of literature on university faculty training programmes on student mental health and well-being contrasts with the volume of such training reports for school teachers.
“The lack of literature on university faculty training programmes on student mental health and well-being contrasts with the volume of such training reports for school teachers, which were excluded during the fulltext screening (see Figure 1).”
Quote in the paperNot a substantial claim - Findingreasoning
The information on programme evaluation of the training programme was available in only two of the four articles evaluating the effectiveness of implementing mental health training programmes for faculty members.
“The information on programme evaluation of the training programme was available in only two of the four articles evaluating the effectiveness of implementing mental health training programmes for faculty members.”
Quote in the paperNot a substantial claim - Findingown data
Higher education institutes have not followed the methodological approach to report and publish faculty training programmes as journal articles.
“The HEIs have not followed the methodological approach to report and publish it as an article in the journal.”
Quote in the paperSubstantial claim - Findingcitation
The other study reported positive results in evaluating the academic practices of the faculty in their classroom, including mindfulness, group discussion, inclusive language and teaching practices, and open discussion of mental health issues and resources.
“The other study reported positive results in evaluating the academic practices of the faculty in their classroom, including mindfulness, group discussion, inclusive language and teaching practices, and open discussion of mental health issues and resources (Wash et al. 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Wash et al. 2021 source
- Findingcitation
The Professor Hippo-on-Campus programme reports significant improvements in faculty attitudes, knowledge, and stigma toward student mental health issues.
“The study on Professor Hippo-on-Campus programme reports significant improvements in faculty attitudes, knowledge, and stigma toward student mental health issues (Halladay et al. 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Halladay et al. 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
There is limited availability of published peer-reviewed literature on the faculty training programmes focusing on student mental health and well-being.
“One major limitation encountered is the limited availability of published peer-reviewed literature on the faculty training programmes focusing on student mental health and well-being.”
- Also stated in: § Suggestions for future research · plain
“The current review reflects the lack of peer-reviewed literature on university faculty training programmes on student mental health and well-being.”
Quote in the paperSubstantial claim - Also stated in: § Suggestions for future research · plain
- Findingnone given
Only two of the four studies discussed in this review reported the characteristics of the sample population.
“Only two of the four studies discussed in this review reported the characteristics of the sample population.”
Quote in the paperNot a substantial claim - Findingnone given
There is limited open-access information on such faculty training programmes on the university websites.
“Further, there is limited open-access information on such faculty training programmes on the university websites”
Quote in the paperNot a substantial claim - Findingreasoning
The review could include only 21 sources of information from the top 50 globally ranked universities.
“and we could include only scope 21 sources of information from the top 50 globally ranked universities.”
Quote in the paperNot a substantial claim - Findingreasoning
The investigators could not consolidate the effectiveness of the faculty training programmes due to the heterogeneity in the study design.
“Another major limitation is that the investigators could not consolidate the effectiveness of the faculty training programmes due to the heterogeneity in the study design.”
Quote in the paperNot a substantial claim - Interpretationcitation
The synthesised conceptual framework covers using effective communication skills to respond to students who require support.
“using effective communication skills to respond to students who require support (Flynn, Woodward-Kron, and Hu 2016;Halladay et al. 2022;Hodgson and Bretherton 2021;Wash et al. 2021)”
Quote in the paperSubstantial claim0 of 3 sources checked - Interpretationcitation
The synthesised conceptual framework covers upholding one's boundaries as a faculty member.
“upholding one's boundaries as a faculty member (Flynn, Woodward-Kron, and Hu 2016;Halladay et al. 2022;Hodgson and Bretherton 2021;Wash et al. 2021)”
Quote in the paperSubstantial claim0 of 3 sources checked - Interpretationcitation
The synthesised conceptual framework covers taking a proactive approach to health promotion.
“and taking a proactive approach to health promotion (Flynn, Woodward-Kron, and Hu 2016;Halladay et al. 2022;Wash et al. 2021).”
Quote in the paperSubstantial claim0 of 3 sources checked - Interpretationcitation
The synthesised conceptual framework covers signposting resources in case of severe and emergency situations.
“signposting resources in case of severe and emergency situations (Flynn, Woodward-Kron, and Hu 2016;Hodgson and Bretherton 2021)”
Quote in the paperSubstantial claim0 of 2 sources checked - Interpretationcitation
The synthesised conceptual framework covers aspects of recognising signs and symptoms and assessing the severity of those symptoms.
“The synthesised conceptual framework covers aspects of recognising signs and symptoms and assessing the severity of those symptoms (Flynn, Woodward-Kron, and Hu 2016;Halladay et al. 2022)”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Flynn, Woodward-Kron, and Hu 2016 source
- cites Halladay et al. 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Several universities have adopted the 5-step ALGEE framework of the Mental Health First Aid (MHFA) training programme offered by the National Council for Mental Well-being (NCMW) for training its faculty.
“Several universities have adopted the 5-step ALGEE framework of the Mental Health First Aid (MHFA) training programme offered by the National Council for Mental Well-being (NCMW) for training its faculty (Mental Health First Aid USA 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Mental Health First Aid USA 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Classified as probably not a substantial claim. 29
- May combine two claims. 6
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThere is a level of concern in the prevalence of mental health issues among university students.
“It is further mismatched by the level of concern in the prevalence of mental health issues among university students (Auerbach et al. 2018;Browne, Munro, and Cass 2017;Chaudhary et al. 2021)”
Quote in the paperNot a substantial claim2 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe study is reported using the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR).
“We report our study using the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) (Tricco et al. 2018).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Tricco et al. 2018 source
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenMost universities provide resources to faculty in the form of faculty guides on their websites.
“Most universities provide resources to the faculty in the form of faculty guides on their websites.”
Quote in the paperNot a substantial claim- Rests on an assumption: Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
May combine two claims.
Findingown dataThe review identified four studies and 21 university sources for analysis.
“We conducted a scoping review to examine such faculty training programmes by considering data from four of the 10,362 studies and 21 university sources for analysis.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone givenAll the information from the university sources was in the form of web pages under the student centre tab.
“All the information from the university sources was in the form of web pages under the student centre tab.”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningSuch trainings are either paid in-person workshop events or free asynchronous online modules that faculty can access.
“Such trainings are either paid in-person workshop events or free asynchronous online modules that faculty can access.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingown dataThe investigators identified eight interrelated themes while reviewing the broader literature on the components of the training programme.
“While reviewing the broader literature on the components of the training programme, the investigators identified eight interrelated themes.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone givenHodgson and Bretherton (2021) only provided a list of tips the faculty can implement.
“While Hodgson and Bretherton (2021) only provided a list of tips the faculty can implement”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hodgson and Bretherton (2021) source
May combine two claims.
FindingcitationThe training modules incorporated videos, case-based scenarios, avatars, and practical examples.
“The training modules have incorporated videos, casebased scenarios, avatars (Halladay et al. 2022), and practical examples for the faculty to relate to and have an immersive experience with the contents.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Halladay et al. 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Rests on an assumption: Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenOther HEIs like Cornell University, Oxford University, and Hong Kong University undertake training sessions for the faculty, focussing primarily on advancing knowledge about mental health issues along with the available resources at the university.
“Other HEIs like Cornell University, Oxford University, and Hong Kong University undertake training sessions for the faculty, focussing primarily on advancing knowledge about mental health issues along with the available resources at the university.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone givenUniversities like Johns Hopkins University and Harvard University provide all the necessary information to extend support to students as faculty guides on their websites.
“Universities like Johns Hopkins University and Harvard University provide all the necessary information to extend support to students as faculty guides on their websites.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
Findingnone givenAll universities provide a set of professional help services available and the manner of referring students to them for faculty.
“It is important to note that all universities provide a set of professional help services available and the manner of referring students to them for the faculty.”
Quote in the paperNot a substantial claim- Rests on an assumption: Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
Probably not a substantial claim: may not pass S4 (based).
Premisenone givenStudents in higher education institutes often face mental health issues that challenge their well-being.
“Students in higher education institutes (HEI) often face mental health issues that challenge their well-being.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisereasoningFaculty members play a pivotal role in supporting student well-being.
“Faculty members, as crucial points of contact for academic programmes, play a pivotal role in supporting their well-being.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataTwo researchers independently screened full-text articles against inclusion criteria, and other researchers resolved discrepancies.
“While two researchers independently screened the full-text articles against their inclusion criteria, the other researchers resolved any discrepancies in the screening process.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA thematic analytical study reports the recommendations of the student panels on support services which cites the need for an overarching framework that integrates the policies, procedures, training, and resources linking faculty training and support services.
“A thematic analytical study sharing the student perspectives on issues and challenges around university student mental health and well-being services, reports the recommendations of the student panels on support services which cites the need for an overarching framework that integrates the policies, procedures, training, and resources linking faculty training and support services (Priestley et al.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Priestley et al. 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
InterpretationreasoningThe RAKSHAKA incorporates the dimensions of faculty training and student support services, thus providing an overarching framework around student mental health and well-being in the higher education setting.
“The RAKSHAKA incorporates the dimensions of faculty training and student support services, thus providing an overarching framework around student mental health and well-being in the higher education setting.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe review protocol was registered in the Open Science Framework before the scoping review began.
“The protocol has been registered in the Open Science Framework before we began our scoping review.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
InterpretationcitationThe conceptual framework presented in this review covers all the aspects defining MHL, including improving knowledge, attitudes, and confidence in dealing with mental health issues.
“The conceptual framework presented in this review covers all the aspects defining MHL (Kutcher et al. 2016), including improving knowledge, attitudes, and confidence in dealing with mental health issues.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kutcher et al. 2016 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThis limitation echoes concerns raised more generally about the quality of reporting mental health studies in higher education.
“This limitation echoes concerns raised more generally about the quality of reporting mental health studies in higher education (Upsher et al. 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Upsher et al. 2022 source
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe RAK-SHAKA framework on student mental health and well-being can be adapted by other global universities to align the faculty training and student support services around student mental health and well-being.
“We propose the RAK-SHAKA framework on student mental health and well-being, which other global universities can adapt to align the faculty training and student support services around student mental health and well-being.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe training and service dimensions of the proposed framework list elements which can be easily modified to be inculcated by HEIs in concordance to their available services and resources.
“The training and service dimensions of the proposed framework list elements which can be easily modified to be inculcated by HEIs in concordance to their available services and resources.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
InterpretationreasoningRAKSHAKA, when viewed through the lens of a service provider, the University empowers its faculty as RAKSHAKA in identifying students in distress and offering mental health support.
“RAKSHAKA, when viewed through the lens of a service provider, the University empowers its faculty as RAKSHAKA in identifying students in distress and offering mental health support.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSeveral universities have adopted similar overarching models and frameworks.
“Several universities have adopted similar overarching models and frameworks.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationOne of the critical elements of ABC-uni involves staff capacity building on student mental health promotion.
“One of the critical elements of ABC-uni involves staff capacity building on student mental health promotion.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Nielsen et al. 2023 source
Classified as probably not a substantial claim.
InterpretationreasoningThe RAKSHAKA framework can guide the HEI administrators in aligning the strategic plans, policies, and practices to the student support initiatives.
“The framework can also guide the HEI administrators in aligning the strategic plans, policies, and practices to the student support initiatives.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA study reports the findings of the ABC-uni framework, an adaptation of ABC (act, belong, commit) of mental health programmes.
“A study reports the findings of the ABC-uni framework, an adaptation of ABC (act, belong, commit) of mental health programmes (Nielsen et al. 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Nielsen et al. 2023 source
Classified as probably not a substantial claim.
InterpretationreasoningThe proposed RAKSHAKA framework delineates individually and together links the components of the faculty training programme and student support services.
“It delineates individually and together links the components of the faculty training programme and student support services.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe nature of MHL programmes requires them to be integrated into the context of organizations implementing the same.
“Additionally, it has been stated that, the nature of MHL programmes requires them to be integrated into the context of organizations implementing the same (Kelly, Anthony, and Jorm 2007).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kelly, Anthony, and Jorm 2007 source
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe RAKSHAKA framework can be useful in developing the faculty competencies to effectively support the students.
“The framework can be useful in developing the faculty competencies to effectively support the students.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningFaculty training initiatives using the RAKSHAKA framework could enhance opportunities for faculty to collaborate as a community of practice in innovating pedagogical approaches that support and nurture positive student learning environments.
“The faculty training initiatives using this framework could enhance opportunities for faculty to collaborate as a community of practice in innovating pedagogical approaches that support and nurture positive student learning environments.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationGatekeeper training focussed on enhancing mental health literacy (MHL) to identify and communicate with individuals experiencing distress has been deemed necessary.
“Gatekeeper training focussed on enhancing mental health literacy (MHL) to identify and communicate with individuals experiencing distress has been deemed necessary (Halladay et al. 2022;Upsher et al. 2022).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Halladay et al. 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Upsher et al. 2022 source
The paper relies on this without support.
The scope and evidence on existing faculty training programmes on student mental health and well-being was unknown before this review.
“While the need for faculty training increases, the scope and the evidence on the existing faculty training programmes is unknown.”
The paper relies on this without support.
Information from university websites and contacted universities accurately and sufficiently represents their faculty training programmes.
“The investigators then tabulated the relevant data from the available information from 21 university sources (website search and university contacts)”
The paper relies on this without support.
The effectiveness of a mental health programme is enhanced only when the dimension of student services aligns with the components of faculty training on student mental health.
“review, we believe the effectiveness of the mental health programme can be enhanced only when the dimension of student services aligns with the components of faculty training on student mental health.”
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Pollock, D., Tricco, A. C., Peters, M. D. J., Mclnerney, P. A., Khalil, H., Godfrey, C. M., Alexander, L. A., & Munn, Z. (2022) · JBI Evidence Synthesis · doi:10.11124/jbies-20-00570 · Cited by 154 · see citing works
Setting-based interventions to promote mental health at the university: a systematic review
Fernandez, A., Howse, E., Rubio-Valera, M., Thorncraft, K., Noone, J., Luu, X., Veness, B., Leech, M., Llewellyn, G., & Salvador-Carulla, L. (2016) · International Journal of Public Health · doi:10.1007/s00038-016-0846-4 · Cited by 147 · see citing works
Under the Radar: The Mental Health of Australian University Students
Browne, V. (2017) · Journal of the Australian and New Zealand Student Services Association · doi:10.30688/janzssa.2017.16 · Cited by 146 · see citing works
Student Perspectives on improving mental health support Services at university
Priestley, M. J., Broglia, E., Hughes, G., & Spanner, L. (2021) · Counselling and Psychotherapy Research · doi:10.1002/capr.12391 · Cited by 125 · see citing works
The prevention of schizophrenia
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Sharma, A., & Sharma, R. (2018) · Journal of Family Medicine and Primary Care · doi:10.4103/jfmpc.jfmpc_189_17 · Cited by 99 · see citing works
A systematic review of interventions embedded in curriculum to improve university student wellbeing
Upsher, R., Nobili, A., Hughes, G., & Byrom, N. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100464 · Cited by 82 · see citing works
Self-citationGulliver, A., Farrer, L., Bennett, K., Ali, K., Hellsing, A., Katruss, N., & Griffiths, K. M. (2018) · Journal of Mental Health · doi:10.1080/09638237.2018.1466042 · Cited by 68 · see citing works
Promoting Mental Health and Preventing Mental Illness in General Practice
Thomas, S., Jenkins, R., Burch, T., Calamos Nasir, L., Fisher, B., Giotaki, G., Gnani, S., Hertel, L., Marks, M., Mathers, N., et al. (2016) · London Journal of Primary Care · doi:10.1080/17571472.2015.1135659 · Cited by 66 · see citing works
Matthews, T., Odgers, C. L., Danese, A., Fisher, H. L., Newbury, J. B., Caspi, A., Moffitt, T. E., & Arseneault, L. (2019) · Psychological Science · doi:10.1177/0956797619836102 · Cited by 65 · see citing works
Managing student mental health: The challenges faced by academics on professional healthcare courses
Hughes, G. J., & Byrom, N. C. (2019) · Journal of Advanced Nursing · doi:10.1111/jan.13989 · Cited by 63 · see citing works
Self-citationChaudhary, A. P., Sonar, N. S., TR, J., Banerjee, M., & Yadav, S. (2021) · JMIRx Med · doi:10.2196/28158 · Cited by 48 · see citing works
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C. L., Cuijpers, P. J., Demyttenaere, K., Ebert, D. D., Green, J. G., & Kessler, R. C. (2018) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2018.07.723 · Cited by 40 · see citing works
Spear, S., Morey, Y., & van Steen, T. (2020) · Higher Education Research & Development · doi:10.1080/07294360.2020.1798887 · Cited by 34 · see citing works
Payne, H. (2022) · Education sciences · doi:10.3390/educsci12040237 · Cited by 25 · see citing works
Training for staff who support students
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Twelve tips for novice academic staff supporting medical students in distress
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A case for college mental health services
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Interventions to Reduce Food and Nutrition Insecurity Among Dental Students
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Exploration of Mental Health Concerns for Online Students
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Responsibility and other dangerous ideas: who cares, who can, and who should in higher education
Byrom, N., Dodd, A., Crook, S., Jackman, P. C., Watkins, E., & Armstrong, N. (2026) · Higher Education Research & Development · doi:10.1080/07294360.2026.2643242 · Cited by 1 · see citing works
“For the most part, frontline staff lack the expertise they believe they need to respond effectively (Goel et al., 2024).”
Self-citationThe Impact of Mental Health on Higher Education Academics
Gonzo, F. C. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0928-6.ch011
Wooster, A. (2025) · Perspectives Policy and Practice in Higher Education · doi:10.1080/13603108.2025.2552548
Beyond counselling: why universities need lifestyle social work
Kumar, D. (2026) · British Journal of Guidance and Counselling · doi:10.1080/03069885.2026.2622437
“Over the past several years, higher-education policymakers and leaders have started to pay more attention to student wellbeing as an urgent issue (Goel et al., 2024).”
Jacob, M. A., Solomon, A. N., Guillermo, B. W. A., Quinay, M. S., & Cleofas, J. V. (2026) · Child & Youth Services · doi:10.1080/0145935x.2026.2646892
Goel, A., Ramachandran, S., Padickaparambil, S., & Byrom, N. (2026) · Perspectives Policy and Practice in Higher Education · doi:10.1080/13603108.2026.2646554
Self-citationMohamad, N., Miles, R., Krishnan, A., Kaufman, B., Lee, S., Sash, S., & Rabin, L. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1971647
- Authors
- Goel, A., Ali, R., Upsher, R., Padickaparambil, S., Byrom, N., & Ramachandran, S.
- Affiliations
- Manipal Academy of Higher Education (IN)
- King's College London (GB)
- Corresponding author
- Ramachandran, Selvam
- Venue
- Perspectives: Policy and Practice in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2024-08-08
- Volume
- 29
- Issue
- 4
- Pages
- 210-222
- ISSN
- 1360-3108 (ISSN-L)
- 1460-7018
- OpenAlex
- W4401445569
- Cited by
- 9
- References
- 42
- Citations by year
- 2026: 5 · 2025: 4
- FWCI
- 5.42
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Perspectives Policy and Practice in Higher Education (publishedVersion, other-oa)
- Research Portal (King's College London) (submittedVersion, cc-by-nc-nd)
- ResearchSpace (University of Auckland) (submittedVersion, cc-by-nc-nd)
- Funders
- King's College London (Intramural fund - no award number assigned)
- Manipal Academy of Higher Education
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Mental Health Treatment and Access
- Keywords
- student mental health, student well-being, university faculty, health promotion, student support services, training programme evaluation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-11.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-11.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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