Abstract
Background
The mental health of students in UK Higher Education (HE) is receiving increased attention and support services for students are under increased pressure.
Aims
Drawing on ecological systems theory (EST), this study sought to explore possible contextual influences, over time, on student distress within HE.
Method and Samples
We conducted a two stage Delphi study, first asking UK professionals (n=236) from primary, secondary, further education and HE to provide possible reasons for increases in student distress. The material was reduced to 58 representative statements across all sectors with a further 10 specific to HE. In stage two, 89 participants rated each statement in terms of whether it: i. takes place and ii. contributes to distress.
Results
The results suggest multiple contextual influences potentially contributing to student distress. They can be summarized using the words: cuts, competition and comparison. Education professionals in our sample reported that, upstream from HE, pressures on schools and colleges have led to a narrowing of curricula, with a more singular focus on assessment. Reduced teaching teams and pressurised staff unintentionally embed an assessment focus within students who unhelpfully compare themselves with peers while also struggling with wider societal cuts, austerity and political uncertainty.
Conclusions
The discussion draws on the peer-reviewed literature and relevant reports, discussing them in the context of EST, finding considerable support for these influences. The potential importance of adopting a contextual approach and incorporating this knowledge into the way we understand and tackle student distress and preparedness for HE is discussed.
The mental health of students in UK Higher Education (HE) is receiving increased attention and support services for students are under increased pressure.
Aims
Drawing on ecological systems theory (EST), this study sought to explore possible contextual influences, over time, on student distress within HE.
Method and Samples
We conducted a two stage Delphi study, first asking UK professionals (n=236) from primary, secondary, further education and HE to provide possible reasons for increases in student distress. The material was reduced to 58 representative statements across all sectors with a further 10 specific to HE. In stage two, 89 participants rated each statement in terms of whether it: i. takes place and ii. contributes to distress.
Results
The results suggest multiple contextual influences potentially contributing to student distress. They can be summarized using the words: cuts, competition and comparison. Education professionals in our sample reported that, upstream from HE, pressures on schools and colleges have led to a narrowing of curricula, with a more singular focus on assessment. Reduced teaching teams and pressurised staff unintentionally embed an assessment focus within students who unhelpfully compare themselves with peers while also struggling with wider societal cuts, austerity and political uncertainty.
Conclusions
The discussion draws on the peer-reviewed literature and relevant reports, discussing them in the context of EST, finding considerable support for these influences. The potential importance of adopting a contextual approach and incorporating this knowledge into the way we understand and tackle student distress and preparedness for HE is discussed.
| Original language | English |
|---|---|
| Journal | British Journal of Educational Psychology |
| Early online date | 18 Oct 2021 |
| DOIs | |
| Publication status | Published - 1 Jun 2022 |
| Externally published | Yes |