For the bibliometric review, a total of 29,518 documents were selected for synthesis and analysis. The Scopus database was chosen for literature identification due to its significant capacity for generating datasets for systematic reviews . Further, bibliometric analysis is valuable since it gives an opportunity to include thousands of studies in the analysis. However, those studies had an aim to describe either mental health reasons or way to resolve them. Institutional campaigns aimed at reducing stigma and promoting mental health awareness are essential to create a culture of support . A study found that students often fear judgment from peers and faculty, which can hinder their willingness to seek help .

Productivity I: Core Journals and Research Areas

• In addition, workplace mental health promotional activities have targeted the administrators, e.g., guided “e-learning” for the managers that have shown to decrease the mental health problems of the employees (102).
• These factors, combined with the fear of evaluations and falling short of expectations, can significantly impact students’ mental health.
• In addition, the findings suggest that it is crucial to review continuous assessment practices, as continuous assessment is a constant source of stress for many students.
• To our knowledge, this is the first systematic review and meta-analysis focusing primarily on the sustainability of the effects of mental health promoting and mental ill health preventing interventions among students in higher education and analyzing different categories of follow-up duration.

With the increasing prevalence of student mental health issues pointing to the influence of these wider Research on mental health and social support determinants, it is clear that primary research in this area that takes note of the distribution of impacts is needed. This could include exploring further and longer pre and post intervention studies and studies exploring the impacts of top-up sessions. Future research should also explore latency and durability of effects overtime as some interventions, such as CBT, showed promise of effects sustained post intervention. Primary and secondary research (including reviews) should attempt to identify adverse impacts so they can be eliminated or ameliorated, in accordance with the ‘first do no harm’ principle. It is likely that a substantial portion of the evidence is from US institutions, as this is typical for most evidence on health and wellbeing interventions.

Students in the three AE patterns differed consistently across all engagement dimensions, from academic persistence to relational aspects such as engagement with peers and faculty members. The three-cluster solution provided a good balance between statistical support and practical interpretability, offering a more nuanced differentiation of the student population. The hierarchical clustering did not establish the final number of clusters but served as a foundational step to suggest possible cluster solutions for k-means analysis (Clatworthy et al., 2005). To address potential concerns about model assumptions, data were prepared to apply the hierarchical and k-means clustering algorithms (Bardhoshi et al., 2021). These results provide a basis for investigating how patterns of AE dimensions—representing distinct combinations of the six variables—relate to psychological outcomes.

Recent articles

CORE-OM outcomes indicated that most students reported significant impairments in well-being (91.3%), experienced emotional and behavioral problems (90.8%), and functioning difficulties (90.2%). Concerning CORE-OM domains, students in the Low AE pattern reported the highest impairments in well-being, problems, and functioning domains, followed by those in the Moderate AE pattern, and those in the High AE one. Students in the High AE pattern employed more frequently CR and less ES compared to students in Low and Moderate AE patterns, which did not differ from each other. Similarly, depressive symptoms were most pronounced among Low AE pattern students, followed by those in the Moderate AE pattern, and the lowest in the High AE one. Students in the Low AE pattern reported greater anxiety symptoms compared to those in the Moderate and High AE patterns, with no significant differences between the latter two groups. Multiple comparisons with the Bonferroni adjustment showed significant differences across AE patterns for all psychological outcomes.

They reported that mindfulness interventions were more effective than cognitive-behavioural interventions, relaxation interventions, and meditation; and found that cognitive-behavioural interventions were more effective than both meditation and relaxation interventions which did not differ significantly from each other. They found no significant differences in subgroup analysis when they compared the effectiveness of yoga, mindfulness meditation, and MBSR. Conley et al. examined the effectiveness of different strategies employed in skill-oriented interventions such as cognitive-behavioural interventions, mindfulness interventions, relaxation interventions, and meditation (rated as lower methodological quality).

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