Students’ mental health depends not only on them, but also on a whole range of factors that make up their study environment. Taking effective action to promote student mental health in higher education needs to consider all these factors from a global perspective.

Factors influencing student mental health in higher education

Inspired by Bronfenbrenner’s ecological model of human development and a global, integrated vision, this interactive diagram presents the factors influencing student mental health, classified into four levels of influence, from the most micro to the most macro.

Click on the interactive elements associated with each level to reveal the associated factors and their definitions.

The influencing factors and definitions identified in this diagram are taken from Outil synthèse : les facteurs d’influence de la santé mentale étudiante (2024), developed by the Direction régionale de santé publique de Montréal. We would like to thank them for their collaboration in developing the diagram and associated tools.

Why focus on factors influencing student mental health?

Raising awareness and providing information

  • Open a dialogue on collective responsibility and the role that each member of the school’s staff can play (management, teaching staff, student associations, intervention professionals, etc.).

Creating a situational portrait

  • Draw up a portrait and analysis of existing practices and measures, and identify those that would benefit from being introduced or developed.
  • Understand how individual characteristics influence mental health, as well as education and life experience, especially in sub-groups with specific realities.

Planning and implementation

  • Use the situation portrait to diversify actions based on factors known to influence student mental health.

An example of the use of influence factors

At one university, an increase in performance anxiety has been observed among 3rd-year engineering students since last autumn. These observations are more marked than in previous years, and the exam results bear witness to this. Department staff are wondering what they can do about the situation.

By analyzing this situation in terms of influencing factors, we can avoid justifying it solely on the basis that the 3rd year is known to be more difficult and decisive for obtaining an internship. This is certainly an element of the answer, but we can also question how each of the influencing factors of student mental health can potentially have an impact on the situation.

For example:

    • Are there mechanisms in place to enable department staff to establish a dialogue with students and gain their perspective on the situation?
    • Do we have any data (e.g., sample surveys) that could help us shed light on the situation?
    • Is there a climate of competition among engineering students?
    • Do assessment practices and scheduling contribute to anxiety?
    • Are there fewer opportunities to get involved in student life this year?
    • Are engineering students aware of the psychosocial services available to them in times of stress?

Reflexive tool (in french)

How does my school influence student mental health?

This tool can contribute to:

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  • Draw up a portrait of the measures implemented in the institution and build a shared vision of the strengths and measures to be developed to act on all the factors influencing student mental health;
  • Identify measures that the school would like to introduce or improve;
  • Raise awareness among school staff of the importance of their role in supporting student mental health;
  • Feed the construction or updating of an action plan.

Références

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Direction régionale de santé publique de Montréal. (2024). Outil synthèse : les facteurs d’influence de la santé mentale étudiante, des leviers pour agir! (french only)

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