Building Healthy Academic Communities Journal

A Mental Health Self-Screening Tool for Graduate Students

Sharon Tucker — 2023-06-14

Background: Excessive perceived stress and mental health crises are escalating among college students. About 50% meet mental health disorder criteria, and half of them receive inadequate treatment.

Aim: This study aimed to evaluate the feasibility and outcomes of a 15-20 minute online, anonymous, mental health self-screening survey and resource tool for graduate students across a large midwestern university campus.

Methods: A descriptive, correlational design addressed the study's aims. Recruitment occurred through multiple campus communication mechanisms and included a brief study description, quick reference (QR) code, and weblink to access the tool and survey. Data collected with the tool included demographic items and scores from standardized screening instruments measuring burnout, perceived stress, depression, anxiety, post-traumatic stress disorder (PTSD), alcohol misuse, and health behavior practices. Descriptive and correlational statistics were computed.

Results: Among 778 graduate students who accessed and completed the survey, nearly 60% met the burnout threshold, 58% scored 8 (of 16) on the stress scale, 32% met the depression threshold, 47% met the anxiety threshold, 54% reported one or more symptoms of PTSD, and 38% reported poor health behaviors. Significant positive correlations (r = 0.184 to 0.615) were found between burnout, perceived stress, depression, and anxiety. Health behavior scores were significantly negatively correlated (r = -0.151 to -0.283) with burnout, perceived stress, depression, and anxiety. Scores differed by gender, race, and graduate student status (part-time vs. full-time). Female identifying students, age, and hours worked per week were associated with various outcome scores. Students commented that the tool needed more specific resources tailored to their scores.

Conclusions: The data support the need for tailored coping resources based on student self-reported data. Video-based micromodules guiding individuals through coping skills (breathing, mindfulness, identifying negative thoughts, gratitude exercises) have since been developed and will be studied as a tailored resource for students.

Sexual and Gender Minority College Student Retention: The Unique Effects of Mental Health and Campus Environment on the Potential for Dropout

Nicholas W. McAfee — 2023-06-14

Background: While limited data has been collected, some findings show that sexual and gender minority (SGM) students are at higher risk for dropping out of college than their peers. Research on issues such as campus connectedness and mental health among this population indicates both may affect retention.

Aim: This study examined how mental health and perceptions of campus connectedness may mediate the relationship between SGM identification and intentions to drop out of college.

Methods: Survey data collected from 1,793 randomly selected students across eight different public universities in Mississippi were used to conduct a parallel mediation analysis.

Results: Mediation analyses indicated that there was a significant direct effect of SGM identity on intentions to drop out, and that both mediators had a significant indirect effect. Psychiatric symptoms had a relatively larger indirect effect than campus connectedness.

Conclusions: These results contribute to the limited quantitative literature on SGM student retention, supporting previous work indicating these students are at higher risk of attrition. The results suggest that student retention may be bolstered if access to SGM-competent mental health services is provided. Additionally, campuses should continue to support SGM-friendly policies and create inclusive spaces as a protective resource for students.

Experiences of the Transgender and Gender Non-Conforming Community in the University Setting

Ashton Simon — 2023-06-14

Background: Transgender and gender non-conforming individuals face daily challenges in higher education due to a lack of gender-inclusive resources. This shortcoming is rooted in the minimal knowledge about what barriers affect this population.

Aims: The aims of this study were to identify fitness-related barriers faced by the transgender community in higher education and emphasize the need to develop fitness standards for the transgender population to reduce those barriers in higher education.

Methods: Participants completed one or both aspects of this study. A survey was sent to students to gather information about experiences in fitness at a university and how it relates to their gender. Several of the survey respondents then agreed to participate in a series of fitness assessments to evaluate muscular strength, endurance, and body composition.

Results: Seventy-nine students responded to the survey (n = 68 cisgender females, n = 5 cisgender males, n = 2, non-binary, n = 4 transgender males). Proportionally, more transgender and non-binary people (84%) felt that gendered fitness standards did not apply to them when compared to cisgender people (31%). Further, more transgender and non-binary respondents (50%) reported that they were not comfortable working out in all areas of their gym when compared to the cisgender respondents (37%). Twenty-eight students participated in the fitness assessment. The BOD POD assessment of body composition utilizes gender to calculate body fat percentage. When using both male and female classifications, results were not different, meaning the estimated body fat percentage was calculated as the same despite a different gender in the calculation.

Conclusions: This study begins to identify fitness-related barriers faced by the transgender community in higher education. Additionally, these small-scale results provide a starting point for future research on developing gender-neutral fitness standards.

PrEP Access as HIV Prevention for LGBTQ+ College Students: An Exploration of Current Barriers to Access

Brittany L. Feeling — 2023-06-14

Background: Although tremendous strides have been made in Human Immunodeficiency Virus (HIV) prevention, detection, and treatment, HIV remains a public health issue in the United States. Sexual and gender diverse individuals and the 18-24 age group are considered vulnerable populations at risk for contracting the virus. Pre-exposure prophylaxis (PrEP) is a medication that has proven effective in reducing the risk of HIV transmission.

Aim: This article aims to justify the necessity of PrEP medication on college campuses, especially for gender and sexual diverse students.

Methods: This article provides information on the state of PrEP education, availability, and access on college campuses in the United States. This article also addresses barriers that college students face with accessing PrEP medication through college health services.

Results: Limited research has found that most colleges in the United States lack PrEP availability for college students. Other factors, including insurance, privacy concerns, and stigma, may deter students from seeking and taking PrEP medication.

Conclusions: This article supports widespread PrEP availability and access on college campuses and acknowledges the need to address barriers that keep students from utilizing PrEP.

Student Responses to Switching to Online Nutritional Interventions During Pandemic in a Latin-American University

Jean Pierre Enriquez — 2023-06-14

Background: Creating positive visions and attitudes in university students through educational interventions is challenging. Gamification-based programs can create an inclusive space where the student and trainer can strengthen learning in a dynamic process, which helps students find a mechanism that facilitates learning, and provides a useful way to comprehend academic content.

Aim: The aim of this study was to document the final experience of first-year university students on the adaptability to transition from in-person to online interventions from a program of nutritional and sustainability education through gamification concept theory.

Methods: This study reviews the results of the transition to online modality, due to COVID-19, of a nutritional education intervention with first-year university students (n = 85) from 16 countries in the Americas.

Results: The findings indicate that most of the students perceived improvement in their eating habits during the confinement period due to the information provided in the different sessions of the educational intervention.

Conclusions: Most students would have preferred that the intervention had been in person; however, they did not feel a sudden change due to the transition from face-to-face to online, demonstrating their resilience to the pandemic.

LGBTQIA2S+ Well-Being within Academic Communities: The State of the Science

Nate Albright — 2023-06-14

It is essential that academic communities achieve and maintain an inclusive campus climate for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and two-spirit plus (LGBTQIA2S+) faculty, staff, and students. Campus climate can influence faculty and student attrition, self-identity development of LGBTQIA2S+ students, and exacerbate documented health disparities. Academic settings have a challenging history when examining the relationship with LGBTQIA2S+ individuals. Academicians were the originators of pathologizing identities and constructing deviant distinctions in text and publications. Campus climate sets the tone for the success of LGBTQIA2S+ members of academic communities, and research continues to emphasize the most influential factors that directly contribute to that success. Visibility of LGBTQIA2S+ faculty, staff, and students allow for both formal and informal social networks and encourages social and academic integration. Proximity to LGBTQIA2S+ faculty, staff, and students encourages both integration and visibility. Policies that protect and affirm LGBTQIA2S+ individuals are an essential component to visibility as they provide formal protection such as zero tolerance discrimination policies. Progress towards creating healthy academic communities for LGBTQIA2S+ individuals follows larger societal trends of acceptance, and progress continues today through knowledge generation and activism. Commitment to and recognition of the factors that foster healthy academic communities for LGBTQIA2S+ individuals ensures that the discovery and dissemination of knowledge will continue through a more inclusive lens.

Board of Directors

Building Healthy Academic Communities BHAC Journal — 2023-06-14

No abstract available.

BHAC Journal Reviewers

Building Healthy Academic Communities BHAC Journal — 2023-06-14

No abstract available.

A Message from BHAC Board President: Supporting Well-Being for Health Sciences Students: The National Wellness Action Alliance Workgroup Faculty Toolkit

Bernadette Mazurek Melnyk — 2023-06-14

No abstract available.

Editorial: The Broad Lens for Healthy Academic Communities: A Focus on LGBTQIA+

Dianne Morrison-Beedy — 2023-06-14

No abstract available.

A Thank You to Our Reviewers and Outgoing Board Members

Building Healthy Academic Communities BHAC Journal — 2023-06-14

No abstract available.