Mental health issues are prevalent among college students, with digital interventions lacking in attempts to reduce participant attrition and address low engagement with technology. This study assessed changes in college students' beliefs regarding mental health after exposure to a digital mental health self-management coaching and education app, the Mental Health Evaluation and Lookout Program (mHELP). Participants' beliefs, measured using constructs from the Health Belief Model and Technology Acceptance Model, were compared to user engagement and changes in scores on validated scales for stress, depression, and anxiety. Participant beliefs including self-efficacy, perceived ease of use, and cues to action became more positive post-intervention. Higher participant self-efficacy indicated lower stress, anxiety, and depression ratings. Participants who believed stress to be a serious health threat and perceived the app as useful and easy to use were more likely to engage with the app. Providing digital mental health coaching showed significant relationships between students' beliefs regarding mental health self-management, their engagement with the app, and the reduction in stress and anxiety.

Research about public health impacts of COVID-19 on post-secondary students is slowly beginning to emerge. This scoping review identified common public health challenges among post-secondary students in higher-income countries during the COVID-19 pandemic. Five databases were searched to find relevant peer-reviewed literature up to March 2022. Results were categorized according to reported public health challenges and relevant socio-economic variables. After screening, 53 articles were reviewed. Most articles were from the USA (39/53). The seven main public health challenges identified were mental health (35/53), financial instability (25/53), physical health (13/53), food insecurity (12/53), social well-being (8/53), digital access (7/53), and housing or relocation (6/53). Students with low socioeconomic status experienced heightened public health challenges. This review offers insight and opportunities for the development of longitudinal tools to support social determinants of health in post-secondary populations in high-income countries and may offer insight into similar experiences for students in other settings.

Understanding factors contributing to veterinary student anxiety prior to instructional laboratories is important for mitigating those stressors and improving student education. This study aimed to investigate the relationships between student anxiety prior to surgery and demographic and societal variables before and during the COVID-19 pandemic. We hypothesized that increased county COVID-19 cases would increase anxiety, and experience level would have no impact. Students were enrolled in this study in 2019 (n = 87), 2021 (n = 84), and 2022 (n = 96). Participants completed a demographic questionnaire, the State Trait Anxiety Inventory (STAI), which involved a writing prompt to describe their feelings, and provided a salivary sample immediately prior to their first ovariohysterectomy laboratory. Univariable and multivariable linear models were used to assess for predictors of STAI scores, salivary cortisol levels, and scored prompt responses with significance threshold p < 0.05. Year and COVID-19 cases were correlated and considered together. A significant predictor for both STAI-S and STAI-T scores was year/COVID-19 (2019 = 0 COVID-19; STAI-S = 54.7 ± 6.6; 2021 = 679 COVID-19, STAI-S = 67.5 ± 6.6; 2022 = 186 COVID-19, STAI-S = 56.7 ± 10.1; p < 0.001). Alcohol use was predictive of reduced STAI-T scores. Predictors for increasing cortisol levels included year and use of over-the-counter medications. Predictors for short answer results included year, laboratory role, and experience. Limitations include a limited time studied at one institution and the multifactorial, individualized nature of anxiety. Some measures of anxiety were greater in times of high COVID-19 levels, and there was evidence that anxiety was reduced for more experienced students. More work is needed to understand which factors influence student anxiety so targeted interventions can be evaluated.

We review recently published literature about the mental health of college students, as well as current court cases litigating colleges' liability for student mental health and safety.

College students experienced a dramatic increase in mental health symptoms during the early phase of the COVID-19 pandemic, with clinically significant increases in anxiety and depression. Meanwhile, in contrast to the past when colleges were mostly immune to liability for harm to students, a major shift occurred with the courts beginning to recognize colleges as having a legally defined "special relationship" to protect students from foreseeable harm. Recently, court cases in many states have expanded the circumstances under which colleges have a responsibility to protect students from themselves and from each other, and to foster students' mental health. The past few years have constituted a changing landscape for colleges with regard to their legal responsibilities related to student mental health. As college students experienced worsening mental health distress, recent court cases increased colleges' liability to ensure safety and create a supportive environment for students' mental health.

The COVID-19 pandemic seriously impacted people's lifestyles, leading to changes in physical activity, sleep and mental health. This study aimed to assess the recovery of these indicators in Chinese university students post-COVID-19 pandemic, and explore the association between lifestyle changes and psychological problems.

A two-wave longitudinal study was conducted with 2,748 college students in Hebei, China. Self-report questionnaires measured physical activity, sleep and psychological variables (depression symptoms, anxiety symptoms, and perceived stress) in 2022 and 2024. McNemar chi-square test compared differences between the two waves. Additionally, univariate and multivariate logistic regression analyses were performed to examine the independent and joint associations between changes in lifestyle behaviors and psychological problems across this period.

Proportion of physical inactivity decreased from 22.5% to 16.2%, and poor sleep quality reduced from 18.3% to 16.2% after the pandemic (P < 0.05). Depression symptoms and anxiety symptoms also improved (P < 0.05), while perceived stress remained high (64.5%). Compared to consistently inactive students, those becoming physically active (depression OR = 0.40, anxiety OR = 0.34, stress 0.56) and those persistently active (depression OR = 0.43, anxiety OR = 0.38, stress 0.47) had reduced psychological symptoms. However, after adjusting for confounders, the association between improved physical activity and mental health problems was insignificant (P > 0.05). Improved sleep (depression OR = 0.42, anxiety OR = 0.24, stress 0.42) and consistently good sleep (depression OR = 0.20, anxiety OR = 0.20, stress 0.37) also demonstrated a protective effect after fully adjusting for demographics and socioeconomic status.

This study found that high perceived stress persisted. Although physical activity improved across this period, its change was not significantly associated with mental health after adjustments. However, improved sleep quality was significantly associated with reductions in depression levels, anxiety levels, and perceived stress. These findings highlight the importance of sleep and physical activity in mental health recovery post-pandemic and the need for targeted interventions.

This research investigates the relationship between collegiate community and degree department belonging, loneliness, COVID-19 pandemic related student stress, coping self-efficacy, and academic anxiety among UK collegiate context. The study focuses on how these factors have shaped students' academic and social experiences in the post-pandemic era, with particular emphasis on variations based on gender as well as home versus international status among both undergraduate and postgraduate cohorts.

This study utilized structural equation modelling (SEM). A sample of 430 students was administered, with 284 (66%) completed by female students and 120 (28%) by male students. The number of undergraduate students was (N = 244, 56.7%), and (N = 184, 42.8%) participants were postgraduate students.

The research findings indicate that stress related to COVID-19 has adversely affected both types of belongingness- collegiate community and degree department belonging -while concurrently elevating academic anxiety across diverse demographic groups. Loneliness emerged as a significant mediating variable, with pronounced effects observed among international and male students. The presence of academic anxiety exacerbated feelings of loneliness and diminished coping self-efficacy, particularly in female and undergraduate cohorts. International students experienced notable disruptions in their sense of collegiate belonging and heightened levels of loneliness. Undergraduate students demonstrated greater susceptibility to stress-induced declines in belongingness, whereas postgraduate students reported more severe ramifications of loneliness on their academic and social relationships.

These results underscore the necessity for targeted interventions designed to foster social connectedness, alleviate academic anxiety, and bolster support systems within the post-pandemic educational framework.

Institutions of higher education play a major role in teaching undergraduate students. Historically, most courses have been taught by tenure-track (TT) faculty who may also be responsible for research or scholarly activities. However, a recent shift from "teaching-intensive" TT faculty to "teaching-only" contingent faculty off the tenure track has highlighted the importance of understanding the experiences of contingent faculty. While there have been an increasing number of studies examining the experiences of part-time contingent faculty, few studies have directly surveyed the increasing number of full-time, non-tenure-track (NTT) teaching faculty in science, technology, engineering, and mathematics (STEM) to capture their experiences, nor are we aware of any study that has examined the roles of NTT teaching faculty within one discipline to examine any potential disciplinary differences that may arise across STEM fields. Here, we focus on the experiences of full-time, non-tenure-track faculty in biology whose primary responsibility is teaching. We conducted a random stratified sampling of institutions using the Carnegie classifications to identify potential full-time NTT teaching faculty at over 10% of all institutions in the United States. Our results from surveying these faculty found both positive and negative themes, including (i) NTT teaching faculty being less diverse than the STEM professoriate at large; (ii) NTT teaching faculty reporting mixed feelings on institutional support, identifying a range of opportunities to better support NTT teaching faculty; (iii) NTT teaching faculty often having limited participation in voting for department and institutional matters and reporting mixed feelings of belonging and value; and (iv) NTT teaching faculty having high amounts of autonomy over their teaching but still struggling in key areas. We end with specific implications and recommendations for our field to better support NTT teaching faculty in biology.

Background: ADHD is a developmental risk factor for cannabis misuse and cannabis use disorder. Individuals with ADHD also struggle to cope with negative affect and are more likely to engage in potentially maladaptive, avoidant coping behaviors. Such responses may be particularly salient in college, a developmental period characterized by increased stress and autonomy and easy access to highly reinforcing substances. However, despite this increased risk, little is known about mechanisms underlying the association between ADHD and cannabis use among college students. Objectives: This two-week daily diary study examined associations between ADHD, baseline coping motives (i.e., using cannabis to avoid or reduce negative affect), and frequency of cannabis use in a sample of heavy-drinking college students (49% female) with (n=42) and without (n=30) ADHD. Results: Results showed that ADHD was significantly associated with elevated coping motives at baseline and more cannabis use days on daily diaries. Additionally, there was a significant indirect effect of ADHD on number of cannabis use days through baseline coping motives; students with ADHD endorsed a stronger drive to use cannabis to cope with negative emotions, which in turn was associated with more cannabis use days. Conclusions: Findings align with theory linking ADHD to increased vulnerability for avoidant coping behaviors. Further work may explore the potential of targeted, proactive interventions to help college students with ADHD build and utilize adaptive substance-free coping skills, particularly during this challenging developmental period.

Understanding stress and recovery dynamics among students is essential for promoting their well-being and academic success. This study delves into the complex interplay of stressors and coping mechanisms among university students. Drawing upon health psychology and resilience research, we investigate the experiences of stress and recovery among both full-time and part-time students, considering gender and age. Our findings reveal significant differences between full-time and part-time students in various aspects of stress, including emotional stress, conflicts, and lack of energy. Full-time students reported higher levels of stress in these dimensions, which could indicate possible effects on their academic performance and general well-being. Moreover, gender-specific differences in stress experiences were observed, with female students exhibiting higher levels of stress compared to their male counterparts, particularly in terms of emotional stress and lack of energy. Interestingly, while age did not significantly impact stress and recovery experiences, other variables such as workload and coping strategies appeared to play crucial roles. Our study underscores the importance of the diverse needs of students. Overall, this research sheds light on the intricate relationship between stress, recovery, and study program variables among students, offering valuable insights for educators, policymakers, and mental health practitioners seeking to enhance student well-being and academic success in higher education settings.

The COVID-19 pandemic and the protracted lockdowns have heavily impacted university students' mental health. Digital Escape Games represent a good means to reach students and propose them solutions for their psychological well-being.

This study aimed to evaluate a cocreated digital Escape Game on students' mental health in the aftermath of the COVID-19 pandemic, called EscapeCovid Game. The evaluation of the effectiveness of this stand-alone intervention concerns mental health outcomes (mental health literacy, appraisal and change of beliefs about mental health, management of emotions, and development of coping strategies) and the appreciation and relevance of the game.

A randomized controlled trial with pre- and posttest data collection (online questionnaires with validated scales) is conducted among 500 students in Bordeaux, France, to evaluate the EscapeCovid Game cocreated with students, researchers, health professionals, and web developers. A subsample of students is randomly selected for responding to a semistructured interview following a mixed methods design. Recruitment is done through mail invitations from student associations and presentations in university classes. Half of the sample of the trial plays the Escape Game, while the other half receives an email with mental health-related information. Within the game, students discuss their personal experiences. The text is further used for the qualitative analyses. The whole study is carried out online.

The EscapeCovid Game has been developed, tested, and finalized by the end of March 2023. As of November 4, 2024, a total of 191 students have answered the baseline questionnaire (90 intervention vs 101 control). A total of 23 students have played the game and 53 are in the control arm. Among participants, by the end of September 20, 2023, twenty were interviewed (10 intervention and 10 control) reaching sample saturation. According to preliminary results, the EscapeCovid Game has had a positive impact on all defined outcomes, while the email has been effective in increasing knowledge on resources available and on coping strategies and meditation techniques. We expect the trial to be completed by the end of June 2025.

The mixed methods findings of this study are due to demonstrate the effectiveness of the EscapeCovid Game in improving students' mental health outcomes. Preliminary results from the qualitative substudy are promising: in the aftermath of the COVID-19 crisis, this intervention is intended to promote players' mental health through gamification, knowledge transfer, and a learning-by-doing approach.

ClinicalTrials.gov NCT06720792; https://clinicaltrials.gov/study/NCT06720792.

DERR1-10.2196/64068.

Burnout in academia can have important long-term consequences. This study aimed to investigate academic burnout and the perception of its prevention strategies among Romanian health sciences students.

Three hundred and five health sciences students (from General Medicine, Dental Medicine, Pharmacy, and Midwifery and Nursing) (36 men, 269 women, mean age 21.9, standard deviation 1.911) self-rated their burnout using the Burnout Assessment Tool (BAT) and a visual analog scale, and answered a survey with open and closed questions about the most effective coping strategies to prevent burnout.

Above average scores (mean = 3.05; SD = 0.67) on burnout were met (with the highest scores on exhaustion and psychological distress and the lowest on mental distance and psychosomatic symptoms). Women were more affected than men by burnout and associated emotional impairment and secondary symptoms. Participants rated supportive relationships as the most effective in preventing burnout (mean = 3.75; SD = 0.55), followed by relaxation-meditation (mean = 3.32; SD = 0.85), while they also positively valued cognitive-behavioral therapy (those with high burnout scores), and physical activity (those with low burnout scores). Organizational strategies have included re-evaluating the university curriculum (mean = 3.83; SD = 0.48) and increasing access to psychological support programs (mean = 3.72; SD = 0.58) and to programs that increase self-efficacy and resilience (mean = 3.65; SD = 0.61). The qualitative analysis showed that freely chosen individual strategies included, in descending order, detachment, active actions, healthy lifestyle, and specialist help, while the most preferred organizational were better academic organization and program optimization.

These results may be useful in designing more sustainable and effective burnout prevention strategies in health sciences academic settings.

The COVID-19 pandemic had detrimental effects on college students' psychosocial well-being due to campus closures starting in Spring 2020. This study examined changes in perceived stress and depressive symptoms before and during the pandemic using longitudinal data collected from students over the 2019-2020 academic year. We also compared data from this sample in Fall 2019 (N = 282) to data collected from another sample in Fall 2020 (N = 240). Latent change modeling showed increases in stress during Spring 2020. Additionally, the Fall 2020 sample had higher levels of stress than the Fall 2019 sample. Differences in stress and depressive symptoms did not depend on underrepresented minority (URM) status, income, gender, or membership in Greek life or other organizations. However, third- and fourth-year students and student-athletes experienced more stress during the pandemic. Findings suggest an adverse and differential impact of the pandemic on students' psychosocial well-being.

Objective: The goal of this research was to examine the effects of COVID-19 on health seeking behaviors among students attending a minority-serving institution (MSI). Participants: Students [N = 580, Mage (SD) = 27.7 ± 9.1 years] from a midsized university in the U.S. Methods: Cross-sectional survey, distributed between February-March 2021, assessing visits with a healthcare professional before and during the pandemic. Comparison by time and between groups using McNemar's test and ordinal logistic regression. Results: In-person medical care decreased during the pandemic (p = 0.096). Higher frequency of doctor visits pre-pandemic resulted in less contact with students' healthcare providers during the pandemic (p < 0.001). Those that indicated their health status as Excellent were mostly likely to visit their healthcare provider in-person during the pandemic (p = 0.026). Virtual contacts with their healthcare provider increased during the pandemic (p < 0.001). Conclusions: The COVID-19 pandemic has changed health seeking behaviors among students attending an MSI.

Objective: To examine international student-athletes' (ISAs) rates of depression, perceived stress, problematic drinking, and sleep disturbance. Participants: 509 ISAs (Mage = 20.39 years, women = 63.1%) from over 80 NCAA institutions. Methods: Survey data were collected in April/May 2020. Results: Overall, 27.9% and 9.2% endorsed clinical and high levels of depression and stress, respectively; 2.4% (n = 12) reported severe sleep disturbances and 12.4% (n = 63) problematic drinking. Except problematic drinking, being a woman ISA was associated with significantly higher levels of disturbance. Year in school interacted with gender for perceived stress; men ISAs in their 2nd year or higher reported the lowest levels. Conclusions: Large numbers of ISAs endorsed clinical/severe levels of psychological concerns at onset of COVID-19, likely due to the unique stressors experienced by this international college population. Athletic departments, like universities in general, must provide culturally-sensitive mental health services for their ISAs.

The Coronavirus disease 2019 (COVID-19) pandemic caused a range of mental health problems, particularly self-harm. Lockdowns are the usual methods of responding to these public health emergencies. However, the effect of the COVID-19 lockdown on self-harm remains poorly characterized. This study aimed to investigate the influence of the COVID-19 pandemic on the incidence of self-harm. The findings may inform future policy development and strategies for managing pandemic-related mental health challenges.

A meta-analysis was conducted using several database searches: APA PsycINFO, Embase, PubMed, Web of Science, CNKI, and Wan Fang. Published studies with data on the incidence of self-harm during visits to medical institutions, before and during the COVID-19 pandemic, were included. The pooled risk ratio (RR) value of self-harm incidence variation before and during the COVID-19 lockdown period, expressed as the comparison of clinical institution visits before and during the pandemic, was calculated.

Fifteen retrospective cohort studies with observational designs involving 253,600 participants were included. The pooled RR value of self-harm incidence variation was 1.386 (95% confidence interval (CI), 1.205-1.595, I2 = 58.9%, p = 0.002). The subgroup analysis showed that "emergency department type" (p = 0.004) and "mean age of the sample" were the sources of the RR values' heterogeneity (p = 0.026).

Our findings suggest that the lockdown during the COVID-19 pandemic was a risk factor for self-harm. Therefore, special attention should be paid to individuals visiting the emergency department and the middle-aged and elderly populations.

This study was registered in PROSPERO (CRD42023373026), https://www.crd.york.ac.uk/PROSPERO/view/CRD42023373026.

Objective: Better understanding how behavioral health professions students were impacted by COVID-19 can help educators inform their education practices. Participants: The present study examined the impact of COVID-19 among n = 83 students enrolled in two universities across five graduate-level behavioral health training programs - clinical mental health counseling, marriage and family therapy, psychiatric nursing, and social work. Method: Participants completed the Epidemic-Pandemic Impacts Inventory (EPII), and descriptive statistics were examined. Results: On average, fourteen life issues were impacted negatively by COVID-19. The most reported negative impacts of COVID-19 were more time on screens/devices, canceling/restricting family celebrations, and canceling planned travel. Participants also endorsed positive impacts of COVID-19, including increased appreciation for, and more attention paid to, personal health. Conclusions: Students have been impacted by COVID-19 both negatively and positively. Educators need to be mindful of the multifaceted impacts and continue to adjust their training considerations to adapt as needed.

Objective: This study examines how mental health and health behaviors evolved among college students nationwide before and during the onset of the COVID-19 pandemic. Participants: Data collected from college students across various campuses in Fall 2019 (N = 33,372) and Fall 2020 (N = 34,168) as part of the Healthy Minds Study. Methods: The online survey was delivered via Qualtrics. Data was analyzed through an unpaired two-samples T-test and a two-proportion Z-test. Results: The results show a significant difference of depression and anxiety symptoms in college students during Fall 2020 compared to Fall 2019. Sleep patterns significantly shifted during the pandemic. Substance use, perceived need for counseling, and the amount of time students spent exercising all significantly differed during the COVID-19 pandemic. Conclusion: In the context of declines in mental health among college students, college campuses should implement mental health support models addressing students' individual health risk and lifestyle behaviors.

The COVID-19 pandemic caused severe disruptions in living and learning to millions of college students. Here we investigated using mediation analysis two dimensions of anxiety that were specific to the pandemic - COVID-19 related anxiety and COVID-19 vaccine anxiety - to evaluate their relationship to college adjustment during the pandemic. Using cross-sectional survey data across three semester waves (Spring 2021, Fall 2021, and Spring 2022) we probed whether anxiety functioned as a challenge or hindrance stressor on adjustment. We found that although anxiety decreased in both COVID-19 dimensions across semesters, student adjustment to college remained consistently low. Our mediation analysis revealed that both COVID-19 related anxiety and COVID-19 vaccine-related anxiety functioned as challenge stressors, elevating academic, social, personal-emotional, and institutional adjustment during the pandemic. We discuss the role of positive COVID impacts on college adjustment, including enhanced social support.

Objectives: During the second COVID-19 pandemic wave in Israel, we examined COVID-19-specific stressors and academic and financial challenges as potential risk factors for anxiety and depression among university students in Israel. Based on conservation of resources (COR) theory, we hypothesized that the threat of resource loss within the personal domain, academic challenges, and financial concerns would increase the likelihood of experiencing anxiety and depression. Participants: We sampled 18,686 students who responded to an online questionnaire. Methods: Data collection occurred from September 6 to November 8, 2020. Anxiety and depression were assessed by the GAD-7 and PHQ-9, respectively. We conducted multiple hierarchical logistic regression analyses predicting depression and anxiety symptoms at the clinical level. Results: Greater positive learning experiences were associated with a 38% reduction in the odds of experiencing depression (OR 0.62, 95% CI 0.59-0.65). Conclusions: Developing integrated services for students addressing their mental health during disasters is necessary.

Objective: To assess and examine how the COVID-19 pandemic may have impacted the mental health of a sample of health professions students (HPS) using an explanatory sequential mixed-methods design. Participants: Participants included 41 HPS enrolled in a co-curricular interprofessional education (IPE) program. Measurements: Measures included the CES-D scale, PSS scale, and the GAD scale. Qualitative description was used to explore the experiences of these HPS. Results: The HPS explained that fear of acquiring COVID-19, transmitting the virus to loved ones, and dying as a result of the disease negatively influenced their mental health. The HPS revealed that there were some beneficial outcomes resulting from the pandemic, including the strengthening of family bonds and the cultivation of resiliency. Conclusions: The pandemic has had a negative impact on the mental health of these HPS. It is essential that these students receive support for their mental health in order to provide optimal care to the population they serve.

Objective: The current study aims to compare college adjustment and the effects of the COVID-19 pandemic on first-year students with and without ADHD. Participants: Two cohorts (pre-pandemic, during the pandemic) of first-year, undergraduate college students (N = 3,006; Mage=18.32) were recruited from a multisite research consortium across several universities. Methods: First-year participants self-reported on ADHD diagnosis and symptoms, functional impairments, and experiences transitioning to college. Results: First-year college students with and without ADHD reported significantly greater academic, daily living, and overall functional impairments during the pandemic compared to pre-pandemic. Compared to college students without ADHD, college students with ADHD reported greater functional impairment, more difficulty adjusting to the academic demands of college, and were less likely to feel valued at their institution. Conclusions: First-year college students with and without ADHD experienced greater difficulties navigating the transition to college during the pandemic. Psychosocial and academic supports to help students transition to college are needed.

Mental health problems are common among university students. Based on the Model of Occupational Harmony, we investigated the relationship between occupational engagement and mental health among Chinese university students.

A mixed methods approach was adopted. A total of 734 Chinese university students responded to online questionnaires: a socio-demographic questionnaire, the Depression Anxiety Stress Scale, the WHOQOL-BREF, and a self-designed Occupational Harmony Questionnaire. Individual interviews with 11 university students and a focus group of four students provided qualitative data.

Anxiety, depression, and stress were reported by 11.9%, 9.4%, and 2.9% of the participants, respectively. The level of occupational harmony was negatively correlated with depression, anxiety, and stress (p <  .001). The DASS-21 score was significantly different among students who spent different amounts of time on the following activities: exercise, sleep, rest, reflective and consulting activities, study, work, and leisure and entertainment (P < .05). In the context of the COVID-19 pandemic, the key occupational factors contributing to university students' mental health problems included excessive mental engagement and insufficient physical engagement, excessive active engagement and insufficient quiet engagement, insufficient social engagement, excessive or insufficient Gong (productive) engagement, and insufficient De (virtuous) engagement, Zhi (rational) engagement, and Kang (health maintenance) engagement, lack of coherence within the family, school, social systems, as well as inadequate schedule planning and time management.

Occupational disharmony is related to university students' mental health problems. Occupational therapy can promote university students' mental well-being by enhancing occupational harmony.

This research sought to understand the effects of testing positive, quarantining, and pass/fail policy use on college student GPAs across three semesters from Spring 2020 to Spring 2021.

644 students were followed across three semesters.

Anonymized secondary data sets regarding student health behaviors, perceived stress, and satisfaction were combined with registrar data concerning demographic factors, COVID-19 infection, the need to quarantine, and converting grades to pass/fail (P/F).

The use of P/F was associated with inflated GPAs when offered during Spring and Fall 2020. Students opting to use P/F were more likely to be low-income and achieve a lower GPA in Spring 2021 when the P/F option was no longer offered. Testing positive and quarantining did not have a significant association with student GPA.

The research challenges the value of providing students the ability to convert grades to P/F during the pandemic.

To examine inequalities in sleep quality during the COVID-19 pandemic by gender, sexual orientation, race/ethnicity, and socioeconomic position (SEP), and test associations between discrimination and sleep quality in a national longitudinal cohort of emerging adult college students.

Participants were enrolled in college full-time and were aged 18-22 at baseline.

Participants completed online surveys in spring 2020 (N = 707) and summer 2021 (n = 313). Measures included the Pittsburgh Sleep Quality Index (PSQI) and the Everyday Discrimination Scale.

Most students reported poor sleep quality (78% in 2020; 82% in 2021) and those from marginalized groups generally experienced worse sleep quality. Discrimination was associated with poorer concurrent sleep quality at both time points.

Sleep inequalities among college students continued to manifest during the pandemic, even when students were not necessarily on campus. Colleges should take a multi-pronged approach to promote sleep quality through individual, community, and institutional interventions.

Evaluate student effects of participating in an undergraduate academic course, Art and Science of Human Flourishing, that was offered in a synchronous, virtual format during the Fall 2020 semester at three universities.

Three combined cohorts of undergraduate students from three universities (n = 168).

A pre/post/5-month follow-up, propensity-score matched evaluation was conducted. Measures assessed attention skills, social-emotional skills, flourishing, depressive symptoms, and sleep quality.

Relative to comparisons, students in the course reported significant improvements in proximal outcomes related to mindfulness, compassion, and common humanity, as well as decreases in depressive symptoms. Improvements in distal outcomes of flourishing and depressive symptoms were significant at post-course but did not maintain significance at five-month follow-up.

The academic study of human flourishing and contemplative education offers a promising and unique approach to supporting undergraduate mental health and well-being, even in virtual settings.

The aim of the present study was to compare the anxiety of undergraduate medical students who were conducting clinical simulation (CS) prepandemic, during the pandemic, and postvaccination. The participants carried out an emergency simulation in a high-fidelity clinical skills laboratory. A prospective, simulation-based clinical cohort study of sixth-year undergraduate medical students was performed over three time periods: from 1 January to 15 April 2019; from 28 September to 18 December 2020; and from 11 May to 18 May 2022. The primary outcome was anxiety level (pre- and postsimulation) measured with the STAI test. Data on student demographics and baseline vital signs (before CS) were collected. A total of 373 students were ultimately included. A total of 40.2% of the cases were prepandemic (150 cases), 20.4% were pandemic (76 cases), and 39.4% were postvaccination (147 cases). The study period had a statistically significant effect on anxiety. There was a statistically significant increase in the incidence of anxiety during the pandemic time period compared with that during the prepandemic and postvaccination periods; no difference was found between the prepandemic and postvaccination periods. Performing CS in biohazardous environments significantly increases anxiety levels, so establishing mitigating measures to minimize the undesired effects of anxiety and promote the simulation-based learning process is necessary. The study was carried out at a single university; in future studies, it is necessary to carry out multicenter investigations to confirm the results.

Previous research on college campus environments, student mental health, and COVID-19 has primarily focused on individual-level factors, with limited attention to the broader institutional characteristics. Objective and Methods: Using the national survey data from the American College Health Association, this study examines the influence of both individual-level and institutional-level characteristics on college students' stress, psychological distress, and psychological well-being, before and during COVID-19. Results: (1) COVID-19 significantly impacted students' mental health; (2) institutional-level factors, such as school size, locale, region, and religiously affiliation, were significant predictors of mental health outcomes; and (3) individual-level variables, including gender, age, race/ethnicity, relationship status, moderated the relationship between COVID-19 and mental health. Conclusion: This study suggests the need to consider various institutional contexts in future efforts to understand predictors of mental health conditions and resilience.

To identify potential associations between student characteristics and mental health symptoms during the early parts of the pandemic.

3,883 students at a large public university on the West Coast of the United States.

We conducted a repeated cross-sectional survey to assess health-protective behaviors, mental health, social support, and stigma resistance. The survey was administered in April 2020 and again in November/December 2020. Odds of mental health symptoms were estimated using multinomial logistic regression.

39% of respondents reported anxious symptoms, 9% reported depressive symptoms, and 27% reported both anxious and depressive symptoms. AAPI had lower odds of reporting both anxious/depressive symptoms compared to whites (OR = 0.59; 95% CI:0.43-0.81).

Students reported elevated levels of psychological stress during the pandemic, yet our results may underestimate the actual odds due to stress brought on by COVID-19.

There have been more previous studies on sleep quality and anxiety symptoms among university students in plains areas. However, fewer studies have been conducted on Tibetan university students at high altitude. Analyzing the relationship between sleep quality and anxiety symptoms due to increased altitude may provide a reference for mental health promotion and intervention for Tibetan university students in high altitude areas.

Stratified whole cluster sampling was used. The pittsburgh sleep quality index (PSQI) scale was used to investigate the sleep quality of 4,777 university students at high altitude in China. The self-rating anxiety scale (SAS) was used to investigate anxiety symptoms. The chi-square test was used to compare the detection rates of anxiety symptoms among different groups, and logistic regression analysis was used to analyze the association between sleep quality and anxiety symptoms.

The prevalence of anxiety symptoms among Tibetan university students at high altitude in China was 25.7%. The detection rate of anxiety symptoms among girls (28.4%) was higher than that of boys (22.1%), and the difference was statistically significant (χ 2 = 24.634, p < 0.001). The detection rates of anxiety symptoms among university students with sleep quality of "Good," "Medium" and "Poor" were 1.8, 4.8 and 39.2%, respectively, and the differences were statistically significant (χ 2 = 779.759, p < 0.001). Logistic regression analysis after adjusting for relevant covariates showed that the risk of anxiety symptoms was higher in the "Medium" (OR:3.479, 95%CI:1.946 ~ 6.221) and "Poor" (OR:44.817, 95%CI:29.175 ~ 68.847) groups, compared with the "Good" group. The same trend was observed in both men and women at the university level.

There is a close relationship between sleep quality and the occurrence of anxiety symptoms among Tibetan university students at high altitude in China. Improving sleep quality may have a positive effect on reducing the occurrence of anxiety symptoms among Tibetan university students at high altitude.

The coronavirus disease 2019 (COVID-19) pandemic has exacerbated mental health problems worldwide; however, research on the stressors experienced by international students during the COVID-19 pandemic remains limited.

Semi-structured interviews were conducted with 20 international students (male, 8; female, 12; average age, 31.5 years) at Hiroshima University, Japan. Inductive thematic analysis was performed using NVivo software to identify how international students (1) perceived and experienced stress and (2) describe the specific stressors they faced during the COVID-19 pandemic.

The findings revealed that international students experienced multiple stressors during the COVID-19 pandemic, including extrapersonal (e.g., financial pressure), interpersonal (e.g., social commentary and perceived xenophobia against foreigners), and intrapersonal (e.g., fear of infection) stressors.

Results revealed that during the COVID-19 pandemic, foreign students experienced stress from various sources. Although this global pandemic has ended, similar public health crises may occur in the future. Examination of the sources of stress faced by international students during the pandemic can help us obtain valuable lessons for responding to future global crises. These findings can provide better policy support, resource allocation, and mental health assistance for the international student community during future crises.

Given the frequent use of cannabis for sleep and mental health symptoms, we aimed to prospectively examine the reciprocal relationship between sleep, mental health, and cannabis use from before, during, and 1 year after the implementation of COVID-19 stay-at-home orders.

Five hundred thirty-four young adults (21-34 years old) from Oregon and Washington States who previously completed a survey on their sleep and cannabis use prior to stay-at-home orders (T0), were followed up after initial stay-at-home orders were in place for approximately two months (T1), and one year later (T2), to reassess sleep and cannabis use. Sleep measures included the presence of sleep trouble [yes/no], and weekday and weekend sleep duration. The Cannabis Use Disorders Identification Test Revised (CUDIT-R) was used to assess past-six-month cannabis use. The follow up surveys additionally measured mental health symptoms and other health behaviors. We applied cross-lagged panel models to assess the association between cannabis use and sleep at all three time points. Multivariate parallel latent change score models were used to assess associations between changes in cannabis use, sleep, mental health symptoms, and other behavioral factors from T1 to T2.

For the cross-lagged models, reporting sleep trouble at T0 was associated (β = 0.18, p < 0.05) with higher CUDIT-R scores at T1, however this relationship did not hold from T1 to T2. CUDIT-R scores were not associated with sleep trouble from T0 to T1, however CUDIT-R at T1 had a positive association (β = 0.35, p < 0.05) with sleep trouble at T2. The two-wave latent change score model, indicated that change in sleep trouble between T1 and T2 was positively associated with changes in depression (r = 0.37, p < 0.05) and anxiety (r = 0.40, p < 0.05) across this period. No significant correlation was found between changes in cannabis use and changes in sleep trouble.

Our findings suggest an inconsistent bidirectional link between sleep trouble and cannabis use. Only sleep trouble, and not cannabis use, predicted mental health measures. These associations lend support for a holistic approach to designing and implementing public health measures during a global pandemic.

The COVID-19 pandemic exposed the US population, including college students, to stress posing challenges to psychological and behavioral health. Previous studies have demonstrated that stress can promote unhealthy eating behaviors among college students. This study aimed to examine the relationships of pandemic-related stress with changes in diet and eating behaviors experienced by college students during the Fall 2020 semester.

758 college students in the Mid-Atlantic region of the US completed an online survey in November 2020. The survey assessed multiple dimensions of pandemic-related stress, diet, and eating behaviors, as well as measures of psychological health and social support.

Pandemic-related stress, particularly academic stress, was correlated with less healthy dietary profiles and potentially maladaptive eating behaviors, including emotional eating and late-night eating. Associations between stress and dietary intake were stronger in females than males, whereas males showed stronger associations between stress and food responsiveness. Pandemic-related stress was associated with perceived changes in diet quality, frequency of eating, and amount of food consumed compared to since before the semester started.

Academic stress during the pandemic had a negative impact on diet and eating behaviors among college students. Our results argue for interventions targeting academic stress in everyday contexts as well as potential future public health crises, to prevent negative impacts on students' eating profiles that may in turn negatively impact health.

Background/Objectives: the COVID-19 pandemic accelerated the adoption of remote work, blurring the boundaries between professional and personal life. This shift resulted in longer working hours, negative emotional outcomes, and health issues, particularly among Generation Z employees. This study investigates the links between working overtime, tobacco dependence, night shifts, and chronic disease risk in Generation Z employees during the pandemic while also examining the roles of depression risk and health awareness. A quantitative research approach was used to administer a questionnaire and employ the chi-square test, t-test, and logistic regression analysis to compare overtime-related factors and chronic disease risks. Results: the overtime workers are 1.39 times more likely to develop chronic diseases than those who do not work overtime. The odds ratio (OR) for overtime workers is 1.41, indicating that working overtime is a major risk factor for chronic disease. Among overtime workers, tobacco dependence and depression risk are significantly correlated with the risk of chronic disease, while night shift work is not. Overtime workers' health awareness is significantly correlated with chronic disease risk and has a partial mediating effect on the relationship between tobacco dependence and chronic disease risk. This is due to the strong correlation (p < 0.001) between tobacco dependence and chronic disease, which limits the extent to which health consciousness can mitigate the negative effects of tobacco dependence. Conclusions: these findings highlight the importance of smoking cessation and mental health interventions in reducing the risk of chronic disease for Generation Z workers, particularly in the post-pandemic era.

The COVID-19 pandemic and its associated restrictions placed on daily life may have negatively impacted overall physical and psychological health as well as health behaviors such as decreased physical activity and increased sedentary behavior. It is important to understand if these potential changes during the pandemic may be predictive of current health behaviors where pandemic-related restrictions are no longer being implemented. This study aimed to assess the relationships between perceived changes in physical activity, sitting, and stress during the COVID-19 pandemic to current measures of these same variables. In April 2022, participants (N = 208) completed a survey in which they indicated perceived changes in physical activity, sitting, and stress during the pandemic. Participants then self-reported their current total physical activity, daily sitting, and anxiety. Multiple Pearson correlation analyses were performed to assess the relationships between perceived measures of physical activity, sitting, and stress during the pandemic to current measures of these same variables. Greater perceived inactivity (i.e., reduced physical activity) during the pandemic was associated with lower current total physical activity (r = -0.28, p < 0.001) and greater daily sitting (r = 0.19, p = 0.007). Greater perceived sitting during the pandemic was associated with lower current total physical activity (r = -0.26, p < 0.001). Lastly, greater perceived stress during the pandemic was associated with greater current anxiety (r = 0.35, p < 0.001). This suggests that individuals who perceived negative health-related changes during the pandemic may still be impacted by persisting effects.

Medical students experience worse psychological well-being than the general population. Social determinants of health (SDOH) relate to conditions in which people live, work, and age and significantly influence mental health. This study examines the association between depressive symptoms and SDOH in medical students from four countries: Czechia, Iran, Kenya, and Venezuela.

An online cross-sectional survey was conducted in the spring of 2022. The questionnaire focused on depressive symptoms (using a validated psychiatric scale DASS-21 to assess mental health) and various SDOHs.

A total of 2,033 medical students participated in the survey, with a median age of 23.0 years; 64.8% were females; 60.8% of respondents had some degree of depressive symptoms (mild-to-moderate 32.5%, severe-to-extremely severe 28.3%). Several SDOHs, such as low engagement in social life, low personal funds, and low social class, were strongly associated with severe-to-extremely severe depressive symptoms (p < 0.001), and the associations differed among countries. The prevalence of severe-to-extremely severe depressive symptoms varied significantly across the four countries, with Iran having the highest prevalence (OR = 2.1 compared to Czechia), followed by Czechia (OR = 1, reference value), Kenya (OR = 0.9), and Venezuela (OR = 0.6).

The study demonstrates the high prevalence of depressive symptoms among medical students from four global regions and the significant association with specific SDOH. Notably, the variation in prevalence across countries and differential relationships with SDOH underscore the importance of considering transcultural factors in research and management to improve mental health among medical students.

Due to the deleterious effects on psychological health and wellbeing spurred by the pandemic, utilization of telehealth-based care increased over the past few years. The rapid transition from in-person to telehealth-based health service delivery has yet to be fully understood. The aim of the current study was to examine telehealth use for psychological help-seeking among college students using the Multi-theory Model of health behavior change (MTM) as a theoretical framework.

A cross-sectional and survey-based study was conducted among students at a large US university (N = 356). Valid and reliable scales were used to measure domains of psychological distress and MTM constructs. Participants were grouped based on past 12-month utilization of telehealth for any mental, emotional, or substance use problems.

Roughly 67% of the sample reported that they needed help dealing with psychological distress, and 56.1%,43.3%, and 38.7% screened positive for anxiety, depression, and suicidal ideation, respectively. Depression, anxiety, and suicidal ideation were positively associated with past 12-month telehealth-based help-seeking. Past 12-month telehealth users reported greater advantages, confidence, and emotion direction toward telehealth-based psychological help-seeking than their counterparts. Participants also perceived higher exhibition of behavioral skills and greater social support to aid help-seeking than their counterparts. Advantages and disadvantages as well as behavioral confidence predicted intentions for telehealth-based help-seeking after controlling for anxiety, depression, suicidal ideation, perceived stigma, and perceived need for help among both groups.

The MTM theoretical framework is a valuable framework for predicting telehealth-based psychological help-seeking among college students. Such framework can be used to design and implement mental health programing.

BackgroundCurrently, there are limited studies on the adaptation of medical university students and the factors influencing their adaptation.ObjectiveThis study aims to evaluate the adaptation status of medical university students, identify the variables influencing their adaptation, and propose scientific methods and strategies for managing their adaptation process.MethodsA convenient cluster sampling method was used to select 1121 students from a medical university in China. The participants completed an anonymous questionnaire, which included a self-designed general questionnaire and the University Adaptation Scale developed by Fang et al. Data were analyzed using descriptive statistics, t-tests, ANOVA, and multiple linear regression.ResultsA total of 1102 valid questionnaires were collected, revealing an overall adaptation score of 3.42 ± 0.54. Scores for the seven dimensions were as follows : learning adaptation (3.53 ± 0.63), interpersonal relationship adaptation (3.35 ± 0.65), campus adaptation (3.45 ± 0.65), career adaptation (3.50 ± 0.59), emotional adaptation (3.45 ± 0.65), self-adaptation (3.33 ± 0.66), and satisfaction (3.24 ± 0.77). Adaptation levels declined with age and grade increase, while only-child students and urban students scored higher than their counterparts. Students who had class cadre positions during secondary school also scored higher. Clinical medicine majors achieved the highest scores, while nursing majors had the lowest. Notably, 68.6% of students experienced discomfort symptoms at the beginning of the academic year, and 82.0% reported that the COVID-19 pandemic strengthened their desire to major in medicine.ConclusionsOverall, medical students demonstrated good adaptability, with learning adaptation scoring the highest. Adaptation was influenced by major, intention to study medicine, and demographic factors such as age, grade, and household registration.

Objective: We examined how mentorship, remote participation, and COVID-19 challenges were associated with the mental health of college students participating in summer research programs. Participants: Participants were students participating in 78 National Science Foundation (NSF) Research Experiences for Undergraduate (REU) Sites during Summer 2022 (n = 516 students). Methods: We used multivariable generalized estimating equations that account for clustering by REU Site. Results: Students with more competent mentors had reduced depression severity. Students who spent ≥25% of their time doing remote research or ≥25% of their time in remote meetings and workshops had greater depression severity. Remote research was also associated with anxiety severity. Having a COVID-19 challenge that impacted students' research experience was associated with increases in depression and anxiety severity. Conclusions: Results suggest potential interventions: implement strategies to boost mentor competency and scaffold a support system into summer research programs to enhance student wellbeing. Additional research on remote engagement is needed.

Objective: To investigate the effectiveness, from a system's perspective, of offering group counseling options in college counseling centers. Methods: We achieve this through a data-driven simulation-based approach with the aim of providing administrators with a quantitative tool that informs their decision-making process. Results: Our simulation experiments reveal that offering group counseling options without resource reallocation does not have the desired positive impact on the system's performance. However, with resource reallocation, our results demonstrate that the introduction of group counseling options can significantly improve the performance of the system by as much as 40%. Conclusions: Group counseling options, coupled with proper resource reallocation strategies, are effective in reducing access time of first-time patients by as much as 40%. The effect of group counseling is highly dependent on both the number of offered groups as well as their scheduling policy. Scheduling policies have to be scrutinized in light of their resulting group waiting time and resource-utilization efficiency.

The purpose of this systematic review was to summarize the impact of the 2019 coronavirus disease (COVID-19) pandemic on individuals' alcohol consumption.

PubMed was searched to identify relevant studies. Articles were included if they provided information on overall (changes in) alcohol consumption, and factors that may influence alcohol consumption including demographics, socioeconomic status, educational background, living situation, and health status. Following screening, 100 articles were identified and included in this review.

Overall findings show no change (51%) or a reduction (23%) in alcohol consumption during the COVID-19 pandemic. However, across countries, on average 1 in 4 individuals reported an increase in alcohol consumption (26%), in particular during the COVID-19 lockdown periods. Most common correlates of increased alcohol consumption were being female, having a child at home, higher educational level, and poorer mental health (including higher scores for stress, anxiety and depression).

Although overall alcohol consumption was reduced during the COVID-19 pandemic, a considerable subpopulation of drinkers increased their alcohol consumption.

Objective: The COVID-19 pandemic has simultaneously exacerbated mental health concerns among college students and made it more challenging for many students to access mental health support. However, little is known about the extent of mental health support loss among college students, or which students have lost support. Participants: 415 undergraduate students who reported receiving mental health support prior to the pandemic participated. Methods: Students completed an online questionnaire between March and May of 2020. Researchers examined the extent of support loss and how support loss differed by demographic and mental health variables. Methods pre-registered at https://osf.io/m83hz. Results: 62% of respondents reported loss of mental health support. Loss of support was associated with more severe depressive symptoms (p < .001), more severe anxiety symptoms (p < .001), suicidal ideation (p < .001), and sexual minority identity (p = .017). Conclusions: Loss of support was common, especially among more vulnerable students.

To measure degree of depression, anxiety, and hours of sleep of chiropractic college students through an anonymous paper survey.

A convenience sample of 164 chiropractic college students completed a Major Depression Inventory (MDI) survey, a 2-item Generalized Anxiety Disorder (GAD-2) survey, and were asked the number of hours of sleep they had per night and demographic questions. The survey was distributed to trimester 1-6 students 4 weeks into their 15-week semester.

Chiropractic students had an average MDI score of 18.1 ± 10.6 (mean ± SD), indicating the average chiropractic college student did not display depression. However, subset analysis revealed 18.9% of students had MDI scores over 30, which is associated with possible severe depression. Of students who demonstrated possible severe depression, 80.6% were female. Body mass index demonstrated no correlation with the number of respondents at risk for severe depression. Average GAD-2 score was 3.0 ± 1.9; male students scored 2.4 ± 1.8 and female 3.6 ± 1.8, indicating female students expressed anxiety more. Last, survey respondents reported they averaged 6.3 ± 1.1 hours of sleep per night with females reporting approximately 30 minutes less sleep per night than males.

Chiropractic students, on average, did not display depression. However, a subset of female students near the age of 26 were at an increased risk of severe depression. Chiropractic students displayed a rate of anxiety greater than that of undergraduate college students based on existing data sets and reported approximately 6 hours of sleep per night.

In March 2022, a new outbreak of COVID-19 emerged in Quanzhou, leading to the implementation of strict lockdown management measures in colleges. While existing research has indicated that the pandemic has had a significant impact on sleep quality, the specific effects of containment measures on college students' sleep patterns remain understudied.

This study aimed to understand the sleep quality of college students in Fujian Province during the epidemic and determine sensitive variables, in order to develop an efficient prediction model for the early screening of sleep problems in college students.

A cross-sectional survey was conducted April 5-16, 2022 to survey college students in Quanzhou. A total of 4959 college students in Quanzhou were enrolled in this study. Descriptive analysis, univariate analysis, correlation analysis, and multiple regression analysis were used to explore the influencing factors regarding sleep quality. In addition, we constructed eight sleep quality risk prediction models to predict sleep quality.

A mean PSQI total score of 6.03 ± 3.21 and a sleep disorder rate of 29.4% (PSQI > 7) were obtained. Sleep quality, sleep latency, sleep efficiency, diurnal dysfunction, and PSQI score were all higher than the national norm (P < 0.05). A total of eight significant predictors finally identified by the LASSO algorithm was incorporated into prediction models. Through a series of assessments, we identified the artificial neural network model as the best model, achieving an area under curve of 73.8% an accuracy of 67.3%, a precision of 84.0%, a recall of 66.3%, and an F1 score of 69.3%. These performance indices suggest that the ANN model outperforms other models. It is noteworthy that the threshold probabilities for net benefit were found to be between 0.81 and 0.92 and the clinical impact curve confirmed that the models' predictions were particularly effective in identifying individuals with poor sleep quality when the threshold probability was set above 70%. These findings underscore the potential clinical utility of our models for the early detection of sleep disorders.

In Quanzhou, under COVID-19 quarantine management, the sleep quality of college students was affected to a certain extent, and their PSQI scores were higher than the national average in China. The artificial neural network model had the best performance, and it is expected to be used to provide early interventions to prevent sleep disorders.

To identify factors affecting the mental and physical health of first-year medical students during the period of rapid SARS-COV-2 spread in the COVID-19 pandemic to develop effective strategies for managing student well-being and education quality during global pandemics.

656 first-year students of Sechenov University aged 17 to 23 years (17.91 ± 1.01 years) were included in an online anonymous survey. The study consisted of two assessment phases: in traditional training in September-December 2021 and in distance learning in January-March 2022. The State-Trait Anxiety Inventory (STAI), the Beck Depression Inventory, the Cantril Self-Anchoring Scale, and an original questionnaire were used for evaluation.

During the rapid COVID-19 spread in COVID-19 pandemic, most first-year medical students had a high level of reactive anxiety, accompanied by depressive disorders and vegetative-somatic manifestations that significantly reduced their adaptive potential, life quality and academic performance. All first-year students regardless of age were shown to be sensitive to stressful situation. The females demonstrated more pronounced psycho-vegetative changes compared to the males. Students of medical, pediatrics and medico-preventive faculties reacted more strongly to the current situation than students of dental and pharmaceutical faculties. The identified changes in the psycho-vegetative student status were associated, first of all, with the difficult sanitary-epidemiological SARS-COV-2 situation and related financial problems. Students considered the transition to distance learning to be the most important support measures. Temporary transition to distance learning led to the significant decrease in the anxiety level, correction of depressive and vegetative manifestations, and significant increase in the life quality that was of great importance for the education quality. Significant student support measures during COVID-19 pandemic were also financial, psychological and informational assistance. The obtained results made it possible to develop the effective strategies for managing student health and education quality during global pandemics.