Who is coming through the door? A national survey of self‐reported problems among post‐secondary school students who have attended campus mental health services in Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Objective Considerable evidence has accumulated pointing to a wide array of mental health problems experienced by students attending post‐secondary schools. Yet, much less attention has been focused on understanding who actually accesses mental health services on post‐secondary campuses. Methods The current study reports on a national survey of 8,248 students attending 41 post‐secondary campuses across Canada who have accessed their schools' mental health services. The survey solicited self‐reported problems among attendees of campus mental health services. Descriptive statistics (means, frequencies) were utilised to summarise responses to items relating to psychological symptoms, suicidal and self‐injurious behaviours, stress, impediments to academic performance, and future mental health help seeking. Results Respondents reported very high levels of stress, with approximately 95% indicating being overwhelmed ( n = 7,863) and exhausted ( n = 7,803). More than 80% of respondents conveyed feeling very sad ( n = 7,200), overwhelming anxiety ( n = 6,892) and very lonely ( n = 6,670). One quarter (26.1%; n = 2,146) had considered suicide. The most frequently endorsed impediments to academic performance included stress, anxiety, depression and sleep, with nearly three‐quarters (73%; n = 6,018) of respondents indicating that academic work has been traumatic or very difficult to handle. Conclusion The findings of this survey provide a clearer picture of the types of issues that are brought forth by students who avail themselves of campus mental health services, thus enabling such services to better tailor their offerings to the needs of their clientele.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it