Bridging the Digital Gap: A Content Analysis of Mental Health Activities on University Websites
Bibliographic record
Abstract
Mental health concerns are common among university and college students. Digital mental health resources and support are offered through university websites. However, the content and type of mental health activities of these institutions have not been analyzed. The aim of this study was to conduct a content analysis of mental health commitment and practices listed on Canadian postsecondary institutional websites. A 27-variable codebook was developed to map the content of all Canadian postsecondary institutions (n = 90). Descriptive statistics were applied to provide a broad snapshot of current institutional wellbeing activities. Nearly all institutions offered crisis response options, and multiple mental health supports through various modalities. However, few institutions had a wellbeing framework (34%), engaged in recent campuswide anti-stigma campaigns (33%), tracked campus wellness activities (13%), monitored student mental health outcomes (13%), and solicited feedback through the wellness center webpages (14%). These outcomes were similar across all geographic regions but statistically significantly different between small, medium, and large institutions. Findings suggest institutions need to address these gaps, provide smaller institutions with greater governmental support for building mental health capacity, and work towards developing a centralized hub for mental health that is accessible, navigable, and considers student needs and preferences.
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.
How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".