Canadian Postsecondary Student Perspectives on Mental Health: Surveying Treatment, Education, and Access
Bibliographic record
Abstract
Background: Students entering post-secondary education face numerous life changes and challenges that increase their vulnerability to negative mental health outcomes. As such, we aimed to determine, from students’ perspectives, the greatest barriers they faced in accessing mental healthcare in Canada, particularly in relation to the Canadian healthcare system. Methods: We performed a survey of open- and closed-ended questions querying 58 students at a large post-secondary institution in Western Canada on their mental health knowledge and perspectives of their own mental healthcare and barriers to accessing mental health resources. Results: Findings demonstrated that stigma, a lack of mental health knowledge, cost, and social factors acted as barriers to help-seeking in post-secondary students. Older participants also demonstrated more confidence in mental health resources and their own mental health strategies, higher rates of positivity towards mental healthcare in the people close to them, and less concern in being stigmatized for mental healthcare use than younger participants. Conclusions: Improving mental health education early in life shows promise at reducing many of the barriers students face in accessing mental healthcare.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".