In the United States around 22 percent of college or university students reported that in the past year, they could not use mental health services that they otherwise would have received due to financial reasons and 24 percent of students reported that they did not have enough time for such services. This statistic shows the percentage of college students experiencing barriers to mental health services in the United States in 2023-2024.

The primary mental health concern of college students in the United States, as reported by mental health clinicians, for the academic school year 2023-2024 was anxiety. Around 24.4 percent of mental health clinicians stated anxiety was the top concern of their college student patients, followed by 13.3 percent who reported depression as the top concern. Relationship problems, stress, and family problems are also some of the leading mental health concerns among U.S. college students. At that same time, a total of 38 percent of college students reported having depression symptoms. Anxiety & depression Anxiety is the body’s response to stress regarding future uncertainty, and it can develop into a disorder if it starts interfering with daily activities, such as causing panic attacks or phobias. Depression is a constant feeling of sadness and a loss of interest, that may lead to extreme tiredness, loss of energy and motivation, and can cause difficulty in concentrating. As of 2021, around 31 percent of college students in the United States had been diagnosed with anxiety disorder, while around 27 percent had been diagnosed with depression or other mood disorders. Mental health treatment There are different treatment options for mental health issues depending on the severity of the problem, but therapy and medication remain the most common treatment options in the United States. In the academic school year 2021-2022, around 35 percent of college students in the U.S. who received mental health services took medication for their mental health concerns. Furthermore, almost nine percent of students who received mental health services had been hospitalized for their mental health concerns.

This dataset relates to a study looking at the correlation between undergraduate student mental health and work-life balance. It was found that work-life balance is a strong predictor of student anxiety and depression. It was also found that students that work longer hours have higher instances of anxiety. This was a primary research study replicating previously performed research. Data were collected using Qualtrix, an online survey platform. Participants were recruited via in-class announcements, university sponsored emails, and social media posts. Data includes demographics on participants, descriptive statistics, as well as correlation data.

The University Student Mental Health data was gathered during the fall of 2020. This online survey included sections on demographics, mental health, changes in mental health during the pandemic, self-care habits (sleep, exercise, emotion regulation, social support, and mindfulness), and both recreation (athletics partying, games, and watching online videos) and academic hobbies (studying, participating in academic organizations, attending office hours, and using educational resources).

This is the dataset derived from the sistematic review describes at https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=330361

This dataset comprises mental health data from 1977 Bangladeshi university students across 15 top universities, collected from November to December 2023 using Google Forms. It includes assessments of academic anxiety, stress, and depression using widely used psychometric scales. The structured questionnaire covers sociodemographic variables and their associations, facilitating comprehensive analysis. Statistical analysis yielded satisfactory internal consistency (Cronbach’s alpha: 0.79), with anonymized participant data valuable for policymakers.

This dataset provides comprehensive demographic and academic insights, encompassing a diverse range of variables relevant to student well-being, mental health, and academic success. Key demographic details include gender, age, and university affiliation, helping to create a foundation for understanding the student population. Academic factors are detailed through degree level, major, academic year, and current CGPA, offering a clear snapshot of the academic performance and trajectory of students across various fields of study.

In addition to these core academic variables, the dataset also explores students' residential status, providing information on whether they reside on or off-campus. This is particularly valuable in examining how different living arrangements may impact students' experiences and well-being. The dataset also captures important personal experiences related to discrimination, harassment, or bullying within the campus environment. These experiences are critical for researchers looking to understand how adverse social encounters may contribute to mental health challenges or affect academic success.

Lifestyle factors are carefully integrated into the dataset, offering insight into how often students engage in physical activities such as sports and the average number of sleep hours per night. These factors are known to significantly impact both physical and mental health, thus providing important context for understanding student well-being. Students’ satisfaction with their chosen field of study and their perception of the academic workload are also examined, giving researchers insight into how passion for a subject and perceived academic pressure influence students' overall happiness and engagement.

The dataset also addresses significant stressors faced by students, including academic pressure, financial concerns, and the quality of social relationships on campus. Financial worries can be a major burden, potentially affecting not only academic performance but also mental health. Similarly, the quality of social relationships—whether supportive or strained—plays a crucial role in students' emotional and psychological well-being.

One of the most important aspects of the dataset is its inclusion of mental health indicators. It records the frequency of students experiencing depression, anxiety, feelings of isolation, and insecurity about their future. These metrics are invaluable for understanding the mental health landscape of the student body, enabling policymakers and institutions to identify trends, vulnerable groups, and potential areas for intervention. Alongside these challenges, the dataset also highlights activities students engage in to relieve stress, offering insight into coping mechanisms and their effectiveness.

Overall, this dataset provides a rich source of information for researchers and policymakers interested in the intersection of student well-being, mental health, and academic success. The data can be used to inform interventions aimed at improving student support services, enhancing mental health resources, and promoting a healthier, more inclusive campus environment.

As of 2023, ************** of North American undergraduate students reported struggling more with burnout in the post-pandemic period. Other significant mental health concerns included COVID-related issues, ADHD, depression, and anxiety, each concerning at least ** percent of students in North America.

Dataset

This dataset was created by Ansh vajpai

Released under CC0: Public Domain

Contents

Historical Dataset of Mendota Mental Health Institution is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2003-2023),Total Classroom Teachers Trends Over Years (2002-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2002-2023),American Indian Student Percentage Comparison Over Years (2003-2018),Asian Student Percentage Comparison Over Years (2001-2009),Hispanic Student Percentage Comparison Over Years (2001-2022),Black Student Percentage Comparison Over Years (2003-2023),White Student Percentage Comparison Over Years (2003-2023),Two or More Races Student Percentage Comparison Over Years (2017-2023),Diversity Score Comparison Over Years (2003-2023)

When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020–2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students’ academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students’ perceptions of their universities’ COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020–2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students’ course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.

Cognitive behavioral therapy is an effective treatment for improving mental health problems among university students. However, intervention components have different effects on mental health problems. This paper is a meta-analysis of the data concerning the relationship between cognitive behavioral variables and mental health status among university students. A total of 4 electronic databases were reviewed, and 1,227 articles met the initial selection criteria. Reviewers applied standardized coding schemes to extract the correlational relationship between cognitive behavioral variables and mental health status. A total of 54 articles were included in the meta-analysis. Correlations were found for three cognitive behavioral variables (attention, thought, and behavior) across nine mental health domains (negative affect, positive affect, happiness, social function, stress response, psychological symptom, quality of life, well-being, and general health). Across each cognitive behavioral process and all mental health domains, the estimated mean correlation is modest (.29 - .41), and the correlation depended on the domain of mental health.

Among U.S. college and university students, ** percent strongly agreed that they knew where to go for on-campus professional mental health services. This statistic shows the percentage of postsecondary students with knowledge of on-campus mental health resources in the United States in 2023-2024.

This XLSX file contains 7 sheets: "SCL-90" sheet collected mental health assessment information from 38,661 college students during their first academic year; "SCL-90 (Total Score > 160)" sheet screened out the mental health assessment information of college students whose total score is greater than 160 in the "SCL-90" sheet; "PHQ-9" sheet collected mental health assessment information from 33,188 college students during their second or third academic year; "PHQ-9 (positive)" sheet screened out college students who chose 2 or 3 for the ninth item of PHQ-9 in the "PHQ-9" sheet; "GAQ" sheet collected the responses to the Growth Adversity Questionnaire from 392 college students; "QCA data set (N=76)" sheet and "QCA data set (N=50)" sheet are the data used for qualitative comparative analysis.

This data was collected to examine the relationships among variables personality, academic behaviour, and mental health variables (perfectionism, avoidant personality disorder symptoms, academic behaviours, stress, self-esteem, demographic variables). It was collected in a college student setting in a large university in Western Canada.

This is a subset of data extracted from a larger data set on studnent wellness and wellbeing collected in November 2018 at a small liberal arts university in Northern California. The variables used in our manuscript submitted for publication are included in this file.

The data collection started in 2012 when students in grade 8 answered a questionnaire. The students were followed up after 3 months and after 12 months. Additional data collections are planned when the students are in high school.

The study was performed in grade 8 (students aged 13–15 years, median 14 years) in six municipalities in southern Sweden representing rural and urban areas with a total population of 120 000. There were 23 schools with grade 8 students in the included municipalities, and at 14 schools, a mental health program (the DISA program) was offered in the regular school context. At nine schools, the program was offered to girls only; at two schools, it was offered to girls and boys in separate groups; and at three schools, the program was offered in mixed groups.

The intervention had been delivered at the intervention schools for 2 years on average, with a range of 1–13 years. Three of the control schools had conducted the intervention before but did not do so during the study period. The reasons for this were staff turnover in two schools and priority of the curricular subject in the third school. Schools without this mental health program in their curriculum were recruited as control schools. At 17 of the schools, all students in grade 8 answered the study questionnaires, but at six schools, only girls participating in the mental health program completed the questionnaires due to school administration reasons, and two schools declined to participate. The gender inequity in the intervention and control groups is thus due to that the mental health program is offered to more girls than boys. The questionnaires were completed by 972 students at baseline.

Two data collections were conducted in grade 8, with a response rate of 75%. The questionnaires were completed by 972 students at baseline. At the 12-month follow-up, when students were in grade 9, the response rate was 80%. Further data collection took place during the students' highschool years.

Historical Dataset of New York State Office Mental Health (Omh) School District is provided by PublicSchoolReview and contain statistics on metrics:Comparison of Diversity Score Trends,American Indian Student Percentage Comparison Over Years (2011-2020),Asian Student Percentage Comparison Over Years (2011-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2011-2023),Comparison of Students By Grade Trends

Historical Dataset of Mobile Mental Health Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Hispanic Student Percentage Comparison Over Years (2009-2021),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2009-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2008-2015),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2010-2022)

A survey of college students in the United States in 2022 found that ** percent of respondents experienced academic pressure in the past year that negatively impacted their mental health. This statistic shows the percentage of college students in the United States who experienced select events/concerns in the past year that negatively impacted their mental health as of 2022.