This is the second (wave 2) in a series of follow up reports to the Mental Health and Young People Survey (MHCYP) 2017, exploring the mental health of children and young people in February/March 2021, during the Coronavirus (COVID-19) pandemic and changes since 2017. Experiences of family life, education, and services during the COVID-19 pandemic are also examined. The sample for the Mental Health Survey for Children and Young People, 2021 (MHCYP 2021), wave 2 follow up was based on 3,667 children and young people who took part in the MHCYP 2017 survey, with both surveys also drawing on information collected from parents. Cross-sectional analyses are presented, addressing three primary aims: Aim 1: Comparing mental health between 2017 and 2021 – the likelihood of a mental disorder has been assessed against completion of the Strengths and Difficulties Questionnaire (SDQ) in both years in Topic 1 by various demographics. Aim 2: Describing life during the COVID-19 pandemic - Topic 2 examines the circumstances and experiences of children and young people in February/March 2021 and the preceding months, covering: COVID-19 infection and symptoms. Feelings about social media use. Family connectedness. Family functioning. Education, including missed days of schooling, access to resources, and support for those with Special Educational Needs and Disabilities (SEND). Changes in circumstances. How lockdown and restrictions have affected children and young people’s lives. Seeking help for mental health concerns. Aim 3: Present more detailed data on the mental health, circumstances and experiences of children and young people by ethnic group during the coronavirus pandemic (where sample sizes allow). The data is broken down by gender and age bands of 6 to 10 year olds and 11 to 16 year olds for all categories, and 17 to 22 years old for certain categories where a time series is available, as well as by whether a child is unlikely to have a mental health disorder, possibly has a mental health disorder and probably has a mental health disorder. This study was funded by the Department of Health and Social Care, commissioned by NHS Digital, and carried out by the Office for National Statistics, the National Centre for Social Research, University of Cambridge and University of Exeter.

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

Dataset accompanying the data descriptor for publication in Scientific Data entitled: Data on the prevalence of psychiatric symptoms in UK university students. More specifically, the current data provides crucial information concerning the prevalence of anxiety, depression, mania, insomnia, stress, suicidal ideation, psychotic experiences and loneliness amongst a sample of N=1408 UK university students. A cross-sectional online questionnaire-based study was implemented. Online recruitment for this dataset began on September 17th, 2018, and ended on the 30th July 2019. Eight validated measures were used: Generalized Anxiety Disorder Scale; Patient Health Questionnaire; The Mood Disorder Questionnaire; The Sleep Condition Indicator; The Perceived Stress Scale; Suicidal Behaviours Questionnaire-Revised; The Prodromal Questionnaire 16 (PQ-16); and the University of California Loneliness Scale.

Ongoing concern for the unique mental health challenges faced by university students has been magnified by the disruption of the global COVID-19 pandemic since March 2020. This study aimed to investigate changes in mental health and wellbeing outcomes for UK university students since the pandemic began, and to examine whether more vulnerable groups were disproportionately impacted. Students at a UK university responded to anonymous online cross-sectional surveys in 2019 (N = 2637), 2020 (N = 3693), and 2021 (N = 2772). Students completed measures of depression, anxiety and subjective wellbeing (SWB). Multivariable logistic regression models investigated associations of survey year and sociodemographic characteristics with mental health and SWB. Compared to 2019, fewer students showed high levels of depression and anxiety symptoms in 2020. However, there was evidence of worsened levels of anxiety and SWB in 2021 compared to 2019. Interaction effects indicated that students from a Black, Asian or minority ethnicity background and students previously diagnosed with a mental health difficulty showed improved outcomes in 2021 compared to previous years. There is a need for sector-wide strategies including preventative approaches, appropriate treatment options for students already experiencing difficulties and ongoing monitoring post-pandemic.

IntroductionPsychological wellbeing in university students is receiving increased focus. However, to date, few longitudinal studies in this population have been conducted. As such, in 2019, we established the Student Wellbeing At Northern England Universities (SWANS) cohort at the University of York, United Kingdom aiming to measure student mental health and wellbeing every six months. Furthermore, the study period included the COVID-19 pandemic, giving an opportunity to track student wellbeing over time, including over the pandemic.MethodsEligible participants were invited to participate via email. Data were collected, using Qualtrics, from September 2019 to April 2021, across five waves (W1 to W5). In total, n = 4,622 students participated in at least one wave of the survey. Data collection included sociodemographic, educational, personality measures, and mental health and wellbeing. Latent profile analyses were performed, exploring trajectories of student wellbeing over the study period for those who had completed at least three of the five waves of the survey (n = 765), as measured by the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).ResultsFive latent profile trajectories of student wellbeing were identified. Of these, the two latent classes with initially higher wellbeing scores had broadly stable wellbeing across time (total n = 505, 66%). Two classes had lower initial scores, which lowered further across time (total n = 227, 30%). Additionally, a fifth class of students was identified who improved substantially over the study period, from a mean WEMWBS of 30.4 at W1, to 49.4 at W5 (n = 33, 4%). Risk factors for having less favourable wellbeing trajectories generally included identifying as LGBT+, self-declaring a disability, or previously being diagnosed with a mental health condition.ConclusionOur findings suggest a mixed picture of the effect of the COVID-19 pandemic on student wellbeing, with a majority showing broadly consistent levels of wellbeing across time, a smaller but still substantial group showing a worsening of wellbeing, and a small group that showed a very marked improvement in wellbeing. Those from groups traditionally underrepresented in higher education were most at risk of poorer wellbeing. This raises questions as to whether future support for wellbeing should target specific student subpopulations.

Overall, it is estimated that one in ten children and young people have a diagnosable mental disorder – the equivalent of three pupils in every classroom across the country. For well over a decade the important role played by schools and colleges in promoting good mental health and wellbeing among children and young people has been a prominent theme of national UK policy.

The Supporting Mental Health in Schools and Colleges, 2016-2017 survey was commissioned by the Department for Education (DfE) in order to understand what schools, colleges and other educational institutions in England currently do to support the mental health and well-being of their pupils, and to explore their experiences of putting this provision into place. The DfE intends for this evidence to provide a basis for future work, including research into effective practice and gaps in provision.

This survey was carried out in the final term of the academic year 2015-16, and in the first two terms of the academic year 2016-17. The survey forms part of a wider, mixed methods project exploring mental health and character education provision in schools and colleges across England.

Further information and publications from the survey can be found at GOV.UK's https://www.gov.uk/government/publications/supporting-mental-health-in-schools-and-colleges" title ="Supporting mental health in schools and colleges">Supporting mental health in schools and colleges webpage.

The Adult Psychiatric Morbidity Survey (APMS) series provides data on the prevalence of both treated and untreated psychiatric disorder in the English adult population (aged 16 and over). This survey is the fourth in a series and was conducted by NatCen Social Research, in collaboration with the University of Leicester, for NHS Digital. The previous surveys were conducted in 1993 (16-64 year olds) and 2000 (16-74 year olds) by the Office for National Statistics, which covered England, Scotland and Wales. The 2007 Survey included people aged over 16 and covered England only. The survey used a robust stratified, multi-stage probability sample of households and assesses psychiatric disorder to actual diagnostic criteria for several disorders. The report features chapters on: common mental disorders, mental health treatment and service use, post-traumatic stress disorder, psychotic disorder, autism, personality disorder, attention-deficit/hyperactivity disorder, bipolar disorder, alcohol, drugs, suicidal thoughts, suicide attempts and self-harm, and comorbidity. All the APMS surveys have used largely consistent methods. They have been designed so that the survey samples can be combined. This is particularly useful for examination of low prevalence population groups and disorders. For example, in the APMS 2014 survey report, analyses of psychotic disorder (Chapter 5) and autism (Chapter 6) have been run using the 2007 and 2014 samples combined. Due to the larger sample size, we consider estimates based on the combined sample to be the more robust. Further notes on the Autism chapter can be found with that chapter and in the 'Additional notes on autism' document below. NHS Digital carried out a consultation exercise to obtain feedback from users on the APMS publication and statistics. The consultation will inform the design, content and reporting of any future survey. The consultation closed 30 December 2016, findings will be made available by April 2017. You can access the results of consultation when available in the Related Links below. A correction has been made to this publication in September 2017. This correction applies to all statistics relating to people receiving medication for a mental health condition and more widely to people accessing mental health treatment. This correction increases the proportion of adults (aged 16-74) with a common mental disorder accessing mental health treatment in 2014 from 37 per cent to 39 per cent. Overall the proportion of all people receiving mental health treatment in 2014 increases from 12 per cent to 13 per cent. Logistic regression models used in chapter 3 have not been corrected due to the change not being large enough to change the findings of this analysis. A further correction has been made to this publication in February 2018. This correction applies to statistics for Asian/Asian British men and all adults in Table 10.5 - Harmful and dependent drinking in the past year (observed and age-standardised), by ethnic group and sex. Statistics for the number of respondents with an AUDIT score of 16 or over previously incorrectly included only those with an AUDIT score between 16 and 19. This has now been corrected to include respondents with an AUDIT score of 20 or more. NHS Digital apologies for any inconvenience caused.

This dataset contains responses from an online survey of 2187 participants primarily located in the UK. All participants stated that they had used the UK National Health Service (NHS) at some time in their lives. The data were collected between December 2018 and August 2019. Participants' views on data sharing - this dataset contains information about people's willingness to share mental and physical health data for research purposes. It also includes information on willingness to share other types of data, such as financial information. The dataset includes participants' responses to questions relating to mental health data sharing, including the trustworthiness of organisations which use such data, how much the presence of different governance measures (such as deidentification, opt-out, etc.) would alter their views, and whether they would be less likely to access NHS mental health services if they knew their data might be shared with researchers. Participants' satisfaction and interaction with UK mental and physical health services - the dataset includes information regarding participants' views on and interaction with NHS services. This includes ratings of satisfaction at first contact and in the previous 12 months, frequency of use, and type of treatment received. Information about participants - the dataset includes information about participants' mental and physical health, including whether or not they have experience with specific mental health conditions, and how they would rate their mental and physical health at the time of the survey. There is also basic demographic information about the participants (e.g. age, gender, location etc.). ## This item has been replaced by the one which can be found at https://hdl.handle.net/10283/4467 ##

High rates of mental ill-health in postgraduate researchers (PGRs) represent a significant barrier to life satisfaction and academic success. Nevertheless, there is little knowledge about the extent and origins of mental health problems of PGRs in the UK. The current study addresses this gap by assessing investigating the prevalence and provenance of anxiety, depression, sleep problems, subjective mental wellbeing, and suicide behaviours of PGRs in the UK. An online survey (N=479) was used to measure the mental health outcomes and assess their relationship with influence of demographic, trait and academic variables, and social support. We found a high prevalence of mental ill-health and low levels of wellbeing in the current sample. Factors associated with poorer outcomes were female and non-binary gender, non-heterosexual identity, maladaptive perfectionism, workaholism and being in the 5th year of study or above. Resilience, adaptive perfectionism, higher levels of social support and positive evaluations of progress and preparation, departmental climate, and supervisory relationship were associated with more positive outcomes. The current findings contribute new knowledge about the prevalence of mental health symptoms in PGRs in the UK, implying that institutional efforts to improve PGR wellbeing should include strategies to promote equality, diversity, resilience, integration and work-life balance of PGRs.

This data is drawn from the transcribed focus groups held with five groups of students at four universities across Britain as part of a project to explore the potential utility of histories of student loneliness. Put another way, this project sought to understand the 'so what?' of research into student mental health histories. The students were invited to examine archival material that was authored by students in the 1960s and 1970s that detailed experiences of loneliness and isolation at universities, and were guided by the researcher to explore their resonances in the present. The first part of the workshop involved introducing the history of student mental health and giving students a brief guide to the use of archival material - setting out some brief comments on how to read for context, audience, and potential aims of the text. The second section honed in on students' responses to the material. The aim was to understand how contemporary students might make use of, interact with, and explore student loneliness in the past. The motivation for the study was a desire to understand the potential role of enhanced historical understanding in contemporary discussions about how to improve student wellbeing - asking whether, for example, increased knowledge of past student experiences might de-stigmatise loneliness in the present. The data contained in this set contain the transcribed conversations held in the second part of the workshops. Student participants came from a range of backgrounds, though all were undergraduates and all studied either a humanities or a social science degree. One student was an international exchange student, and another was an American student spending the entirety of their degree in the UK. The topics covered include freshers' weeks; accommodation; resident and non-resident students; going home at weekends; friendships; the permissive society; academic and staff interactions. The resulting academic article, which analysed this data alongside the archival materials, argued that increased historical knowledge was felt by students to offer new ways of understanding their experiences and to diminish the pressure around the 'university experience'. It argued, though, that this needs to be a complement to the other, holistic and more ambitious attempts to grapple with disconnection in the academy.

This project worked with undergraduate students to illuminate the history of belonging at British universities and to establish the potential impact of this knowledge. Its aim was to understand the lessons that the history of student belonging and loneliness have for the present. This project's methodology was collaborative and co-production focused. The project was driven by a desire to understand the role that student histories could potentially have in efforts to address student loneliness and disconnection; to understand and trace evidence of past student loneliness; and to explore the particular themes from student histories that resonate with contemporary undergraduates.

Through a series of five workshops at four universities in England, Wales and Scotland 2022 it gave participating students the opportunity to critically examine the experiences of previous generations of students – as shown in student newspapers and Student Union ephemera. The first section of workshops introduced students to archival material and to the longer chronology of concern about student mental health (a section that was not recorded or transcribed). The second half of the workshops gave students time to read archival material written by students in the 1960s or 1970s and to discuss it. It encouraged students to assess how expectations of themselves and universities have changed in recent decades, asking them to reflect upon the particular ideas and strands of the historical writing that rang true for them.

The project argues that historical knowledge has a potential role to play in destigmatising student loneliness and to adjusting the romanticised image of the sociable student, but that this needs to be a complement to other efforts to address the fragmentation and disconnection that can be a part of undergraduate life.

Student contributors were invited via posters and written information circulated by lecturers and professional services staff. Their participation was incentivised; students were given the opportunity to contribute a reflection to a 'student exhibition' on the project website https://studentmentalhealthhistory.swansea.ac.uk/ and those who did were in with a chance of being awarded one of five lots of £150.

The data is the transcribed workshop discussions that explore the archival material and the students' experience of freshers' week, accommodation, friendship and university teaching.

This project is funded from the ESRC, via SMaRteN, https://www.smarten.org.uk/, as part of its ‘answering students’ key questions’ funding call. Grant Ref: ES/S00324X/1.

This is a collection of supplementary materials for a systematic narrative review that aimed to synthesise and evaluate the current published literature on interventions combining physical activity and mindfulness training for mental health and wellbeing outcomes. The collection includes the search strategy used in the systematic review database searches and the full review dataset used (i.e., extracted data from eligible primary studies and their risk of bias assessment). The supplementary materials provide insight into the data the research team were working with to extract trends and gaps in the current literature base--both of which are discussed in the published review.

Impact of the coronavirus (COVID-19) pandemic on young people and schools, including analysis of face coverings and remote learning, and breakdowns by age and sex where possible. Indicators from the Schools Infection Survey.

Anxiety and depression are the most prevalent classes of mental illnesses; rates of anxiety and depression have been exacerbated due to the COVID-19 pandemic. Vulnerability to anxiety and depression are affected by risk and resilience factors, such as personality constructs. Recent research (e.g., Lyon et al, 2020; 2021) suggests that, out of all 30 NEO-PI-R personality constructs, variance in anxiety and depression are explained by a small number of personality constructs. However it is unclear which mechanisms mediate the relationship between these personality constructs and anxiety and depression. The purpose of this study was to investigate the mediating effect of emotion regulation strategies on the relationship between personality constructs and COVID-related anxiety and depression. Data were collected from a sample of 210 students at the University of Manchester. Measures included a select number of narrow Big Five personality facets which explain variance in anxiety and depression (facets depression, assertiveness, gregariousness, positive emotion and competence), select COPE Inventory strategies associated with coping with pandemics, and COVID-related anxiety and depression. Measures of COPE strategies and mental health were adapted to refer to coping and mental health in response to COVID pandemic.

This study aims to address the gap in literature by tracking the mental health of university students over a two-year period, spanning the Covid-19 pandemic and its aftermath. Further, it seeks to explore patterns of change, identify factors influencing mental health outcomes, and assess whether there are improvements in the well-being of university students as the post-pandemic period unfolds. A two-year longitudinal study surveyed a sample of university students (n=300) three times between May 2020 and June 2022. Students psychological distress, generalised anxiety, flourishing and personal wellbeing were assessed at each time point.

This dataset contains detailed records of children, young people, and adults in contact with NHS-funded mental health services in England. It covers care provided by community, outpatient, inpatient, and crisis services, and includes information on diagnoses, referrals, interventions, outcomes, and care plans.

This dataset is currently not available for research requests via CUREd+. Metadata to support research use are not yet available.

SMaRteN, in partnership with Vitae, conducated research into the impact of COVID-19 on the working lives of doctoral researchers and research staff. This is the Time 2 data set. Data was collected at the end of September and start of October 2020. Please see link at bottom of page for the first data set.SMaRteN www.smarten.org.ukThe UK Research and Innovation (UKRI) funded Student Mental Health Research Network (SMaRteN) is working to support and encourage better research into student mental health. SMaRteN is based at Institute of Psychiatry, Psychology and Neurosciences at King’s College London.Vitae is a non-profit programme supporting the professional and career development of researchers. www.vitae.ac.uk @vitae_newsCovid-19 and the associated lock down has caused substantive disruption to the study and work of doctoral students and researchers in universities. The response to the pandemic has varied across universities and research funders.SMaRteN and Vitae aim to develop a national picture for how doctoral researchers and research staff have been affected by the pandemic.​The survey includes questions relating to the impact of COVID-19 on research work, mental wellbeing, social connection. We further address the impact of COVID-19 on changes to employment outside of academia, living arrangements and caring arrangements and the consequent effect of these changes on research work. The survey considers the support provided by supervisors / line managers and by universities.Data available here as either an SPSS or Excel download:SPSS file contains labelsExcel file contains labels and brief notes about codingRecoding data for CV19 impact - SPSS Syntax file describes steps taken to code dataCV19_impact_on_researchers - word document, export from Qualtrics of the survey.Please note, data has been removed from this data set to ensure participant anonymity.For further information, please contact Dr Nicola Byrom - nicola.byrom@kcl.ac.uk

The Mental Health of Children and Young People Surveys (MHCYP) series provides data about the mental health of young people living in Great Britain.

The MHCYP was first carried out in 1999, capturing information on 5 to 15-year-olds. It was conducted by the Office for National Statistics (ONS) on behalf of the Department of Health (now known as the Department of Health and Social Care, or DHSC), The Scottish Health Executive and the National Assembly for Wales. The following survey in the series was conducted in 2002 and focused on children looked after by their local authority. The third survey was conducted in 2004 and collected information from 5 to 16-year-olds. Follow-ups to this survey were conducted after 6 months and again after 3 years.

NHS Digital commissioned the 2017 survey on behalf of the DHSC. It collected information on 2 to 19-year-olds living in England. The survey was carried out by a consortium led by NatCen Social Research, which included the ONS and Youth In Mind.

The MHCYP 2020 survey was a Wave 1 follow-up to the 2017 survey and was conducted under the COVID-19 Public Health Directions 2020, as directed by the then Secretary of State for Health. The Wave 2 follow-up was conducted in 2021, and Wave 3 in 2022.

Further information can be found on the NHS Digital Mental Health of Children and Young People Surveys webpage.

A similar series covering adults, the Adult Surveys of Psychiatric Morbidity, is also commissioned by NHS Digital.

The Mental Health of Children and Young People in England, 2021: Special Licence Access (MHCYP) is the second in a series of follow-up surveys to the MHCYP 2017 survey (see SN 8467). The 2021 MHCYP was funded by the Department of Health and Social Care and commissioned by NHS England. The survey was carried out by the National Centre for Social Research (NatCen Social Research), the Office for National Statistics, the University of Cambridge and the University of Exeter.

The MHCYP surveys provide England's Official Statistics on trends in child mental health. The MHCYP 2017 was conducted face-to-face and involved data collection from a random sample of children and young people (aged 2 to 19 years). MHCYP 2017 participants who agreed to be re-contacted for future research were invited to take part in the MHCYP 2020 follow-up survey. In the 2020 survey, participants were asked to confirm that they were happy to continue to be re-contacted for future research. Therefore, the achieved MHCYP 2021 sample for this (Wave 2) follow-up was based on 3,667 children and young people (now aged 6 to 23 years) who took part in MHCYP 2017.

The three main aims of MHCYP 2021 were:

• to compare mental health between 2017 and 2020 - the likelihood of a mental disorder was assessed against completion of the Strengths and Difficulties Questionnaire (SDQ) in both years;
• to describe life during the COVID-19 pandemic;
• to present more detailed data on the mental health, circumstances and experiences of children and young people by ethnic group during the COVID-19 pandemic (where sample sizes allow).

Results for mechanisms of change variables.