Academic stress, mental wellbeing, substance use and social support among university students pursuing higher studies.

Abstract

Background: Students at United Kingdom (UK) universities come across various obstacles in the modern world, which is a significant public health concern. Stress emerges as a key factor that has a major effect on university students' academic progress. The transition from high school to university often exacerbates academic stress. The effects of such stress vary from deterioration of mental wellbeing to substance use, which may have an impact on academic performance and undermine the effectiveness of social support systems. The aim of this study is to better understand the connections among academic stress, mental wellbeing, substance use, and social support among university students pursuing higher studies.

Methods: A cross-sectional online survey was used to investigate the relationship between academic stress, mental wellbeing, perceived social support, and substance use. The sample was 52 students pursuing full-time higher studies at Liverpool John Moores University. A self-made demographic profile sheet and standardised scales were used in the study to evaluate and find the associations, correlations, and differences among the variables that were found in previous pieces of literature.

Results: Half of the participants reported experiencing an average amount of stress from academic expectations, work and examinations, and academic self-perceptions. There were no associations between academic stress and social support, substance use, and mental wellbeing. Academic stress was associated with participants' financial situation, however, neither academic stress nor mental wellbeing was significantly linked with age or substance use.

Conclusion: Academic stress is a common issue for university students, but this study suggested that there was no relationship with mental wellbeing, substance use, and social support in this sample. To promote a holistic atmosphere in universities that prioritises student wellbeing, this study underlines the significance of personalised interventions that address every aspect specifically.