Mental Health Inequalities Across Irish University Students: A Cross-Sectional Exploratory Analysis

OBJECTIVES: Mental health among third level students is a growing concern, with increasing evidence highlighting significant disparities in mental health outcomes across student groups. Inequalities are often influenced by various factors including socio-economic status, geographical location, resource access and mental health literacy. Establishing and understanding influences and disparities is crucial for developing effective mental health combative strategies. The aim of this study is to establish a baseline for understanding the driving factors of mental health and mental ill-health amongst third level students in Ireland.

METHODS: A cross-sectional survey was developed, and students were recruited via an online social media campaign across a University with 9 campuses in the West and Northwest of Ireland. Data collected included demographic information, mental health literacy, clinical background and supports access. Descriptive and a range of inferential analysis was undertaken and logistic regression analysis was applied to assess the increased likelihood of the range of outcome measures explored.

RESULTS: A total of 655 valid responses from third and fourth level Irish students were recruited: 33.44% (n=219) Male students; 65.19% (n=427) Female; and 1.37% (n=9) other gender. A third of students (33.28%; n=218) had a previous diagnosis of a mental health disorder(s) and 22.60% (n=148) reported currently having mental health issues. Notable, out of those who currently disclosed a mental health issue only 48.21% (n=81) of those highlighted accessing supports. The drivers of lack of engagement included student type i.e. undergraduate vs. postgraduate, full-time vs. part-time or online, and gender differences.

CONCLUSIONS: Results suggest the need for further investigation in how comprehensive policy reforms at university level and at national policy level can alleviate observed inequalities in mental health challenges and supports access/uptake. Diverse student populations at third level institutions require person-centred approaches to create supportive, flexible and sustainable environments that promotes mental health and well-being.