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Mental ill health is on the rise amongst undergraduate students and has been investigated using both positivist/quantitative and exploratory/qualitative research methods. However, the lived experiences of mature students who have mental ill health have not been directly investigated. A limited research literature suggests that challenges particular to mature undergraduate students can cause mental ill health or exacerbate existing needs. Further research exploring the lived experiences of mature undergraduate students with mental ill health is thus warranted.

A qualitative approach was adopted to explore lived experiences of mental ill health for mature students in higher education. The interpretative phenomenological analysis (IPA) explores the experience of higher education mature students who self-identify as having mental ill health. Five participants were interviewed about their personal stories and perceptions.

The study found that participants interpreted the experience of mental ill health as very difficult with no redeeming features reported. A lack of control over mental ill health experiences was contrasted with attempts to control mental ill health, whether successful or not, in order to progress with their learning. Participants conceptualised being mature undergraduate students as a last chance succeed in life, education or a career. This increased stress that interacted with their mental ill health symptoms.

IPA calls for a small, homogenised participant sample. This limits generalisation of the research findings. Recruitment criteria welcomed participants who self-identified as experiencing mental ill health, leading to potential bias in reported lived experiences.

The research findings highlight the value of considering the lived experience of students experiencing mental ill health whilst studying. Whilst general approaches to support can be successful, this research demonstrates how higher educational professionals must orient towards an ideographic perspective when considering how to provide individualised, inclusive support for students experiencing mental ill health. A discussion on how this can be actualised is provided.

The research provides impetus to the perspective that students have unique lived experiences of mental ill health, and that this is particularly so for mature undergraduate students. A key social implication of this is that, whilst positive based, one-size fits most, interventions for students experiencing mental ill health are useful, higher education educators must also be cognizant of unique, dynamic experiences each student will have. As such, there is a need to move towards a relational, dialogic approach when considering and designing tailored support.

Mature undergraduate students who experience mental ill health are at risk of not reaching their potential. Yet despite this, exploration of mature undergraduate student's experiences of mental ill health is nascent in the academic literature. Research considering their unique perspectives as an avenue to develop joint compassionate understandings and interactions between students and educators are additionally scant. The current study begins to address this dearth of exploration and commentary. It provides an idiosyncratic, novel inquiry into this important issue.

There has been a move towards the implementation of digital/e-health interventions for some time. Digital/e-health interventions have demonstrable efficacy in increasing individual empowerment, providing timely access to psychological interventions for those experiencing mental ill-health and improving outcomes for those using them. This study aims to determine the efficacy of digital/e-health interventions for individuals detained in prison who experience mental ill-health.

A systematic search of five academic databases – CINAHL, ASSIA, PsycINFO, Embase and Medline – was completed in December 2020 and updated in February 2022. The review was guided by the Whittemore and Knafl (2005) framework for integrative reviews. A total of 6,255 studies were returned and screened by title and abstract. A full-text screening of nine (n = 9) studies was conducted.

No study met the inclusion criteria for the clinical efficacy of digital/e-health interventions in a prison setting. Subsequently, a review of the literature that made it to the full-text review stage was conducted, and gaps in the literature were identified to inform policy, practice and future research.

To the best of the authors’ knowledge, this is the first integrative review conducted on the efficacy of digital/e-health interventions for mental ill-health in prison settings.

Over 2.7 million workers are employed in the UK construction industry and with the fragmented nature of the construction sector; cases of poor mental health of workers are on the increase. This upsurge in the number of workers experiencing poor mental health could directly impact construction safety with significant financial adverse consequences on employers and the UK economy. Studies have identified lapses within the construction sector emphasising the lack of transparency regarding reporting of mental health and well-being of construction workers due to the inadequate engagement from employers and the lack of genuine leadership commitment to tackle mental health.

This study adopted a non-probability purposive sampling strategy, using a self-selected sample. A self-administered questionnaire benchmarked against the mental health core and enhanced standards tools by the “Stevenson/Farmer review of mental health and employers” served as the basis for the methodology. A total of 106 industry managers from highways, construction, maritime, utilities, home building, rail and haulage/fleet were involved in this study.

The findings indicate that the industry is making good strides towards addressing mental health issues; poor mental health have significant financial burdens on businesses and the economy; some contractors have mental health initiatives and programmes in place; there is inconsistency of support available to employees; some contractors now integrate leadership training; the level of engagement vary based on the strategy and action plan adopted by organisations; different mechanisms are adopted for monitoring mental health issues, and there are cross-industry initiatives.

A limitation of this study is the number of participants which is not representative of the entire UK construction workforce. Therefore, the findings from this study as much as it presents some understanding of employee mental health and well-being cannot be overtly generalised across multiple industries, different geographic regions or contexts.

Employers should have a clear representation of the mental health of their employees to help them understand what affects worker’s mental well-being and how they can support them. Disregarding the multifaceted causes of mental ill-health due to the perceived financial implications could be more devastating for the industry.

The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.

This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.

Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.

One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.

Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.

The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.

Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.

The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.

The purpose of this paper is to consider one test of a well-functioning housing system – its impact on wellbeing. Exploring one indicator of this, this study aims to track changes in mental and general health across a mix of tenure transitions and financial transactions in three jurisdictions: Australia, the UK and the USA.

Using matched variables from three national panel surveys (Household, Income and Labour Dynamics in Australia, British Household Panel Survey/Understanding Society and Panel Study of Income Dynamics) over 17 years (2000–2017) to capture the sweep of the most recent housing cycle, this study adopts a difference-in-difference random-effects model specification to estimate the mental and general health effects of tenure change and borrowing behaviours.

There is an enduring health premium associated with unmortgaged owner-occupation. Mortgage debt detracts from this, as does the prospect of dropping out of ownership and into renting. A previously observed post-exit recovery in mental health – a debt-relief effect – is not present in the longer run. In fact, in some circumstances, both mental and general health deficits are amplified, even among those who eventually regain homeownership. Though there are cross-country differences, the similarities across these financialised housing systems are more striking.

The well-being premium traditionally associated with owner occupation is under threat at the edges of the sector in all three jurisdictions. In this, there is cross-national convergence. There may therefore be scope to introduce policies to better support households at the edges of ownership that work across the board for debt-funded ownership-centred housing systems.

This paper extends the duration of a previous analysis of the impact of tenure transitions and financial transactions on well-being at the edges of ownership in the UK and Australia. The authors now track households over nearly two decades from the start of the millennium into a lengthy (post-global financial crisis) era of declining housing affordability. This study adds to the reach of the earlier study by adding a general health variable and a third jurisdiction, the USA.

This, the first chapter of this text provides an introduction to a social world that is constructed through cultural attitudes, with a long history of the so-called ‘insane’ or deviants being excluded from society. In many cases, this was due to their behaviour resulting from an addiction issue, mental ill health or as is often the case, both. The chapter begins with an introduction to what led to the conceptualisation of this text. Once this occurs, the interplay between the ‘normal’ and the deviant, as discussed above, is played through an examination of the cultural perceptions of both mental health and addiction. In addition, to support this, a brief historical timeline of mental health, addiction and dual diagnosis is described and visually depicted. Finally, the chapter concludes with an introduction to both editors of this text who then describe what will be discussed in the chapters that follow.

This study aims to explore the experiences of living through the COVID-19 pandemic for people who faced homelessness and dealt with mental health and/or substance use challenges.

This qualitative study was comprised of 26 1:1 interviews (16 men and 10 women), conducted between February and May 2021 with people who experienced homelessness in North East England during the COVID-19 pandemic. An inductive reflexive thematic analysis was undertaken, with input from individuals with lived experience who were involved throughout the study.

Four themes were developed. The first theme, lack of support and exacerbation of mental health and substance use difficulties, highlighted how the lack of in-person support and increased isolation and loneliness led to relapses or new challenges for many people’s mental health and substance use. The second theme, uncertainty and fear during the pandemic, explored how the “surreal” experience of the pandemic led to many people feeling uncertain about the future and when things would return to normal. The third theme, isolation and impacts on social networks, discussed how isolation and changes to relationships also played a role in mental health and substance use. Finally, opportunity for reflection and self-improvement for mental health and substance use, explored how some people used the isolated time to re-evaluate their recovery journey and focus on self-improvement.

The experiences shared within this study have important implications for planning the future delivery and commissioning of health and social care services for people facing homelessness, such as sharing information accessibly through clear, consistent and simple language.

As one of the few papers to involve people with lived experience as part of the research, the findings reflect the unique narratives of this population with a focus on improving services.

Inequalities can have a cumulative effect that leads to the presentation and subsequent progression of mental health difficulties. The detrimental effects can be compounded in the healthcare environment if staff lack an awareness of patients’' inequalities, and therefore, educating staff is of particular importance. The development of awareness training requires a deep understanding of staff perceptions of patient inequalities in a secure mental health care setting and the impact that this can have on mental illness.

The study was carried out using a qualitative design, where staff were asked to complete a 22-question survey from which the output is analysed using thematic analysis. In total, 100 patient-facing staff members working in a secure mental health facility completed the survey.

The results highlight that staff employed in a secure mental health care setting have an understanding of patient inequalities and how these can impact on patients in both the short and longer terms. The results highlighted the importance of awareness by staff and how an increase can have a significant benefit on the quality of the care provided within secure mental health facilities.

There is an increasing awareness of the impact of inequalities on mental health and how this can influence a patient’s journey. This study involving staff employed in a secure care mental health facility highlights the role of staff awareness of inequalities and also underlines the importance of understanding the key role of staff awareness in mental ill health.

Poor mental health in men and women is attributable to disparities in physical traits, social roles, power and health-seeking behaviours. This study aims to examine the gender differences in mental health among Pakistan and German university students and focuses on their right to seek mental health care.

Data on depression, anxiety and stress symptoms, as well as positive mental health (PMH), resilience, social support and life satisfaction, were gathered from Pakistani and German students.

In contrast to the Pakistani group, where no such gender differences were seen, women in Germany reported higher degrees of stress, anxiety and depression, as well as a lower level of overall good mental health. In comparison to German men and women, Pakistani women scored equally high on resilience. While gender had no bearing on life happiness in either Pakistan or Germany, women in both countries perceived more social support than men did.

The study’s strengths include its large sample size and battery of mental health measures. The results of partial weak measurement Invariance (MI) on the stress subscale underlined the importance of using MI in cross-cultural studies. The validity of a direct comparisons on sum score between different language versions or country samples shall be cautious. Still, there are limitations. Firstly, the authors did not differentiate gender and biological sex, and there was no group of non-binary gender. Pakistani (N = 1,840) and German (N = 7,890) students were in unequal numbers. Again, only university students were sampled, so the results cannot be generalised to older (probably less educated) populations. Self-reported data that mainly obtained via online survey were the third limitation. This design is cost-effective and easy to administer for cross-cultural survey research. However, social desirability and memory bias are common in self-report inventories. Fourthly, although English is an official language in Pakistan and the medium of instruction in education, the authors recommend future study to use questionnaires that have been translated and validated into Urdu (Pakistan’s national language) and investigate gender differences in a general population. Fifthly, this is a cross-sectional survey; the authors were not able to explore the causality or risk factors that contribute to the poor mental well-being in Pakistan students in general or the relatively worse mental health in German women. Future studies may investigate the mechanism behind the phenomena observed in this study with longitudinal or experimental design. Last but not least, Germany and Pakistan differ in so many different aspects from culture, religions and history to social structure and economic status, which make it hard to claim whether the observed differences were due to national differences, cultural differences, economic differences, gender inequality differences or other effects. It would be helpful for future studies to include more country samples with clear definitions of different “culture” aspects for a better understanding of gender differences in other countries and in different mental well-being constructs.

The current study is the first attempt to compare the gender difference patterns in positive and negative mental health between European and South Asian counties and focuses on gender-specific approaches. Although Pakistani university students reported in general worse mental well-being, the differences between the two genders in mental health (e.g. depression, anxiety, general PMH) were not as pronounced as in the German student sample. Gender comparisons in these mental health constructs would help to improve protective factors against mental illness and to develop appropriate management programmes based on cultural differences. The results suggest that the gender differences found in western countries cannot always be directly translated into the South Asian cultural framework. Our results also highlight the importance of improving the general situation of Pakistan (students) instead of focusing on one gender. At the same time, in Germany, prevention and intervention plans are more warranted for women. It could be that once the general situation in Pakistan is improved, the gender-related differences in mental health will be clearly observed.

These findings imply the significance of cultural context when inferring gender variations in mental health. Moreover, it supports the advancement of comprehensive policies to reduce gender-related mental health inequalities and focuses on the equal rights of men and women to get mental health care.