Experiences of university students living with mental health problems: Interrelations between the self, the social, and the school.

BACKGROUND: A university education is becoming ever-more important in preparing for employment in the knowledge-driven economy. Yet, many university students are not able to complete their degrees because they experience mental health problems during the course of their higher education. Despite the growing numbers of students seeking help, there is limited knowledge about the issues that these students face.
OBJECTIVE: The purpose of this study was to understand the range of individual, interpersonal, and environmental factors that affect the lives of university students living with mental health problems.
METHODS: The study was based at a large public university in Canada. Semi-structured interviews were conducted with 19 students with self-identified mental health problems. Their narratives were analyzed using grounded theory methods and a model was developed which drew upon social-ecological theory.
RESULTS: Findings depict student experiences as a function of the self (individual factors), the social (interpersonal factors) and the school (environmental factors) and their interrelations.
CONCLUSIONS: Interventions must be designed to address all three of these areas and their interrelations. The model can be used to guide universities in designing interventions; however, a fourth level that incorporates a university policy that values and supports student mental health, should be included.