搜索结果：Academia mental health & well-being

Adolescents in the 21st century face numerous preventable public health challenges that extend beyond academics to include physical, mental, and social well-being. Addressing these issues requires schools to integrate public health education into their systems, empowering youth with digital health literacy and interdisciplinary skills such as critical thinking, problem-solving, communication, innovation, and collaboration. To meet this need, the University of Memphis School of Public Health developed the "RE-AIM Public Health IDEAS" model (Research, Entrepreneurship, Analytics, Informatics, and Management), designed to transform innovative ideas into actionable solutions. Complementing this framework, the initiative promotes Leadership and Educational Advancement among Youth to solve Public Health (LEAP) challenges, enabling students to gain exposure to population-level thinking and community health problem-solving. The model is operationalized through the Public Health in Action curriculum, an innovative, evidence-informed, and flexible approach that combines foundational training in public health with real-world experiential learning. Using principles of human-centered design and data-driven strategies, the curriculum emphasizes critical skills in science and digital health literacy, youth empowerment, and community-based participatory action research. Implementation details were presented through descriptive summaries, supplemented by graphs and tables illustrating student participation and activity outcomes. Public Health Clubs established in high schools across the United States and India serve as structured platforms where students engage in collaborative learning, team-building, and creative activities while addressing pressing health issues in their communities. A total of 400 students contributed to approximately 150 health-focused activities aligned with the Sustainable Development Goals, including hygiene promotion, nutrition awareness, mental well-being, and preventive healthcare. By familiarizing youth with health information, organizational skills, and leadership opportunities, the program fosters social responsibility and normalizes positive health behaviors that can have lasting effects on both personal and community health outcomes. This initiative inspires young people to pursue careers in public health, enhances sensitivity to health issues, and cultivates the next generation of public health ambassadors dedicated to translating education into meaningful, community-driven impact.

Mental health challenges are a growing concern across academia, significantly impacting teachers' well-being and, ultimately, the quality of education provided to students. This study aims to understand mental health challenges encountered by teachers in their workplace and employs an online qualitative survey where online interviews with three semi-structured questions with large-scale data set of 700 teachers conducted to collect data. Participants were school teachers, selected via quota sampling from seven South Asian countries (Pakistan, India, Sri Lanka, the Maldives, Bhutan, Afghanistan and Nepal) through a virtual global teaching platform. The qualitative data were analysed using thematic analysis, beginning with open coding to facilitate initial conceptualisation. This was followed by axial coding, in which the research team organised the primary codes into coherent sub-themes. To ensure investigator triangulation and mitigate individual biases, multiple experts collaborated during the analysis to enhance the analytical rigour of the final themes. Despite a diversity of contexts worldwide, the findings confirm that the challenges faced by teachers in all seven developing countries share commonalities: burnout and excessive workload, lack of communication and exclusion from decision making, exploitation, professional jealousy and toxic work place. The barriers to discussing mental health issues include a culture that discourages sharing, a lack of awareness, and the unavailability of mental health services in the workplace. To cope, teachers often rely on sharing their feelings with friends and family, practicing meditation, engaging in recreational activities, improving communication, and participating in community engagement. It is recommended to introduce mental health policies in the workplace parallel with empowering teachers to enhance their well-being through self-empowerment courses and counseling. Further, there is a dire need to establish a mental health services unit for teachers.

The data presented here derives from the Sustainable Working Conditions in Academia survey (STAIRCASE) on researcher mental health. The survey addresses the ongoing mental health crisis in academia by providing comprehensive, multilevel data on researcher well-being and its structural determinants. We employed a cross-sectional between-participant study design to collect data from 4,296 researchers between September 15, 2023, and August 26, 2024. The sample, which primarily includes researchers based in European countries, has a mean age of 38.1 years (SD = 10.7) and consists of 63.7% female participants. Participants provided data on key mental health outcomes - including depression, anxiety, stress, burnout, and well-being - alongside detailed assessments of working conditions, leadership behavior, and organizational characteristics. The dataset facilitates a holistic, multilevel investigation of academic mental health beyond individual risk factors by including the individual, leadership, institutional, and national context. By enabling analyses across hierarchical levels this dataset provides the necessary evidence to identify systemic drivers of mental (ill) health and inform the development of effective, system-wide strategies for meaningful change in academic work environments.

Applying established frameworks for cultural adaptation of evidence-based programs (EBPs) is essential to ensure cost-effectiveness, adoption, and sustainability while advancing health equity. However, adaptation processes often lack systematic approaches, particularly outside academic contexts. This study explores how cultural adaptation processes of prevention programs are delivered to address adolescent substance use and common mental health issues, from the perspective of the main stakeholders involved in these processes. In parallel, it aims to empirically refine and specify the 11 stages synthesized in prior work that integrated insights from multiple cultural adaptation processes and frameworks. A qualitative analysis was conducted using content analysis of 22 semi-structured interviews with stakeholders from the quadruple helix model: 6 from Academia, 6 from Non-governmental organizations (NGOs), and 10 from Public administration, selected globally. Stakeholders were identified via brainstorming and purposive-convenience sampling, based on their roles in adapting, implementing, evaluating, or funding prevention programs addressing adolescent substance use and mental health issues. Despite extensive recruitment efforts, no representation from the Business helix was achieved, as only one business contact agreed to be interviewed, which was not considered sufficient for inclusion. The qualitative analysis refined and expanded the stages of a cultural adaptation sequence that reflects how cultural adaptation processes are conducted in practice: building synergies, local needs assessment, program selection, initial cultural adaptation, advisory group consultation, staff training, piloting, program refinement and readiness for implementation, implementation, monitoring and evaluation, and dissemination and sustainability. Notably, not all stakeholders followed or applied the steps uniformly. Furthermore, academics were the only group to report using formal cultural adaptation models, while NGOs and the Public administration relied on experiential and contextual knowledge. Findings underscore the importance of translating scientific knowledge into practice contexts while ensuring continuous evaluation, dissemination, and sustainability of adapted EBPs targeting adolescent substance use and mental health issues. Collaborative efforts and co-creative strategies are crucial to maintaining cultural relevance. This study contributes by offering empirical refinement and operational specification of an 11-step cultural adaptation sequence identified in a prior scoping review. Linking evidence from prior literature with practice provides greater clarity and applicability for implementers seeking to culturally adapt prevention programs across diverse contexts. Evidence-based prevention programs can help adolescents avoid substance use and improve mental health. However, these programs are often designed in different cultural contexts from where they are later used. This study explores how prevention programs are adapted to fit the cultural realities of adolescents in diverse settings. Drawing on 11 stages identified in a prior review, 22 interviews with individuals from academia, non-governmental organizations, and public institutions were analyzed to explore how these stages are applied in practice. The study refined and expanded the existing sequence into a 12-step integrative process that describes how cultural adaptations unfold—from assessing local needs and selecting programs to adapting content, training staff, and evaluating outcomes. Findings show that these steps are not applied consistently across sectors, and only academics tend to use recognized frameworks for cultural adaptations. This highlights a gap between scientific knowledge and practice. To make prevention programs more effective and sustainable, it is crucial to involve local communities, foster cross-sector collaboration, and apply systematic methods that prioritize cultural relevance. This study lays the groundwork for a more structured, practice-based approach to cultural adaptation.

Higher education has seen rising enrollment, mobility, and diversity; there are approximately 254 million students globally, a figure that has doubled since the early 2000s. The college years (roughly the age range between 18 and 30) coincide with key developmental phases marked by personal, social, and academic stressors like leaving home and adjusting to new environments. This period is high-risk for mental health issues such as anxiety and depression, which negatively affect academic success and future quality of life. The COVID-19 pandemic challenged students' mental health due to isolation, online learning, and fears of infection. Despite growing emotional problems, many students do not seek help, and this avoidance results in inadequate treatment and fragmented mental health services. These issues present significant challenges in addressing mental health within higher education and beyond. The goal of this article is to offer a thorough, critical review of the existing research on college mental health, including key data-driven epidemiological findings on mental disorders, theory-driven approaches to challenges faced during college, and prospects for future research.

Burnout among medical students is a well-known problem, but only few data from Austria are available. This study's goal was to examine the prevalence of burnout symptoms in two private universities in Austria and to identify the stressors contributing to it. Medical students in their second year or at later stages of their studies were asked to complete an online questionnaire. Using the Maslach Burnout Inventory-Student Survey (MBI-SS), the three subscales emotional exhaustion, cynicism, and reduced academic efficacy were measured. The six potentially burnout-related stressors identified were workload, exam pressure, financial stress, work-life balance, time management, and lack of support for mental health. Additionally, psychological well-being measured via the World Health Organization-Five Well-Being Index (WHO-5) and subjective stress assessed via the visual analog scale (VAS) were examined. A total of 168 students were included in the final analysis (average age 23.9 years; 69.0% female). Overall, 33.9% of students met the cut-off criteria for burnout on all three subscales and 78% on at least two. Scores for emotional exhaustion (86.3%) and reduced academic efficacy (82.1%) were most frequently elevated. Work-life balance and a perceived lack of mental health support were most consistently linked to higher burnout subscale and lower WHO‑5 scores. Around one third of students met the cut-off criteria on all three MBI-SS subscales. Not one single stressor was observed to be causing burnout symptoms, but rather a lack of work-life balance and mental health support seem to play a major role. HINTERGRUND: Burn-out bei Medizinstudierenden ist ein bekanntes Problem, jedoch liegen nur wenige Daten aus Österreich vor. Ziel dieser Studie war es, die Prävalenz von Burn-out-Symptomen an zwei privaten Universitäten in Österreich zu erheben und dazu beitragende Stressfaktoren zu identifizieren. Medizinstudierende ab dem zweiten Studienjahr wurden gebeten, einen Online-Fragebogen auszufüllen. Mithilfe des Maslach Burnout Inventory – Student Survey (MBI-SS) wurden die drei Subskalen emotionale Erschöpfung, Zynismus und verminderte akademische Wirksamkeit gemessen. Die sechs potenziell mit Burn-out in Verbindung stehenden Stressfaktoren waren Arbeitsbelastung, Prüfungsdruck, finanzieller Stress, Work-Life-Balance, Zeitmanagement und mangelnde Unterstützung hinsichtlich der psychischen Gesundheit. Zusätzlich wurde das psychische Wohlbefinden mit dem World Health Organization-Five Well-Being Index (WHO-5) und das subjektive Stressempfinden mit einer visuellen Analogskala (VAS) untersucht. Insgesamt 168 Studierende wurden in die endgültige Analyse einbezogen (Durchschnittsalter 23,9 Jahre; 69,0 % weiblich). Bei 33,9 % der Studierenden lagen erhöhte Burn-out-Werte auf allen drei Subskalen vor, 78 % wiesen erhöhte Werte auf mindestens zwei Subskalen auf. Die am häufigsten erhöhten Werte waren emotionale Erschöpfung (86,3 %) und verminderte akademische Wirksamkeit (82,1 %). Stärkere Burn-out-Symptome und niedrigere Werte in WHO‑5 waren am stärksten mit der Work-Life-Balance und dem empfundenen Mangel an Unterstützung hinsichtlich der psychischen Gesundheit verbunden. Etwa ein Drittel der Studierenden erfüllte die Cut-off-Kriterien auf allen drei MBI-SS-Subskalen. Nicht ein einzelner Stressor, sondern eine mangelnde Work-Life-Balance und fehlende Unterstützung hinsichtlich der psychischen Gesundheit scheinen eine wichtige Rolle in der Entwicklung von Burn-out-Symptomen zu spielen.

In Mexico, evidence on psychosocial risk for substance use among university students is often derived from small or faculty-specific samples, limiting institutional-level comparisons across academic disciplines and sex. University-wide estimates using standardized multi-domain screening tools remain scarce. We conducted a university-wide cross-sectional study of 80,077 undergraduate students from the Autonomous University of Nuevo León (Northern Mexico). Participants completed the validated Spanish POSIT instrument, which assesses seven psychosocial domains. Psychosocial risk was operationalized as exceeding the POSIT overall risk cut-off (and domain-specific cut-offs where applicable). Group comparisons of continuous POSIT scores were performed using t tests and one-way ANOVA; multivariable logistic regression models were fitted to estimate adjusted odds ratios (OR) by sex and academic discipline. Construct validity was examined via confirmatory factor analysis (CFA). Mean age was 21.0 years (SD = 2.9), and 51% were women. The mean POSIT total score was 13.0 (SD = 9.0), and 15.2% of students exceeded the overall risk cut-off. Domain-level risk was highest for Educative Level (61.2%) and Mental Health (49.7%), followed by Family and Peer Relationships (~40%). Women showed higher burden in Mental Health and Educative Level, while men showed higher risk in Substance Use/Abuse and Aggressive Behavior. Risk profiles differed across academic disciplines: Arts and Humanities students showed the highest overall risk (e.g., Mental Health OR ≈ 2.16 vs. other disciplines), whereas Health Sciences students showed the lowest risk across several domains. In this university-wide sample of 80,077 Mexican undergraduates, psychosocial risk for substance use clustered primarily in academic strain and mental health domains and varied systematically by sex and academic discipline. Findings support discipline-tailored and gender-responsive prevention strategies integrating academic support with mental health and substance-use screening and referral pathways.

Against the backdrop of the Pact for the Public Health Service (Pakt für den Öffentlichen Gesundheitsdienst; Pakt ÖGD), the commitment to evidence-informed practice is increasingly shaping the strategic development of Germany's Public Health Service (ÖGD). Particularly at the municipal and federal state levels, closer collaboration between research and public health practice is needed. In Saxony-Anhalt, a cooperation agreement was concluded in 2024 between the City of Magdeburg and Magdeburg University Medicine (UMMD) to institutionally strengthen their existing collaboration. In the same year, a project agreement involving additional public health stakeholders was established to create a sustainable framework for systematic exchange between academia and public health administration.This article presents ongoing collaborative initiatives in Saxony-Anhalt, including projects on the analysis of school entry examinations, in-depth evaluations of Early Childhood Intervention Services (Frühe Hilfen), e‑mental health interventions for children and adolescents, and the public health response to Mpox. These examples illustrate how regional cooperation between academia and practice can be operationalized and highlight the opportunities such collaborations offer for the continued development of the Public Health Service. In addition, knowledge translation formats such as regular coordination meetings, scientific events, and practice-oriented training play a key role in facilitating the transfer of evidence into public health practice.The experiences from Saxony-Anhalt are consistent with the recommendations of the Advisory Board of the Pakt ÖGD, which has called, among other measures, for the establishment of teaching and research public health offices, bridge professorships, and sustainable funding structures. The examples of collaboration demonstrate that the future-oriented development of the Public Health Service requires both local innovation and supra-regional structures that systematically connect science and practice. Vor dem Hintergrund des „Paktes für den Öffentlichen Gesundheitsdienst (Pakt ÖGD)“ prägt der Anspruch einer evidenzbasierten Arbeitsweise zunehmend die strategische Weiterentwicklung des ÖGD. Insbesondere auf kommunaler und Landesebene ist eine engere Zusammenarbeit zwischen Wissenschaft und Praxis erforderlich. In Sachsen-Anhalt wurde 2024 ein Kooperationsabkommen zwischen der Stadt Magdeburg und der Universitätsmedizin Magdeburg (UMMD) geschlossen, um die bestehende Zusammenarbeit strukturell zu verankern. Im selben Jahr folgte eine Projektvereinbarung mit weiteren ÖGD-Akteuren zur Etablierung einer nachhaltigen Struktur für den systematischen Austausch zwischen Wissenschaft und öffentlicher Gesundheitsverwaltung.Dieser Artikel berichtet über die laufenden Kooperationen in Sachsen-Anhalt, die sich mit der Auswertung von Schuleingangsuntersuchungen, Detailanalysen der Frühen Hilfen, E‑Mental-Health-Interventionen für Kinder und Jugendliche sowie der Mpox-Bewältigung befassen. Sie verdeutlichen, wie eine regionale Zusammenarbeit konkret umgesetzt werden kann und welche Perspektiven sich für die Weiterentwicklung des ÖGD ergeben. Daneben spielen Transferformate wie regelmäßige Kooperationstreffen, wissenschaftliche Veranstaltungen und praxisorientierte Fortbildungen eine zentrale Rolle, um wissenschaftliche Erkenntnisse in die Praxis zu übertragen.Die Erfahrungen aus Sachsen-Anhalt entsprechen den Empfehlungen des Beirats Pakt ÖGD, der u. a. Lehr- und Forschungsgesundheitsämter, Brückenprofessuren und nachhaltige Förderstrukturen fordert. Die Kooperationsbeispiele zeigen, dass eine zukunftsfähige Weiterentwicklung des ÖGD lokale Innovationen sowie überregionale Strukturen erfordert, die Wissenschaft und Praxis systematisch verbinden.

More effective and better tolerated treatments are urgently needed for people with mental health disorders, such as anxiety, depression and psychosis. However, the rate of translation of positive results from early phase studies into clinically validated treatments remains painstakingly slow. The scientific literature on mental health preclinical and early interventions is burgeoning at pace, making it difficult for researchers, practitioners and policymakers to identify and track new developments. As part of the Wellcome-funded Global Alliance of Living Evidence for aNxiety, depressiOn and pSychosis project, we aimed to develop and evaluate an automated approach to track the evolution of mental health research over time, detect emerging trends and suggest open questions. Our approach used topic modelling, large language models and time-series forecasting in combination. We applied our approach to a corpus of 182 747 titles and abstracts extracted from the OpenAlex database for 2015-2025. Using topic modelling to identify topics and then tracking topic mentions over time, we built a time series predictive model and predicted 'trendiness' based on sustained increased mentions above baseline expected from model predictions. We evaluated our approach retrospectively using a blinded expert study of a randomly selected sample of trending and not trending topics. Finally, we developed a novel topic-augmented generation approach to suggest open questions in trendy topics and evaluated the approach by comparison to baseline-generated questions without topic augmentation. Our approach detected 973 topics and predicted 165 (17%) of those as trending. Key topics that the model predicted as trending included 'ketamine for treatment-resistant depression', 'student mental health in academia' and 'COVID-19 psychosis'. We found that domain experts largely agreed with the model's predictions of trendiness. Topic-augmented generated questions were more specific than baseline generated questions. Our approach enables identification of new developments and open questions. Future work will improve temporal pattern tracking and use full texts. Our approach can support all stakeholders to gain an overview of the published literature, assess temporal patterns, identify trends and rank open questions.

The way men are socialised into their masculine roles has been shown to contribute to male-perpetrated sexual violence (SV) against women students in higher education institutions (HEIs). Global North studies further emphasise men's poor mental health and its intersection with the construction of masculinities as one of the risk factors for male-perpetrated SV against women. The purpose of this scoping review is to map out the literature on male college/university students' poor mental health and links to their perpetration of SV against women students in Africa. For this scoping review, we will search for relevant studies from the following electronic databases: Scopus, ERIC, PsycINFO, PubMed, Web of Science and CINAHL. Furthermore, we will search for additional studies in Google Scholar and the Directory of Open Access Journals. Additionally, we will search for relevant grey literature. To search for articles in electronic databases, a combination of search techniques will be used, including phrase searching, Boolean operators (AND, OR, NOT), Truncation, Wildcats, Field search, Proximity search, citation chaining and filters. The eligibility of studies for inclusion will be assessed through the population, concept, context (PCC) framework. Using the PCC framework, we will focus on studies which report on the mental health challenges experienced by male students (of any age) and SV perpetrated by male students against women students at HEIs (ie, colleges and universities) in Africa. We will only include peer-reviewed articles and grey literature from Africa published in English between 1995 and 2025. Empirical studies using any methodology, including qualitative, quantitative and mixed-methods studies will be included. Once relevant studies have been identified, these will be charted. We will collate and summarise the data according to variation (breadth) and key components (depth), combining quantitative and qualitative syntheses. The findings will provide descriptive insights into the nature of research in this area, together with the drivers of, and linkages between male students' poor mental health and their perpetration of SV. The scoping review will not require ethical approval because we will collate data from published peer-reviewed journal articles and grey literature that are already in the public domain; therefore, no primary data will be collected. The review results will be submitted for publication to an open-access, peer-reviewed journal. The findings will be disseminated on electronic and print platforms. There may also be opportunities to present the findings at conferences and South African government seminars. Open Science Framework, https://doi.org/10.17605/oSF.IO/4KV8R.

Family engagement in mental health service reform, design, treatment, and research is highlighted as important within government and governance guidelines; however, inconsistencies of inclusion continue to be experienced and reported. Within mental health and community research there are calls for the adoption of participatory and co-production methodologies. To add to the informed debate about patient and public involvement and engagement, this article explored the value, outcomes, and benefits of co-production as a way of working with and elevating mental health family carers in research. Thirteen family carer co-researchers participated in one of two focused-conversations alongside two university academics, to reflect upon their experiences of working together across a 9-month co-produced research project. Co-researchers were asked to consider experiences in relation to the meaning of participation, impacts of co-production, and how this co-produced research compared to involvement in other research. The co-researchers were invited to participate in co-analysing the focused-conversations transcriptions, determining the findings, and authoring this paper. Utilising an inductive approach to reflexive thematic analysis, insights into the values and benefits for family carers, academic researchers, research evidence, and outcomes were established. Themes developed about the values and benefits as well as the mechanisms of co-production. Benefits were indicated for the researchers, participants, research process, evidence and outcomes. Mechanisms in relation to people's experiences of co-production included: processes were different to other research experiences, practices were relational, and ethos was collegial and supportive. The value of co-production was seen as privileging family carer voices, creating a sense of community and 'sitting around the kitchen table', leading to belonging and sharing within a space where people were safe, and participants felt validated. In recognising that co-production is fundamentally different to traditional research, this paper revealed the value, outcomes, and benefits of processes, practices and ethos that engaged and elevated family carer leadership in research. Family carer co-researchers experienced feelings of increased capability and identified that co-production, is right if the end result resonates with the whole experience.

This study presents the development of a supplementary questionnaire assessing lifestyle behaviors, psychological well-being, and contextual factors, designed to complement the World Mental Health International College Student (WMH-ICS) survey, within the Italian Health Mode On project. A preliminary questionnaire, based on a literature review and composed of brief standardized measures across 15 sections, was drafted. Its validation was conducted through a two-round electronic Delphi process involving 17 experts from Italian universities and research institutes. In the first round, the experts rated the relevance of each section and domain and suggested item revisions or additions. Feedback was synthesized and presented in the second round, during which the experts re-rated their agreement with all proposed modifications. All sections proposed in the preliminary version were retained. Experts provided 115 item-modification proposals and 10 suggestions for new sections or domains; 35 modifications (30.4%) and 3 additions (30%) were accepted. The final instrument comprises 18 sections and 64 items covering anthropometry, socio-economic status, housing, commuting, physical activity, diet, sleep, nicotine product use, social media, gaming, gambling, loneliness, hopelessness, life satisfaction, academic stress, student services, discrimination, and general well-being. A rapid e-Delphi process produced a concise, expert-validated supplement expanding the WMH-ICS survey's capacity to inform health promotion and prevention interventions.

Research is needed to better understand mental health (MH) problems among higher education (HE) students and how to address them. The Observatory on Student Mental Health in Higher Education (OSMHHE) brings together 350 members across Quebec (Canada) and internationally. Its mission is to develop, promote, and disseminate knowledge to foster a culture that supports student MH in HE. This study aims to describe the OSMHHE's research protocol, which consists of three objectives: (1) establishing a portrait of students' MH and its determinants, (2) identifying and evaluating a variety of MH practices, and (3) assessing the implementation and impacts of the OSMHHE as a knowledge mobilization infrastructure. Objective 1 will be achieved through a provincial survey using a cross-sectional, repeated-measures design with 2 data collections (November 2024 and 2026) targeting the entire Quebec HE student population. Dimensions, indicators, and scales were selected based on conceptual frameworks, a systematic literature review, and Delphi methods. Analyses will include descriptive statistics by education levels; inferential analyses comparing subpopulations; multiple regressions, logistic models, and linear mixed models to identify MH determinants; and repeated-measures ANOVA to examine temporal changes. Objective 2 will evaluate the implementation, sustainability, scale-up, and impacts of MH practices using mixed methods. Analyses may include descriptive and comparative statistics, correlations, structural equations modeling (path analysis), and qualitative content or thematic analyses. Objective 3 will draw on the framework of Ziam et al to assess knowledge mobilization strategies. A developmental evaluation approach and convergent mixed methods design within a case study will be used to assess the OSMHHE's implementation and impacts. Qualitative data will include semistructured individual and group interviews with OSMHHE members, addressing topics such as roles, decision-making processes, facilitators and barriers, and outcomes. Additional qualitative sources will include diverse documents (eg, meeting agendas, reports). Quantitative data will come from questionnaires completed by members examining levels of engagement and satisfaction, challenges and barriers, and impacts of the OSMHHE's activities and knowledge mobilization practices. Qualitative data will be analyzed using content analyses. Quantitative data will be examined using descriptive, comparative, and correlational analyses. This project is funded from February 2023 to February 2028. The first provincial survey took place in November 2024, collecting data from 32,212 students in 77 HE institutions. Analyses are underway, and a first report was released in November 2025. Approximately 20 student MH practices are currently being evaluated. The OSMHHE provincial survey will provide portraits of students' MH in HE in Quebec and its determinants to better guide MH practices and institutional decision-making. Evaluating MH practices will advance knowledge of their effectiveness. Assessing the implementation of the OSMHHE will help deepen our understanding of knowledge mobilization infrastructures designed to support student MH in HE.

Climate change poses urgent health risks in the Arab region, yet most countries lack integrated systems to monitor climate-sensitive health outcomes. Lebanon, facing extreme climatic variability, widespread air pollution, and fragile health infrastructure, has no centralized mechanism to link environmental and health data. However, the capacity of existing surveillance systems to capture and integrate climate-sensitive health risks remains poorly understood. This study aims to develop a national climate-related disease registry framework for Lebanon by synthesizing evidence from global and regional surveillance models and convening national stakeholders to identify priorities and implementation pathways for institutional integration within Lebanon's health and environmental systems. A desk review was conducted to examine climate-sensitive health risks, structured around the WHO-UNFCCC's classification of climate-related health risks, and to analyze existing global registries and surveillance platforms. In parallel, a national multi-sectoral consultation was held with representatives from government, academia, healthcare providers, and international organizations. Outputs were thematically synthesized to propose a registry framework and phased roadmap. The desk review revealed that while climate-sensitive outcomes are partially captured across disease-specific systems, key domains, including non-communicable diseases, mental health, and extreme weather-related outcomes, remain structurally excluded from integrated monitoring. Stakeholders identified interoperability barriers rooted not only in technical limitations but also in governance structures, institutional mandates, and legislative constraints. Concomitantly, existing digital infrastructure and epidemiological platforms were recognized as potential anchors for phased integration. The proposed framework outlines short-, medium-, and long-term actions to establish an interoperable climate-health registry. These findings highlight both the structural gaps and institutional opportunities and provide a phased roadmap for advancing an integrated national climate-health registry. By aligning stakeholders around a unified framework, the study lays the groundwork for evidence-based adaptation strategies in Lebanon and other climate-vulnerable settings.

Despite rapid growth, digital mental health tools rarely deliver meaningful clinical impact. Psychiatrists' attitudes to technology and private-industry partnerships are key. To embed safe, effective technologies into real-world psychiatric care, a shift from proliferation to precision is required. Co-production, equity, implementation science and academia-industry-clinical partnerships need emphasis.

Transition from working life to retirement can challenge mental wellbeing due to loss of identity, meaning, daily structure, and social connections. This study aimed to gather expert perspectives to inform the design of Retirement Companion, a digital solution that supports mental health during the transition to retirement. An online survey was conducted with 16 experts from psychology, academia, healthcare, social work, and human resources. Qualitative analysis was used to identify key themes related to mental health challenges, design requirements, and adoption factors. Experts highlighted the core challenges such as loss of routines, self-worth, meaning, and social connections. Recommended features included the display of comprehensive information, tools for social connectedness, meaning-focused activities, personalized routines, peer communities, and tools for self-reflection. The findings provide actionable design guidance for creating evidence-based and supportive digital interventions for mental health support in the transition to retirement.

Synthetic food colorants (SFCs) are commonly used additives that improve the appearance of food products rather than offering any nutritional value. Because of their durability, affordability, and potent coloring capacity, synthetic developments, especially azo dyes, remain more widely used than natural alternatives despite mounting safety concerns. International food safety frameworks are also covered, with special attention paid to the Codex Alimentarius, which offers guidelines for the safe evaluation and permissible use of food additives. The review examines the role of global regulatory authorities and toxicity studies in evaluating the safety of food colorants. A detailed tabular summary is included, listing commonly used SFCs and their International Numbering System (INS) codes, chemical formulas, acceptable daily intakes, applications, and reference data. SFCs cause neurotoxicity through several mechanisms, including impaired antioxidant enzyme cascades, increased oxidative stress, elevated pro-inflammatory biomarker levels, and reduced acetylcholine concentration, which may lead to mitochondrial dysfunction and affect the neuronal apoptotic mechanism. For the literature review, several databases are used, such as ScienceDirect, PubMed, Frontiers, Google Scholar, Embase, Medline, Academia.edu, MDPI, Elsevier, and Wiley. This work is significant because it explores new research that links artificial food coloring to psychological and neurobehavioral impacts, such as mood disorders, attention-deficit/hyperactivity disorder, cognitive impairments, and neurodegenerative diseases. The findings of this review highlight the need for more stringent regulation, clearer labeling, and greater public awareness of the potential health risks associated with SFCs, based on the most recent research.

In the current context of increasing psycho-emotional strain within higher education, the emotional well-being of university faculty has become a strategic variable for institutional management. In response to this challenge, the present study aimed to predict emotional well-being among faculty members from the State University of Milagro and the Technical University of Manabí through the application of machine learning algorithms. A quantitative, explanatory, and correlational-predictive design was adopted, using a stratified probabilistic sample of 1,470 university professors. Data were collected through a psychometrically validated questionnaire and analyzed using supervised learning models implemented in Orange Data Mining. The findings revealed that Gradient Boosting, Random Forest, and Neural Network algorithms achieved the highest predictive performance, reaching optimal levels of accuracy, sensitivity, and calibration. The most significant predictors identified were emotional regulation, social competencies, emotional autonomy, and emotional awareness, whereas life and well-being competencies did not show a positive relationship. Additionally, age and level of academic training were associated with higher levels of emotional well-being. The results highlight the capacity of machine learning algorithms to predict faculty emotional well-being with high accuracy and underscore their usefulness as decision-support tools for institutional management in occupational mental health.

Despite growing media interest into the effects of organised sport on children and young people's mental health, there remains a dearth of research in this area. The study therefore aimed to explore sport professionals' views of how football academies support the mental health and wellbeing of academy footballers. A qualitative design was utilised to generate a rich dataset to gain insights into the views of sport professionals. Eleven individuals who worked at football academies were interviewed for this study. Reflexive thematic analysis was engaged with in order to identify key themes within the interviews. The analysis led to the creation of three major themes related to the experience of sports professionals in football academes, with each theme consisting of four subthemes. The themes and subthemes were: CONCLUSION: The findings support existing literature and government initiatives with a collective agreement of aiming to improve the facility of mental health support within football academies. Reflecting upon the findings and existing literature, a unique approach to integrate therapy within academy football is proposed. This emphasises a need for therapeutic support across the whole academy system. A collective term was coined within this research as 'The Three Ps' (the players, their support network (parents or primary care givers), and the professionals). This requires applied psychologists to offer support in ways that do not alienate them from the football academy community. Suggestions and implications are discussed, including the provision of flexible holistic support, tailored athlete-centred therapeutic practice, and counselling acting as a platform to connect the whole academy community. Further research is required to assess bi-directional communication between counselling and psychotherapy and football academies to ensure that therapy is adaptable throughout the environment.