Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30632
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Barriers to accessing support for mental health issues at university
Author(s): Cage, Eilidh
Stock, Melissa
Sharpington, Alex
Pitman, Emma
Batchelor, Rachel
Contact Email: eilidh.cage@stir.ac.uk
Keywords: Student mental health
student support
barriers
student wellbeing
self-stigma
Issue Date: 2020
Citation: Cage E, Stock M, Sharpington A, Pitman E & Batchelor R (2020) Barriers to accessing support for mental health issues at university. Studies in Higher Education, 45 (8), pp. 1637-1649. https://doi.org/10.1080/03075079.2018.1544237
Abstract: Student mental health is an issue of great concern for universities, with rising numbers of mental health problems being reported and students reporting issues with accessing support. The current study, using a participatory research framework, investigated the possible barriers preventing students from accessing support, in terms of help-seeking intentions and actual help-seeking behaviour. Three hundred and seventy-six current UK students completed a questionnaire which measured help-seeking and possible barriers including perceived public stigma, self-stigma, educational impact, disclosure, coping behaviours and current mental health symptoms. Findings indicated that self-stigma, in particular, was a barrier to accessing support. Disclosure, educational impact, previous diagnosis, suspected diagnosis and mental health symptoms also interacted with help-seeking. These findings have implications for universities in tackling the barriers preventing students accessing support for their mental health.
DOI Link: 10.1080/03075079.2018.1544237
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Studies in Higher Education on 13 Nov 2018, available online: http://www.tandfonline.com/10.1080/03075079.2018.1544237

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