Professor Barbara Dooley:

I thank the Chairman and I am here on behalf of students in Ireland.

Mental health issues begin to emerge in early adolescence and peak at around 18 to 20 years, which coincides with a large proportion of the undergraduate population in higher education in Ireland. Higher education is associated with several stressors and transitional events during a time at which common mental health problems are at their developmental peak. Globally, the prevalence, severity and complexity of mental health issues among students in higher education institutions have increased in the last decade. HEIs struggle to meet growing demands for mental health services. A World Health Organization report found that 35% of first-year university students screened positive for at least one psychological disorder, with anxiety and depression the most common conditions reported,

which are often associated with suicidality and self-harm.

Although higher education can offer opportunities for growth and maturation, it can expose individuals to stressors which can lead to psychological distress. This is problematic, not only because of the adverse psychological and socio-emotional outcomes associated with mental ill health, but also the negative influence that poor mental health has on course completion and academic performance.

Established risk factors for poor mental health include being female, younger such as first-year undergraduate students, an international student, being socioeconomically disadvantaged, having a disability or mental health difficulty and belonging to a sexual or gender minority group. Alcohol and drug use, and risky sexual behaviours such as unprotected sex, are also associated with poorer mental health outcomes. Peer risks include experiencing non-consensual touching or sex.

Less research has focused on protective factors among students, which are assets that can support an individual's capacity to respond successfully to life's stressors. However, resilience, optimism, life satisfaction and social support, for example, have been identified as protective factors. Help-seeking behaviour is also an important protective factor yet many students fail to disclose disabilities or mental health difficulties, and as many as half of students fail to seek help for their mental health concerns.

While many risk and protective factors have been identified, little research has investigated how these factors profile across different student cohorts. Given the diversification of the student profile in recent years due to national policies that endorse equity of access to higher education, it is important to document mental health across cohorts so that service provision can adequately address student mental health needs and target more at-risk groups.

Aligning with international research, findings in the My World Survey 2, which collected data on approximately 10,000 students, concur that many Irish students experience mental health difficulties, with about one fifth experiencing severe or very severe depression and anxiety, and over 10% reporting a suicide attempt. With regard to different cohorts, undergraduates, particular younger undergraduates, reported the highest level of anxiety and depression and lowest resilience and social support for example.

Students entering through HEAR and DARE pathways reported higher psychological distress, lower social support and life satisfaction. Nearly 40% of LGBAP students and 32% of female students were in the severe to very severe range for anxiety. Harmful alcohol use, financial stress, poor sleep and time spent online were linked to higher levels of anxiety and depression. Finances emerged as a top stressor, with nearly 40% stressed by the pressure to engage in paid work.

Approximately 47% of students were reported as being touched against their will and 20% reported being forced or pressured to have sex, which impacted the mental health of both males and females. Students are likely to seek support from friends indicating the importance of peer support in the college environment. Also, the support of one good adult was found to be protective. However, 40% of students report that they do not talk about their problems, furthermore those who do not talk reported higher levels of distress. To ensure the success of all students and to respond to their varied mental health needs which range from mild, to moderate to severe, universities endeavour to provide a whole-of-institution comprehensive response with a range of services and interventions focussed on mental health promotion for all students, prevention with targets specific to individuals or groups, treatment that focuses on those with mental health issues and illness which require specialised support and maintenance and aftercare for those with more significant and enduring mental health illness.

Universities also engage in peer mentoring programmes, collaboration and partnerships with all stakeholders, promotion of mental health and wellbeing and identifying students who need supports who do not present to college support staff. We also need to respond effectively to all students who need support and to have robust systems for those who are at risk and engage in research and evaluation.