Currently, there is a lack of evidence and understanding about which groups of young people going to universities may have poorer life outcomes (such as education, employment, and mental health and wellbeing) as a result of their mental health and wellbeing during their adolescent years. These life outcomes and their mental health and wellbeing, however, are important for understanding the context of the complex social identities of young people, such as the intersections between their gender, ethnicity, sexuality, religion and socio-economic status (SES). Much of the large body of quantitative research on life outcomes tends to focus on one social characteristic/identity of the student, such as the young person’s gender or ethnicity or socioeconomic status, but not the combination of all of these, i.e. the intersectionalities.
The main objectives of this research project are to:
Reduce the evidence gap on how the mental health and wellbeing of adolescents affect their transitions into higher education and their life outcomes after graduating.
Create information for policymakers (such as government, universities and charities) to implement suitable policies and practices that can enhance mental health and wellbeing outcomes.
Determine whether any findings vary based on individuals’ social characteristics (particularly the intersectionality of social characteristics, such as differences between white male students and black male students).
This research utilises a secondary data analysis approach making use of longitudinal data from the Next Steps Study (formerly the Longitudinal Study of Young People in England [LSYPE]). Next Steps is a major national cohort study following a representative sample of over 15,000 people born in 1989-90 over 7 years between 2004-2010 (from when they were 13-19 years old), then again in 2015 (when they were 25 years old). Data were collected on factors including their attitudes, education, SES, and mental health and wellbeing. We will supplement these data with university environment data.
Currently, in the #StudentWellLives project we are grappling with how to define mental health and wellbeing. Often, the terms mental health and wellbeing are used interchangeably, but research suggests they should be viewed as being connected, but conceptually… Read More
What constitutes the appropriate/ right data that HEIs and governments need to collect to understand student mental health and wellbeing is something that our project hopefully might be able to contribute to. We recognise that collecting this type of data requires a huge resource and infrastructure investment and hence we hope to provide clear guidelines in the future about what may be the best data to collect to understand how the university environment affects student mental health and wellbeing.
The Student Wellbeing & Life Outcomes Project launched at the beginning of July and we have got straight to work on the first phase of our four-phase project. As a secondary data analysis project, our main job at… Read More