Barriers and facilitators in the collection and use of student mental health survey data at universities – Perspectives from involved university professionals and students
1
Institute of Health and Nursing Science, Charité - Universitätsmedizin Berlin, Berlin, Germany
2
Unit for Health Promotion Research, University of Southern Denmark, Esbjerg, Denmark
3
Health Management, Bielefeld University, Bielefeld, Germany
Popul. Med. 2026;8(Supplement Supplement 1):A2523
ABSTRACT
INTRODUCTION:
Mental health problems among university students are a global public health concern. Universities are increasingly recognised as important settings for mental health promotion. As individual and structural aspects of university life can impact students’ mental health, many universities rely on student surveys to identify health risks and needs. However, despite their widespread use, little is known about how university professionals plan and conduct such surveys in practice. To support data-informed mental health promotion, this study aims to identify barriers and facilitators in conducting student mental health surveys.
METHODS:
Between May and October 2024, 23 semi-structured, problem-centred expert interviews were conducted. Participants were 28 university professionals and students from 16 German universities involved in planning or conducting the ‘Bielefeld Questionnaire on Study Conditions and Mental Health’. This student mental health survey is widely used at German universities. The interviews explored experiences with survey planning, implementation, and use of results. We analysed the data using template analysis as a structured form of thematic analysis.
RESULTS:
Facilitating factors mentioned by experts included prior experience in conducting surveys and support by external advisors. In addition, the ability to adjust strategies throughout the process was considered crucial for successfully conducting surveys. Initial processes regarding ethics and data protection had the potential to hinder a smooth start. Furthermore, the choice of the best timing of data collection, integration of diverging interests, and the subsequent development of data-informed interventions emerged as challenges.
CONCLUSIONS:
Our findings highlight that student mental health surveys are more effective when operational processes are explicitly addressed. For university professionals, this implies adequate survey preparation that considers available expertise, appropriate timing, and flexibility throughout implementation of the survey. Thus, the resulting data can be meaningfully interpreted and applied within the institutional context to support data-informed action for students’ mental health.
Mental health problems among university students are a global public health concern. Universities are increasingly recognised as important settings for mental health promotion. As individual and structural aspects of university life can impact students’ mental health, many universities rely on student surveys to identify health risks and needs. However, despite their widespread use, little is known about how university professionals plan and conduct such surveys in practice. To support data-informed mental health promotion, this study aims to identify barriers and facilitators in conducting student mental health surveys.
METHODS:
Between May and October 2024, 23 semi-structured, problem-centred expert interviews were conducted. Participants were 28 university professionals and students from 16 German universities involved in planning or conducting the ‘Bielefeld Questionnaire on Study Conditions and Mental Health’. This student mental health survey is widely used at German universities. The interviews explored experiences with survey planning, implementation, and use of results. We analysed the data using template analysis as a structured form of thematic analysis.
RESULTS:
Facilitating factors mentioned by experts included prior experience in conducting surveys and support by external advisors. In addition, the ability to adjust strategies throughout the process was considered crucial for successfully conducting surveys. Initial processes regarding ethics and data protection had the potential to hinder a smooth start. Furthermore, the choice of the best timing of data collection, integration of diverging interests, and the subsequent development of data-informed interventions emerged as challenges.
CONCLUSIONS:
Our findings highlight that student mental health surveys are more effective when operational processes are explicitly addressed. For university professionals, this implies adequate survey preparation that considers available expertise, appropriate timing, and flexibility throughout implementation of the survey. Thus, the resulting data can be meaningfully interpreted and applied within the institutional context to support data-informed action for students’ mental health.
| eISSN: | 2654-1459 |
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