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Aims <p>It is purported that tertiary students are at greater risk for poor mental health outcomes in comparison with their non-tertiary peers and those not in education, although the evidence for this is mixed. This paper examines the mental health differences between tertiary and non-tertiary students, and those not enrolled in study, and then examines the changes in mental health in the years prior to, during and post the COVID-19 pandemic.</p> Methods <p>Participants were from the Household, Income and Labour Dynamics in Australia (HILDA) Survey, a longitudinal household panel survey. For this study, <i>N</i> = 21,385 participants provided at least one observation on the relevant education and mental health measures between 2017 and 2023. Mental Health was operationalised with the four mental health subscales from the Short Form-36 and included the MHI-5, a measure of psychological distress, Vitality, Social Functioning, and Role Emotion subscales.</p> Results <p>Over the study period, there were no differences in levels of Vitality or Social Functioning between education status. Those enrolled in undergraduate programs reported lower MHI-5 (b = -1.17 (SE = 0.38); <i>P</i> = .011) and Role Emotional (b = -2.49 (SE = 0.79); <i>P</i> = .010) scores, but these differences were substantively smaller than the differences reported between age, employment and sex. There were substantive changes in all mental health outcomes with the onset of COVID, particularly for Role Emotion. Two-way interactions between education and time were reported for the MHI, Vitality and Social Functioning subscales with those enrolled in undergraduate and postgraduate reporting slightly larger declines.</p> Conclusions <p>In comparison with the magnitude of differences between sex, employment and age groups, there was only weak evidence for differences between education levels. There was weak evidence for changes in mental health between education levels over the study period. Stabilisation in more recent years suggest some adaptation to the COVID-19 pandemic.</p>

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The impact of COVID-19 on the trajectory of Australian tertiary students’ mental health, 2017–2023

  • 期刊论文

  • 发表日期：

    2025年10月30日

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  • Richard Andrew Burns,
  • Dimity Ann Crisp,
  • Peter Butterworth

摘要

Aims

It is purported that tertiary students are at greater risk for poor mental health outcomes in comparison with their non-tertiary peers and those not in education, although the evidence for this is mixed. This paper examines the mental health differences between tertiary and non-tertiary students, and those not enrolled in study, and then examines the changes in mental health in the years prior to, during and post the COVID-19 pandemic.

Methods

Participants were from the Household, Income and Labour Dynamics in Australia (HILDA) Survey, a longitudinal household panel survey. For this study, N = 21,385 participants provided at least one observation on the relevant education and mental health measures between 2017 and 2023. Mental Health was operationalised with the four mental health subscales from the Short Form-36 and included the MHI-5, a measure of psychological distress, Vitality, Social Functioning, and Role Emotion subscales.

Results

Over the study period, there were no differences in levels of Vitality or Social Functioning between education status. Those enrolled in undergraduate programs reported lower MHI-5 (b = -1.17 (SE = 0.38); P = .011) and Role Emotional (b = -2.49 (SE = 0.79); P = .010) scores, but these differences were substantively smaller than the differences reported between age, employment and sex. There were substantive changes in all mental health outcomes with the onset of COVID, particularly for Role Emotion. Two-way interactions between education and time were reported for the MHI, Vitality and Social Functioning subscales with those enrolled in undergraduate and postgraduate reporting slightly larger declines.

Conclusions

In comparison with the magnitude of differences between sex, employment and age groups, there was only weak evidence for differences between education levels. There was weak evidence for changes in mental health between education levels over the study period. Stabilisation in more recent years suggest some adaptation to the COVID-19 pandemic.