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<p>Universities are increasingly recognised as critical settings for promoting student health and well-being through whole-system, evidence-based approaches. Abu Dhabi University (ADU) initiated a Health and Wellness Initiative; however, a comprehensive needs assessment was required to inform the development of a structured, culturally responsive program. This study aimed to assess students' health behaviours, perceived stress, wellness priorities, and program preferences, and to integrate quantitative and qualitative findings to guide institutional program development. A convergent mixed-methods design was employed. Quantitative data were collected via an online survey completed by 188 undergraduate and postgraduate students across ADU campuses, assessing physical activity, perceived stress, satisfaction with campus food options, barriers to healthy behaviours, and preferences for wellness services and delivery formats. Descriptive statistics and chi-square tests examined patterns by gender and campus. Qualitative data were gathered through six focus group discussions (n = 40 participants) and analysed using Braun and Clarke's [<CitationRef CitationID="CR20">20</CitationRef>] reflexive thematic analysis to explore lived experiences, contextual barriers, and student-generated recommendations. Integration occurred at the interpretation stage through triangulation and narrative weaving, with qualitative findings used to explain, contextualise, and extend quantitative patterns. Overall, 42.6% of students reported high or very high stress, 29.3% reported low physical activity, and 26.6% were dissatisfied with healthy food options on campus. Students expressed strong interest in stress management, time-management, mindfulness-based activities, and group-based physical activity, with a preference for in-person or hybrid delivery outside academic hours. Qualitative analysis revealed that stress was chronic and structurally driven by academic and institutional factors, while engagement in healthy behaviours was constrained by time, fatigue, cost, and campus environments. The mixed-methods integration demonstrated that qualitative findings explained the mechanisms and cultural contexts underlying quantitative patterns including the gap between high stress prevalence and low formal help-seeking and generated program design implications not accessible from survey data alone. Students emphasized the need for accessible, low-stigma, integrated wellness programming embedded into campus life. These findings provide a robust empirical foundation for developing a holistic, student-centred Health and Wellness Program and support the advancement of ADU as a health-promoting university.</p>

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Mixed methods needs assessment of student health and wellness to inform university health promotion programming at Abu Dhabi University

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月1日

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  • Maria Aamir,
  • Omar Friehat,
  • Noura Yousif AlHashmi,
  • Zaineb Rtal Bennani,
  • Asiya Nazir,
  • Hajira Jukaku

摘要

Universities are increasingly recognised as critical settings for promoting student health and well-being through whole-system, evidence-based approaches. Abu Dhabi University (ADU) initiated a Health and Wellness Initiative; however, a comprehensive needs assessment was required to inform the development of a structured, culturally responsive program. This study aimed to assess students' health behaviours, perceived stress, wellness priorities, and program preferences, and to integrate quantitative and qualitative findings to guide institutional program development. A convergent mixed-methods design was employed. Quantitative data were collected via an online survey completed by 188 undergraduate and postgraduate students across ADU campuses, assessing physical activity, perceived stress, satisfaction with campus food options, barriers to healthy behaviours, and preferences for wellness services and delivery formats. Descriptive statistics and chi-square tests examined patterns by gender and campus. Qualitative data were gathered through six focus group discussions (n = 40 participants) and analysed using Braun and Clarke's [20] reflexive thematic analysis to explore lived experiences, contextual barriers, and student-generated recommendations. Integration occurred at the interpretation stage through triangulation and narrative weaving, with qualitative findings used to explain, contextualise, and extend quantitative patterns. Overall, 42.6% of students reported high or very high stress, 29.3% reported low physical activity, and 26.6% were dissatisfied with healthy food options on campus. Students expressed strong interest in stress management, time-management, mindfulness-based activities, and group-based physical activity, with a preference for in-person or hybrid delivery outside academic hours. Qualitative analysis revealed that stress was chronic and structurally driven by academic and institutional factors, while engagement in healthy behaviours was constrained by time, fatigue, cost, and campus environments. The mixed-methods integration demonstrated that qualitative findings explained the mechanisms and cultural contexts underlying quantitative patterns including the gap between high stress prevalence and low formal help-seeking and generated program design implications not accessible from survey data alone. Students emphasized the need for accessible, low-stigma, integrated wellness programming embedded into campus life. These findings provide a robust empirical foundation for developing a holistic, student-centred Health and Wellness Program and support the advancement of ADU as a health-promoting university.