Addressing mental health amongst students is increasingly important for higher education practitioners and policy makers. Whilst most literature around mental health provision focuses on person-to-person support and trusted relationships, growing evidence has highlighted the benefits of self-reflective practices. This study utilises a mixed-methods approach to evaluate the perceived benefits of regular self-reflection. A total of 2496 students at a London university took part in self-reflective activities across an academic year, with 259 then completing an evaluative questionnaire. A comparison group, comprising 156 students, also completed a corresponding questionnaire. Most students who engaged in multiple self-reflective activities perceived the activity to be beneficial to their mental health – this perceived improvement increased as students increased participation. However, not all students perceived it as beneficial. Furthermore, students who partake in self-reflective activities – whether through this intervention or their own practices – had lower than average mental health, as measured using the Warwick–Edinburgh Mental Wellbeing Scale. This study contributes to practical discussions around how beneficial technological interventions around students' mental health can be delivered on scale by providing students with opportunities for self-reflection and segmented resources. Recommendations for practice are included around how regular communications with students can address mental health outcomes.
David Gilani (Wed,) studied this question.