October 5, 2025Open Access

Outcomes of a CBT-based anxiety workshop on higher education students’ mental health, stigma, learning, and career certainty

Key Points

Participants reported reduced stress and anxiety after the CBT workshop, enhancing their overall well-being.
The workshop included coping tools like mindfulness and cognitive reframing, significantly aiding academic focus.
Students gained confidence in career decisions and reported improved social support and reduced stigma following the workshop.
The study highlights the potential for brief, structured CBT interventions to address student mental health needs effectively.

Abstract

Background: Higher education students often face stress, academic pressure, and limited mental health support in low-resource settings. Although brief cognitive-behavioral therapy (CBT)-based interventions are scalable, their impact is often measured solely by mental health outcomes. This study explored the broader outcomes of a CBT-based Anxiety Toolbox Workshop on students’ mental well-being, academic functioning, social support, and help-seeking attitudes. Design and methods: The study employed a retrospective qualitative design using open-ended self-report questions administered at the workshop’s conclusion. Fifty-four first year undergraduate students ( M = 19.3 years, SD = 0.8) from a major public university in Kosovo participated. A deductive thematic analysis was conducted based on predetermined themes aligned with the objectives. Results: Participants reported reduced stress, emotional overload, and academic anxiety following the workshop. These improvements were supported by practical coping tools, including mindfulness techniques, cognitive reframing, and peer discussions. The workshop also enhanced time management, study routines, and academic focus, particularly through structured strategies and daily planning. Beyond academic benefits, participants expressed increased confidence in career decisions and perceived social support. The workshop also helped reduce internalized stigma, challenge stereotypes around psychological help, and improve readiness to seek support. Conclusion: The findings suggest a brief CBT-informed intervention can enhance students’ emotional well-being, academic performance, and prosocial attitudes. This study demonstrates the potential of low-intensity, structured programs to meet student needs and reduce barriers to support in a real-world academic setting. Future research should investigate the long-term impacts and cross-cultural adaptability of such interventions.

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