Ever wondered if that super long mental health questionnaire at Uni actually gets you? The sleep-deprived, coffee-fueled student? This podcast spills the tea on exactly that!
Join Max and Nidhi, your average (and slightly funny) University of Sheffield students who are also student advisors on the Students’ Mental Health Assessment, Reflections and Experiences (SHARE) Project at the University of Sheffield. SHARE aims to find out if mental health measures at University, actually capture the rollercoaster ride of being a student! Max and Nidhi share their interesting experiences working on the project. They talk about everything, from their stories of recruiting students and their love for free pizzas to decoding the true meaning of mental health surveys (who knew “ eating too much” could be so subjective?)
So tune in to this podcast for relatable laughs, honest conversations and reassurance that you’re not alone in this crazy journey of University life!
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As an international student, have you ever felt like a fish out of water, navigating a new culture, language, and academic system while battling feelings of loneliness and homesickness?
Join Nidhi, the Student Advisor for the SHARE Project at the University of Sheffield, as she explores the highs and lows of university life of an international student. In this episode, Nidhi talks with her friend Samia, an international student from Ecuador, who courageously shares her mental health struggles while studying abroad. From emotional challenges to eye-opening realisations, Samia's story is both relatable and inspiring.
Tune in to hear how to navigate the challenges and find support as an international student.
Are you unsure how to take the first step in seeking mental health support at university?
Join Nidhi, the Student Advisor for the SHARE Project at the University of Sheffield, as she explores the challenges students face when reaching out for help. In this episode, Louise Knowles, Head of Mental Health, Counselling, and Therapy Services at the University of Sheffield, offers practical advice on accessing services, overcoming hesitation, and navigating cultural differences.
So tune in! Whether you're a student looking for support or simply curious about student mental health at University, this episode is filled with valuable discussions on the resources available and why open communication is key.
By Brendy (Guan Y) Ho
14 June 2024
Introduction
On May 24, 2024, an international students' workshop at the University of Sheffield evaluated measures used in university mental health and wellbeing assessments. Students from various ethnic origins, academic disciplines, ages, and genders attended the session. Surprisingly, most attendees were male, which is an important component of SHARE's (Student mental Health Assessment, Reflection and Experiences) study: capturing men's perspectives in mental health research.
Students from ethnic minorities have been found to be underrepresented in research. SHARE aims to address this by oversampling for this demographic. The session aimed to understand students' thoughts on and recommendations for mental health measures based on their personal experiences. Two tasks were carried out: measure interpretation and translation. The latter half of the training centred on Mandarin speakers, who were asked to translate a measure from English to Mandarin.
Activity 1
The workshop on international students' interpretations of mental health and well-being measures revealed how cultural and individual differences shape the perception of these assessments. Feedback indicated that current measures are too broad and lack cultural nuance, leading to potential misinterpretations. Responses can vary based on context, state, or time. To address this, students suggested including a separate box to explain their answers, providing more context-specific insights.
Participants pointed out that "I eat too much" is subjective, with varied interpretations of what constitutes "too much" eating across different cultures. Eating more can signify happiness and health in some cultures rather than poor mental health. Similarly, the statements "I drink alcohol frequently" and "I enjoy getting drunk" were problematic; students noted that social norms influence drinking patterns and that frequent drinking might not necessarily indicate poor mental health, especially in a university setting where social drinking is frequent.
The statement "I diet frequently" elicited mixed responses, reflecting the cultural diversity in dietary habits and the different reasons behind dieting, from health to escapism. As for the statement "I think about food more than I would like to," one participant shared an anecdote illustrating the complexity of this measure: "As an international student, I often find myself thinking about food from back home. If I were to answer this question, I would say 'yes,' but that doesn't mean I'm struggling with disordered eating. I just miss the food I grew up with." This comment highlights the risk of misinterpretation; a positive response might incorrectly suggest unhealthy or disordered eating habits when, in reality, it reflects homesickness and cultural adjustment. To address this, participants suggested rewording the statement to be more specific, such as "I think about food in an unhealthy manner or in a way that affects my functioning," to differentiate between cultural and health concerns.
The statement "Becoming easily annoyed or irritated" was interpreted as ambiguous, with cultural variances in how aggravation is perceived and exhibited. Similarly, "I make friends easily" highlighted the challenges international students face in forming friendships with local students. The difficulty international students face in "making friends easily" often stems from cultural and social integration challenges, rather than poor mental health. Differences in socialisation norms and language barriers can isolate international students, leading to feelings of loneliness, despite not exhibiting mental health issues.
Questions about sleep and restlessness, such as "I have had difficulty getting to sleep or staying asleep" and "Being so restless that it is hard to sit still," were generally agreed upon as accurate reflections of mental health. However, students noted that academic stress and chronic physical conditions could also affect sleep and restlessness, suggesting the need for context-specific measures.
Activity 2
In the second part of the workshop, participants fluent in Mandarin were tasked with translating a newly developed single-item measure known as EPO from English to Mandarin. The participants' translations were consistent, with all six sentences being translated similarly across two male and one female students. This consistency indicates that the original English statements were clearly conveyed in Mandarin while retaining their intended meaning. The original English statements used in mental health assessments aimed to gauge emotional and psychological wellbeing with the following prompts: "At this moment, how well do you feel you are getting along emotionally and psychologically?" using a 5-point Likert scale ranging from "Very poorly; I can barely manage to deal with things" to "Very well; I have no important complaints."
By Nidhi J Deglurkar and Max Bailey
25 March 2024
Click here for the article published inspired by the contents below on
the University of Sheffield Forge Press
In response to growing concerns about student mental health and well-being, researchers at the University of Sheffield are embarking on a novel research study aimed at understanding student mental health and wellbeing experiences. The SHARE (Students’ mental Health Assessment, Reflection & Experiences) Project consists of a team of researchers and student advisors, who aim to get to the heart of students' mental health and wellbeing needs.
Guidelines stress the importance of improved data collection on student mental health. Despite this, a lack of insight into students' experiences with existing measures persists, highlighting the need for innovative approaches to include student voices and to begin to address these challenges.
Prior research highlights a distinct gap in understanding students’ views and experiences of using mental health measures, especially among men and marginalised groups. The SHARE Project acknowledges the necessity of making these underrepresented voices heard, along with all students, in order to make a positive impact on the mental health and wellbeing of current and future students.
Part of the SHARE Project’s approach is the Student Advisory team. The team consists of University of Sheffield students who are keen to make an impact on mental health and wellbeing needs, not just at Sheffield, but at Universities across the UK.
Max: One of three current Student Advisors is myself, Max, and being a part of the SHARE Project so far has granted me numerous opportunities to be creative and engage with a wide range of student demographics. I discovered the SHARE Project soon after beginning my third year at University. By this point I’d overcome, what I consider to be, many tough and arduous challenges that come with being a student. University can undoubtedly be an uphill battle (especially if you’re in Sheffield), and though we are acquainted with certain stigmas about student mental health before starting our degrees, it is not until we get there that we begin to understand their full complexity.
Terms like ‘homesickness’ and ‘exam stress’ are a part of the daily experience of being a student, alongside a plethora of other worries and responsibilities. The SHARE Project has allowed me to channel my experiences with these things in a creative and impactful way
Nidhi: As an international student, making a small yet significant impact in a foreign country was always a part of the plan before coming to the University of Sheffield. The chance to work as a Student Advisor with a vibrant research team on a relevant issue like mental health was an ideal opportunity. As I became familiar with handling the weather woes, academic adventures, and culture changes, I realised that there are several aspects of being an international student that may have a beneficial or detrimental affect on one's mental health. These aspects remain unexplored and the SHARE project aims to explore just that!
As for myself, I believe this project is positively shaping me in both a personal and professional sense. It pushes me to step outside of my comfort zone and provides me with a chance to interact with diverse student groups, each with their own unique stories. This gives me a sense of belonging in a community.
Max: One instance in which I saw the SHARE Project’s potential was a couple of weeks ago, when I attended a BAME (Black, Asian and Minority Ethnic) Students’ committee. I got the chance to have incredibly insightful conversations about mental health with students who represented a diverse range of cultural perspectives. This experience gave me the opportunity to compare my own experiences with other students, whilst also learning about theirs. This has since instilled in me a greater confidence to speak about a diverse range of mental health and wellbeing experiences going forward. Not only that, but it has given me a renewed desire to listen to those who deserve to be listened to. And if there’s one thing the SHARE Project has taught me, it’s that everyone deserves to be listened to when it comes to speaking about mental health and wellbeing.
Nidhi: The research team offers us a lot of creative independence. Writing exciting reflection blogs to communicate our views and perceptions about various events and workshops is one of the ways we are exploring this independence. While these blogs aim to spark conversations about mental health among the students, they also allow us to develop our creative side. The Student Advisory team is also thrilled to work on an upcoming podcast to explore varied themes and share stories about mental health to connect with students in a fun manner. I'm eager to dive into this creative endeavour with Max, leveraging our combined skills and passion to create content that is captivating and reflective of not only our experiences but also the student community we are representing. It's a project I'm genuinely looking forward to, and I can't wait to see where our creativity takes us.
By Nidhi J Deglurkar
11 March 2024
Imagine yourself getting off a plane, ready to start a new chapter in your life in a foreign nation, your heart racing with excitement and a hint of nervousness. That's exactly how I felt when I arrived in Sheffield, welcomed with the crisp British air and friendly smiles of the locals. As an international student, each day is an adventure adjusting to a new culture, understanding a fresh educational setting, and making friends from diverse cultural backgrounds. I'm trying to embrace the uncertainty and savour every second of this thrilling journey!
While I was getting used to my new life at the University of Sheffield, I stumbled upon an opportunity to join a dedicated team of researchers as a student advisor for a research study focused on Students’ mental Health Assessment, Reflection & Experiences (SHARE). As a current Master's student studying Public Health, I am curious to learn about the practical aspects of conducting health research. Hence, I leapt at the chance to get involved in this project. It's been an eye-opening experience since I stepped into this role, to say the least.
As a student advisor, I've been working closely with the research team to better understand the existing mental health issues of university students, especially men and ethnic minorities, in order to enhance mental health and wellbeing services at universities. My responsibilities include assisting with the recruitment of research participants, brainstorming ideas for interactive student workshops and assessing the mental health and well-being profiles of students. But, most importantly, my responsibility is to be a voice for my peers, and to guarantee that their experiences and challenges are acknowledged and valued.
During various recruiting events, we had several interesting interactions with members of the Black, Asian, and Minority Ethnic Committee, as well as Student Union representatives at the International Forum, who brought up important concerns. Many International as well as home students struggle to find sources of mental health support in universities. Furthermore, students from ethnic minority groups believe that establishing a support system away from home is important, but putting themselves out there to find new circles of friends feels challenging. The most prominent remark was that the mental health needs of ethnic minority groups are extremely complex and open to numerous interpretations. What appears to be minor inconveniences to one person may be the cause of stress in another. On the surface, adapting to new types of food, linguistic nuances and social customs may appear to be minor hurdles; yet, these small adaptations can add up, resulting in feelings of loneliness, anxiety, and an intense feeling of being out of place. These observations reiterate the significance of this study which aims to recognise the hidden nature of students’ mental health difficulties.
This role is not only rewarding as it enables me to make a small difference in the mental health landscape but also because it gives me an opportunity to work with an encouraging research team, allowing me to learn and enjoy this process. Of course, getting involved in a research study presents its own set of challenges. While balancing between work and academics, there are days when it feels like there aren't enough hours in the day. But it is not all work and no play! In between research meetings and study sessions, I make time to enjoy the vibrant city of Sheffield. While window shopping in the City Centre or peacefully walking in Weston Park, I remind myself how grateful I am for this opportunity.
As I continue my journey as a Student Advisor, I'm ecstatic to further contribute to this initiative by helping the research team to organise exciting student workshops and providing insights to capture the mental health needs of a diverse student group. So here's to embracing uncertainty, venturing beyond our comfort zones, and seizing opportunities that come our way!
By Max Bailey
12 March 2024
Growing up in the UK, the prospect of University was something always etched in my mind. I was encouraged by teachers and parents alike, and therefore it was a path I always saw myself following at the end of A-Levels. Conversations around University with my teachers and parents couldn’t take place without constant allusions to stigmas about mental health at University. As the end of my A-Levels approached, I found these stigmas loomed larger and larger, to the point where I believed it was something I understood without any first-hand experience of it.
Now in my third and final year at University, studying English Literature, I can confidently say that I have encountered these stigmas first-hand, and understand completely the need for discussion about mental health and wellbeing experiences of University students, by students. Within the wider stigmas about mental health at University, are those relating to men, specifically the struggle to come forth about mental health and wellbeing difficulties. I can attest, as a man, that we do in fact struggle at times to be as communicative as we ought to be about what we’re going through. Also, being a student at University doesn’t make this any easier. I will never forget what it was like settling into my first year at University. My first time away from home, left with nothing but new responsibilities and living with strangers who were in the exact same position. It goes without saying that there were times in which I struggled in that first year, even during the second year, and if we’re being completely honest, even to this day. I have come to learn that life at University will always have its moments of isolation, but by any means, they don’t have to be suffered alone.
Talking is the answer. As a male student, I have seen just how far a simple conversation can go. As mentioned earlier, ‘us guys’ can find it hard to get the words out when something’s bothering us. Not only that, but we can struggle to ask our friends what’s wrong when something’s clearly bothering them. Instead of asking the questions that often need to be asked, we will usually reach out through gestures. For example, “Do you fancy a game of pool?”, or “Wanna go have a kick about?” have typically been my go-to’s. Don’t get me wrong, this is something I love about male camaraderie, and oftentimes it is exactly what we need when we’re feeling down, especially at University.
You may notice your new flatmate has been a bit dispirited the last few days, but you’ve only just met him, so you don’t know whether he’d be comfortable with talking about what’s got him down. On top of that, you’ve been feeling a bit homesick yourself, and you’re secretly hoping someone will ask you how you’re feeling. So what do you do? You ask your flatmate if he wants to go and watch the footy, or do a food shop together. Maybe this doesn’t get right to the questions that need to be asked, but it breaks down those barriers to familiarity. All the same, those thoughts tend to linger, and it is not until we talk about them that we can start to dispel them.
Working closely within the SHARE Project, I have been given the opportunity to have those conversations I wouldn’t necessarily have. Having lived and dealt with many of the mental health and wellbeing obstacles University presents you with, I felt confident going into my third year to have engaging discussions with fellow students who have either faced the same problems I have, or problems unique to their experience. I felt a burning desire to take what I’ve experienced and feed it back to the University in a way that yields positive outcomes. Fortunately, I came across the SHARE Project whilst settling into my third year, and saw it as the perfect opportunity to land myself in a position where I can achieve these goals. Of course, I have these sorts of discussions with my friends on a day-to-day basis, but the SHARE Project has provided me with the sense that these conversations are ultimately leading to insights which will benefit and protect future students for years to come.
One instance in which I saw the SHARE Project’s potential was a couple of weeks ago, when I attended a BAME (Black, Asian and Minority Ethnic) Students’ committee. I got the chance to have incredibly insightful conversations about mental health with students who represented a diverse range of cultural perspectives. This experience allowed me to achieve some of those goals I’d set out for myself at the beginning of the year, as I was afforded the opportunity to compare my own experiences with other students, whilst also learning about theirs. This has since instilled in me a greater confidence to speak about a diverse range of mental health and wellbeing experiences going forward. Not only that, but it has given me a renewed desire to listen to those who deserve to be listened to. And if there’s one thing the SHARE Project has taught me, it’s that everyone deserves to be listened to when it comes to speaking about mental health and wellbeing.
This is precisely what the SHARE Project is about—bridging gaps in knowledge about student experience through the simple process of talking about it.