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How Long-Distance Running Can Support College Students’ Mental Health

Wed, 08 Apr 2026 19:16:46 GMT

College can feel overwhelming—between classes, exams, and social pressures, it’s easy for stress to build up. The study by Feng, Zhou et al. (2020) dives into how long-distance running affects the mental health of undergraduate college students. The authors explore different mental health challenges such as depression and anxiety, which are often influenced by daily academic and emotional stress. They also examine positive emotions in college students, including feeling energetic, confident, and relaxed. The main goal of this study was to compare students who ran at least once a week with those who did not run or rarely ran long distances, to see whether running is associated with better mental health and more positive emotions.

To measure positive emotions and mental health, the researchers used questionnaires. College students were divided into two groups based on how often they ran long distances. Positive emotions were measured at four time points (T1, T2, T3, T4), which represented the start of the study and then 30, 60, and 90 days later. The running group included 52 students at each stage, while the control group included 37 students. Mental health was measured using different dimensions, including depression, obsession‑compulsion, and anxiety. This design allowed the researchers to track how regular long‑distance running might shape both emotional well‑being and mental health over time.

When looking at the results for positive emotions, the researchers found that students who ran regularly had higher scores across all measured aspects, including feeling energetic, confident, and relaxed. The only category that did not show much change was the “quietness” category. For mental health, students who did not run or rarely ran had higher scores in almost all of the negative mental health areas. Their scores indicated that their levels of depression and anxiety were above normal. This suggests that students who do not run regularly may be more likely to experience psychological stress. In contrast, students who ran at least once a week had mental health scores within the normal range, indicating healthier mental well‑being. Together, these results show that regular long‑distance running is associated with better mental health and more positive emotional experiences (Feng, Zhou et al. 2020).

This study is a strong example of the kinds of stress that students face in their daily lives and how certain habits can help protect emotional and mental health. It emphasizes not just the general benefits of physical activity, but specifically the impact that running can have, even though it is often considered a strenuous sport. In today’s world, so many students deal with constant pressure, stress, and anxiety. Running offers a simple and accessible way to take a break, move the body, and clear the mind, and it is cost‑free.

Colleges can play an important role by taking movement seriously and creating opportunities for students to engage in sports, like running, that support their well‑being. This could look like providing facilities, running clubs, and programs where students can network, build community, and care for their mental health at the same time. Running can become a practical tool that students use as a form of stress relief, helping them boost their mood and develop the confidence to care for their mental health while pursuing their academic and personal goals.

How the Mediterranean Diet Might Help Protect Against Depression

Wed, 01 Apr 2026 19:04:09 GMT

Feeling low or mentally drained is something most of us experience at some point. Depression is prevalent in every corner of the world, and it affects people’s ability to do everyday tasks. This mental health disorder is often linked to complex interactions between genetic, environmental, and lifestyle factors. In more recent years, researchers have begun to explore how diets may actually play a role in the onset and management of depression. Sánchez-Villegas sought to explore the connection between following a Mediterranean dietary pattern and the incidence of depression among healthy individuals. She chose the Mediterranean diet because it emphasizes the consumption of fruit, vegetables, legumes, nuts, whole grains, fish and olive oil, while also limiting the intake of meats and sweets. This type of diet has been known to improve neurological activity. The study’s main objective was to determine whether individuals who follow this dietary pattern are less likely to develop depression over time.

So how did the researchers actually study this connection? This prospective study was longitudinal as it followed a group of 10,094 Spanish university graduates from the (Seguimiento Universidad de Navarra) over many years. At baseline, all participants were free from clinical depression and filled out a validated food frequency questionnaire designed to measure adherence to the Mediterranean diet. The adherence was scored from 0 to 9, low to high, based on the consistency of their consumption of key dietary components. Then participants were given the questionnaire periodically over a few years; the duration of this following period varied from participant to participant, but the mean was 4.4 years.

The researchers found a clear inverse relationship between how closely the participants followed the Mediterranean diet and their risk of depression. Specifically, their results yielded that those who scored high (6-9 points) on the diet adherence scale had about a 30% lower risk of developing depression compared to those with low adherence (0-3 points). When statistically running these results, the researchers controlled confounding factors such as age, physical activity, smoking, and total energy intake. The protective effect of the diet is thought to stem from its high levels of omega-3 fatty acids, antioxidants, and B vitamins, which have been shown to support brain health and reduce inflammation.

These findings are important because they suggest that diet—which is a modifiable lifestyle factor—may be a useful tool in preventing the onset of depression. Unlike medication or therapy, which often come after symptoms arise, promoting healthy dietary habits from a young age could be a proactive way to protect our mental well-being. If you’re a student or young adult navigating a high‑stress environment, adopting a Mediterranean‑style diet might offer both physical and emotional benefits.

Universities could incorporate education on nutrition into wellness programs, promote healthier dining options, and host cooking classes or challenges that can encourage students to eat more fruits, vegetables and healthy fats. These practical changes can help you take more control of your mental health through small, consistent choices in what you eat every day.

Author:

Lauren Patterson, Computer Science/Economics Major, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Sánchez-Villegas, A., Delgado-Rodríguez, M., Alonso, A., Schlatter, J., Lahortiga, F., Serra Majem, L., & Martínez-González, M. A. (2009). Association of the Mediterranean dietary pattern with the incidence of depression: the SUN cohort. Archives of General Psychiatry, 66(10), 1090–1098. https://doi.org/10.1001/archgenpsychiatry.2009.129

Exploring the link between nutritional literacy and stress among college students

Sun, 29 Mar 2026 18:38:42 GMT

Elevated stress levels negatively affect mental health and overall wellbeing. Adopting healthy habits, such as regular exercise and a nutritious diet, is therefore essential for reducing stress and promoting wellbeing. However, less is known about the extent to which eating behaviors directly influence stress levels. To address this gap, Hasan et al. (2025) examined the association between nutrition literacy, eating behaviors, physical activity, and perceived stress among undergraduate students in Bangladesh. As the first study of its kind in Bangladesh, its goal is to raise awareness about holistic health in academic environments.

This cross-sectional study took place between May and June of 2024 at Noakhali Science and Technology University. Using Cochran’s formula, researchers estimated a sample size of 384; however, to account for non-response, they increased the final sample to 450 students. Participants were then selected through simple random sampling across the university’s facilities and academic levels. Researchers administered a structured questionnaire that included socio-demographic characteristics as well as measures of participants’ perceived stress, nutrition literacy, healthy eating behavior, and physical activity levels using adapted scales (p. 4).

As a result, more than half of the students (57.3%) had low nutrition literacy, and 47.6% had poor healthy eating behavior. Although no association between nutrition literacy and physical activity was found, results revealed a significant association between nutrition-related factors and perceived stress, consistent with findings from similar studies. Despite this, this study is limited by its relatively homogeneous sample and reliance on self-reported data.. Nevertheless, Hasan et al. recommend universities make healthy food options more accessible and prioritize nutritional education programs for students.

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The Impact of a Yoga Meditation Intervention on Student's Stress and Anxiety Levels

Wed, 25 Mar 2026 02:02:35 GMT

Stress is an inevitable part of life, but it is especially prevalent among college students navigating the demands of rigorous academic programs. According to Lemay et al. (2019), stress is defined as “a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances.” This definition captures what many students in health-related professional fields experience daily, as the pressure to perform well can feel extremely overwhelming.

In the spring of 2017, Lemay and colleagues investigated how yoga and meditation, which are widely accepted as nonpharmacologic modalities for stress and anxiety reduction, impact students’ overall mental health. Seventeen college students between the ages of 19 and 23 participated in the study. Thirteen of these students were female and four were male. Nine students were enrolled in the Doctor of Pharmacy program, while the remaining eight were pursuing degrees in other areas of study (Lemay et al., 2019).

Over six weeks, participants took part in weekly 60-minute vinyasa flow yoga sessions, followed by 30-minute guided meditation. Both activities were led by trained faculty members from the University of Rhode Island College of Pharmacy and conducted in a private classroom within the College of Pharmacy building. These sessions provided participants with a structured and accessible opportunity to step away from academic demands and explore the stress-relieving effects of yoga and meditation.

To assess changes in participants’ stress, anxiety, and mindfulness, the researchers used three self-report questionnaires. Students’ scores on each questionnaire were evaluated before and after the intervention using numerical values and categorical scales (low, medium, and high) specific to each instrument (Lemay et al., 2019). The Beck Anxiety Inventory (BAI) measured the severity of anxiety symptoms, the Perceived Stress Scale (PSS) evaluated how stressed students felt in their daily lives, and the Five Facet Mindfulness Questionnaire (FFMQ) assessed mindfulness skills across five dimensions (Lemay et al., 2019).

After the six-week intervention, Lemay et al. (2019) found that participants showed significant decreases in both anxiety and stress levels, along with a notable increase in overall mindfulness skills. Post-intervention assessments revealed that no students scored in the “high” category for stress or anxiety, indicating a shift toward lower stress and anxiety levels.

These findings suggest that participating in weekly yoga and meditation practices can effectively reduce stress and anxiety among college students while simultaneously improving mindfulness. In other words, building regular mind–body practices into students’ routines may help them feel calmer and more emotionally balanced as they manage the pressures of college life. Based on these results, Lemay et al. (2019) recommend that educational institutions consider integrating nonpharmacologic stress and anxiety reduction methods into their curricula to support student well-being.

The findings of this study are an important contribution to growing research on well-being, especially for college students dealing with high levels of stress. For those in demanding academic environments, the study highlights how natural, nonpharmacologic methods like yoga and meditation can help manage stress and anxiety when incorporated into daily routines.

These insights also provide educational institutions with evidence to support the development of wellness programs that take a more holistic approach to student care. By introducing structured practices like yoga and meditation, schools can create a supportive environment that helps reduce stress, promotes mindfulness, and improves emotional well-being—all of which can boost academic success and positively impact overall quality of life. Beyond institutional changes, it is also worth asking: What would it look like to give yourself 30 minutes this week just to breathe?

Author:

Ava Opper, Psychology Major, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Lemay, V., Hoolahan, J., & Buchanan, A. (2019). Impact of a yoga and meditation intervention on students' stress and anxiety levels. American Journal of Pharmaceutical Education, 83(5), 7001. https://doi.org/10.5688/ajpe7001

Challenges of Neurodivergent Graduate Students in STEM

Sun, 22 Mar 2026 01:49:15 GMT

Neurodiversity is a term that describes how individual brains may function in a unique way based on natural differences in the brain (Miller, 2024). These differences can be associated with a variety of neurological conditions, such as autism spectrum disorder (ASD), dyslexia, and attention-deficit/hyperactivity disorder (ADHD) (Syharat et al., 2023). Neurodivergent individuals often possess strengths that are highly valued in STEM fields, including creative problem solving and strong spatial visualization skills. Despite these strengths, many neurodivergent individuals still experience significant difficulties in STEM academia. Rigid traditional expectations and stigma surrounding their conditions can create environments that are challenging to navigate. As a result, neurodivergent people remain underrepresented in STEM fields (Syharat et al., 2023). In their study, Syharat et al. (2023) explore the specific barriers that neurodivergent graduate students face in STEM programs and how they use their unique skills to cope with and overcome these challenges.

The study used an online focus group method that included 18 graduate students at a very high research activity university. Participants were verified as both neurodivergent and STEM students based on their responses to a graduate student listserv and information from the university’s disability services office. Degree programs were classified as STEM by considering the majors offered and their alignment with National Science Foundation research areas (Syharat et al., 2023). To gather data, the researchers asked participants open-ended questions about their general experiences in graduate school. The online focus-group format allowed students not only to share their own experiences, but also to reflect on and respond to others’ stories, which enriched the data collected. Responses from earlier focus groups were used to refine and develop questions for later groups. Questions typically addressed topics such as individual strengths and challenges, relationships with peers and mentors, understanding of neurodiversity, and experiences with accommodations in both past and current educational settings.

From these conversations, the researchers found that the challenges of being neurodivergent within the typical dynamics of graduate school contribute to a power imbalance that negatively impacts students’ well-being (Syharat et al., 2023). The findings suggest that neurodivergent graduate students share some experiences with other minoritized groups, but they also face distinct challenges. These unique experiences include “internalization of neurotypical norms, self-silencing to make it through graduate school, and neurodivergent burnout due to overwork and masking” (Syharat et al., 2023). Over time, these dynamics can lead to feelings of alienation, difficulty balancing work and personal life, and increased mental health concerns such as depression and anxiety.

These findings are important because they highlight an underrepresented perspective in academia. Neurodivergent individuals have higher dropout rates from undergraduate education and are less likely to pursue advanced degrees compared to their neurotypical peers (Syharat et al., 2023). Although many universities have recently begun implementing initiatives to better support neurodivergent students, research on which approaches are most effective is still limited. This study is one of the first to clearly outline the specific challenges neurodivergent graduate students face in STEM programs and how those challenges can negatively affect their mental well-being. By centering the voices of these students, the research points to structural issues—such as stigma, lack of understanding, and rigid expectations—that may push talented neurodivergent individuals out of academic pathways. Looking ahead, future research can build on these findings to develop and test models of support that address the needs of neurodivergent students throughout their educational journeys. This might include creating more flexible learning environments, offering tailored mentorship, and normalizing conversations around neurodiversity in STEM. Ultimately, supporting neurodivergent graduate students is not only about inclusion; it is also about recognizing and valuing the strengths they bring to the field.

Author:

Marissa Chen, Psychology B.A. & Ethics minor, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Syharat, Connie Mosher, et al. “Experiences of Neurodivergent Students in Graduate STEM Programs.” Frontiers in Psychology, vol. 14, 2023, article 1149068, https://doi.org/10.3389/fpsyg.2023.1149068

References

Miller, C. (2024, December 3). What is neurodiversity?. Child Mind Institute. https://childmind.org/article/what-is-neurodiversity/

Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P. (2023, June 15). Experiences of neurodivergent students in graduate stem programs. Frontiers in psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10311419/

The Effect of Music-Listening on the Mental Health of College Students

Wed, 18 Mar 2026 01:29:42 GMT

Transitioning into college life can be challenging and is often a period where students experience mental health concerns such as anxiety and depression. Lipson et al. (2022) found that over 60% of college students face mental illnesses. In these cases, there are many ways that students may address these difficulties, such as seeking counseling or other psychiatric services. However, at some institutions, mental health resources may be limited or inaccessible due to cost. Listening to music is a common part of college students’ lives and serves as an accessible way to process emotions and foster connection. This paper by Tague et al. (2025) explored why college-aged students listen to music and how it affects their emotional state.

Results showed that students were more likely to listen to music alone. Specifically, 31.03% of respondents reported rarely listening with others in the past week, while 47.41% reported only sometimes doing so. Music can help validate and process emotions, and this may be more effective when students listen alone, as it provides a more intimate space for engagement. Furthermore, 37.04% of students often listened to music to match their mood, and 36.11% of students did so very often. 91.67% of participants also used music to influence their mood in various ways, such as alleviating anxiety, escaping from reality, or getting through difficult times.

This study contributes to the literature on wellbeing by demonstrating that music can serve as an accessible tool for emotional self-regulation, particularly during a period of heightened emotional instability. For students, these findings can be applied directly to their daily routines by intentionally choosing music that matches or shifts their mood. In this way, listening to music can be a way for them to reflect on their mental state and ground themselves during periods of high stress. They can also use music as a tool to engage students in conversations about mental health and promote its benefits as a coping strategy, especially for students who cannot or do not wish to seek therapy. They can utilize music as a way to connect with college students about mental health and educate them on the effectiveness of listening to music. Ultimately, this study shows how small everyday practices, such as listening to music, can be an effective way for college students to regulate their emotions and find comfort and support during a time of transition and personal growth.

Author:

Karen Wang, Chemistry major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Daniel Tague, Julia Annabi, Ruth Franklin, Emily Nielson, Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact, Music Therapy Perspectives, Volume 43, Issue 2, Fall 2025, miaf008, https://doi.org/10.1093/mtp/miaf008

References:

Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., Patterson, A., Singh, M., & Eisenberg, D. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021. Journal of Affective Disorders, 306, 138–147. https://doi.org/10.1016/j.jad.2022.03.038

Tague, D., Annabi, J., Franklin, R., & Nielson, E. (2025). Clinical Implications of College Students’ Music Listening Habits and Perceptions of Personal Impact. Music Therapy Perspectives, 43(2), miaf008. https://doi.org/10.1093/mtp/miaf008

How Does AI Therapy Compare To Human Therapy As a Wellbeing Tool?

Sun, 15 Mar 2026 01:18:57 GMT

The mental health epidemic is a major public health challenge, with an estimated 1 in 8 individuals living with a mental health disorder (Kuhail et al., 2025). This public health issue is exacerbated by the shortage of mental health professionals, particularly in low- and middle-income countries where there are 0.1 psychiatrists for 100,000 individuals (Kuhail et al., 2025). As the need for accessible healthcare grows, technology-based solutions have been considered. Kuhail and his team worked to evaluate mental health professionals’ perceptions of the supportive and empathetic AI chatbot, Pi. Specifically, this study aimed to determine whether humans could distinguish Pi from human therapists in the early phase of psychotherapy. This study included 63 participants, all professionals with psychotherapy backgrounds.

The participants were asked to read and evaluate therapy scenarios generated from human-AI and human-human interactions. The human therapy scenarios are transcripts adapted from Cognitive Behavioral Therapy (CBT) textbooks, and the Pi therapy conversations were generated by Pi using the same client opening statements. The participants were divided into four groups. Group 1 assessed two human-human interactions. Group 2 evaluated one human-human interaction, followed by one human-AI interaction. Group 3 focused on one human-AI interaction, followed by one human-human interaction. Group 4 assessed both human-AI interactions. The participants would read the scenario, assess the quality of described counseling, and identify whether it was human-human or human-AI. The scenarios were ranked on a 5-point Likert scale with questions focused on communication, understanding, credibility, and therapeutic techniques. The mean quality score was 3.70 for human-AI therapy transcripts and 3.43 for human-human transcripts. The percentage of correctly identified human-human transcripts (59.3%) was higher than correctly identified human-AI transcripts (49.2%). Kuhail et al. concluded, using the Mann-Whitney U test, that there was a statistically significant difference in therapists’ rating of human-human and human-AI therapy, with human-AI therapy rated at a higher quality. In addition, therapists could not reliably tell the difference between human-human and human-AI therapy. The use of a chi-square test confirmed that therapists’ identification of human therapists and Pi was not statistically significant.

These results are important in their contribution to the wellbeing literature as they demonstrate that Pi can perform early therapeutic tasks, such as active listening and problem exploration, at the level of human therapists. AI may effectively support individuals with their mental health, as evidenced by the fact that therapists both failed to reliably identify which transcripts were human-AI and rated Pi counseling as higher on average. Kuhail et al. explain that these findings can greatly impact mental-health services, especially in contexts where access to mental health professionals is limited. For the target audience of mental-health professionals and individuals seeking support, these results suggest that AI can be used as an accessible tool for reflective dialogue and emotional processing. The study suggests that AI is a useful addition to traditional therapy, offering practical everyday support while remaining separate from more advanced therapeutic work that is conducted by human clinicians.

Author:

Lily Orlando, Chemistry Major, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Kuhail, M. A., Alturki, N., Thomas, J., Alkhalifa, A. K., & Alshardan, A. (2025). Human-Human vs Human-AI Therapy: An Empirical Study. International Journal of Human–Computer Interaction, 41(11), 6841–6852. https://doi.org/10.1080/10447318.2024.2385001

How does Nutrition Affect the Mental Health and Well-being of Primary School Children?

Wed, 11 Mar 2026 01:12:45 GMT

Nutrition, the process of obtaining food for growth and health, plays a key role in child development that greatly involves both mental and physical development (Ossai, 2024). Nutrition strengthens children’s well-being and cognitive development contributing to physical health and supporting the function of the central nervous system (Ossai, 2024). Malnutrition, as defined by the World Health Organization (WHO) (2016), is the state of “significant deficiencies, which manifest in excesses or imbalances in a child’s nutrient base” (Ossai, 2024). Malnutrition negatively impacts children’s development and mental health, leading to issues such as “low school enrolment, depression, anxiety and low academic achievement and others” (Ossai, 2024). According to Ossai (2024), positive mental health and wellbeing refer to children’s optimal psychological development and quality of life, which should be achieved through adequate nutrition. Thus, this study aims to investigate the impact of nutrition on the mental health and well-being of primary school children in the rural suburbs of Nigeria, where malnutrition in protein-energy and micronutrients is prevalent and severe (Ossai, 2024).

This study uses an ex post facto research design, in which researchers compare preexisting groups without manipulating variables. The researcher obtained a sample of 197 children aged 8 to 12 from five migrant farmers’ primary schools located in Uzo Uwani, a rur,m al suburb of Enugu State, Nigeria, which serve a population of 3,488 children. To measure the children’s well-being and mental health in the context of Nigerian children, the research adopted and made modifications to the Children’s Mental Health Questionnaire (CMHQ) and Children’s Wellbeing Index (CWI). CCMHQ measures children’s mental health using 15 items that assess levels of depression anxiety, suicidal thoughts, and related behaviors on a four point Likert scale. CWI measures children’s well-being through six dimensions: self-acceptance, life satisfaction, personal growth, positive interpersonal relationships, adaptability, and quality of life, using yes/no response questions. Linear regression was further applied to analyze the questionnaire data and identify relationships between nutrition, mental health, and wellbeing.

For the relationship between nutrition and mental health, results show a strong positive correlation between nutrition and children’s mental health in the studied migrant farmers’ primary school in the specified area of Nigeria, with a coefficient of R = 0.915. The coefficient of determination indicates that 83% of the variation in mental health outcomes could be explained by nutritional factors. With a p-value of 0.000 in the linear regression test of nutrition and mental health, it is supported that nutrition is creating a meaningful and positive impact on their mental health. For the relationship between nutrition and well-being, results show that there is a high and positive correlation between nutrition and the well-being of the children in the studied migrant farmers’ primary schools, with a correlation coefficient of R = 0.949. The coefficient of determination of 0.901 showcases that 90% of the variation in the well-being of children who share a similar background with the sample could be explained by nutrition. The p-value of 0.000 from the linear regression test again shows that nutrition has a meaningful effect on their well-being.

The results are important in exploring and strengthening the potential relationship and causation between nutrition and mental health and well-being. Although the results are most appropriately generalizable to primary school children in the selected 5 migrant farmers’ schools in the study area of a rural suburb of Uzo Uwani in Enugu State, Nigeria, the findings further supported the seriousness of malnutrition in impacting children’s wellbeing and mental health. Having results aligned with other studies, they show that nutrition plays a great role in children’s mental health in developing countries (Ossai, 2024). In terms of well-being, this study also provides further confirmation of the results of older studies that demonstrate a relationship between malnutrition and poor well-being (Ossai, 2024). Acknowledging the importance of nutrition in children’s “physical, cognitive, and emotional wellbeing”, it is necessary to address the ongoing issue of malnutrition through further strategies (Ossai, 2024). Possible interventions include improving children’s access to balanced diets and diverse nutrients (Ossai, 2024). Applying the findings and results to our daily life, we should learn to place more attention on children’s daily nutrition habits, eating patterns, or nutritional composition in each meal. Knowing that nutrition has an intimate relationship with mental health and well-being, especially in regions with lower economic status, we could also provide additional support for these regions in nutrition to contribute to improving their mental health and wellbeing.

Author:

Catherine Wu, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Ossai, O. V. (2024). Impact of Nutrition on Mental Health and Wellbeing of Primary School Children in a rural suburb of Enugu State, Nigeria. Didaktika: Jurnal Kependidikan, 13(3 Agustus), 2815-2822. https://doi.org/10.58230/27454312.1135

Social media and Adolescent Mental Health: The Good, The Bad and the Ugly

Sun, 08 Mar 2026 01:03:36 GMT

Social media has become an integral part of adolescents’ lives. This study examines how
adolescents engage with social media platforms, what they use them for (such as communication, identity expression, entertainment, belonging), and what aspects may be helpful or harmful. Mental health is considered broadly, including emotional well-being, stress, anxiety, mood, self-esteem, and overall psychological functioning. The study focuses on how adolescents perceive social media to affect these dimensions in their lived experiences. Additionally, practitioners describe how they evaluate potential harms associated with social media use such as exposure to cyberbullying, social comparison, pressure to present oneself a certain way, and harmful content. Social media is discussed as a “new domain” practitioners must now consider during clinical assessment.

The study used a qualitative focus-group design to gather in-depth perspectives on the relationship between social media and mental health. Eight focus groups were conducted in total, including six with adolescents aged 11-18 years and two with mental health practitioners. Ethical approval was obtained prior to data collection to ensure the protection and confidentiality of all participants. During the sessions, participants were encouraged to openly share their experiences, views, and opinions regarding how social media intersects with mental health. This format encouraged natural discussion, interaction, and reflection, providing rich qualitative data from both adolescent and practitioner perspectives. The focus-group approach also allowed researchers to identify common themes, concerns, and insights across groups.

Participants described what they perceived as the “good,” “bad,” and “ugly” sides of social media, weighing its potential benefits to well-being against its negative impacts on adolescents. Participants often distinguished between their own social media use and that of others, tending to view their personal engagement as relatively safe or manageable while they perceived other teens as being at higher risk. Although they acknowledged the problems of social media, they often attributed those risks to “other kids” not themselves or their close peers. Mental health practitioners echoed many of these concerns or criticisms about social media, such as its impact on anxiety, comparison, or exposure to harmful content. At the same time, they also recognized that social media can have positive aspects, such as social connection, support, and creative expression.

These results are important because they highlight both the benefits and drawbacks of social media on the lives and well-being of adolescents. Considering both sides of social media use allows for a more balanced and accurate understanding. Social media is neither inherently harmful or beneficial, it can function as both depending on how it is used. Looking at only one side oversimplifies what has become a complex part of adolescents’ lives. Encouraging a more holistic view of social media may benefit both adolescents and practitioners, as social media can empower adolescents by validating its meaningful role in friendship, communication, and self-expression. Nonetheless, if students feel that they understand the risks and benefits of social media use, they can make informed decisions about how they let it play a role in their lives. Students can use social media creatively to share their experiences and connect with others in meaningful ways.

Author:

Caroline Wallace, Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

O’Reilly, M. (2020). Social media and adolescent mental health: the good, the bad and the ugly. Journal of Mental Health, 29(2), 200–206. https://doi.org/10.1080/09638237.2020.1714007

Sleep Patterns & Predictors of Disturbed Sleep

Wed, 04 Mar 2026 00:51:39 GMT

Sleep is a vital element of well-being, especially for college students who face academic stress, social pressure, and irregular schedules that can disrupt healthy sleep routines. Lund et al. (2009) conducted an empirical study to identify how common disturbed sleep is among undergraduate students and to examine the specific behaviors and factors that contribute to poor sleep quality. The goal of the study was to examine differences between weekend and weekday sleep patterns, analyze how sleep disturbances impact physical and psychological health, and quantify overall sleep patterns in this population.

This study utilized a cross-sectional survey design with a large sample of undergraduate students at a Midwestern university. The authors, Hannah G. Lund, Brian D. Reider, Annie B. Whiting, and J. Roxanne Prichard, collected self-report data on students' usual bedtime and wake times, weekend versus weekday schedules, daytime sleepiness, and the use of medications or substances to alter alertness or sleep. The main assessment tool used was the Pittsburgh Sleep Quality Index (PSQI), which categorizes individuals as either “poor sleepers” or “good sleepers.” This classification is based on seven components of sleep, including sleep latency, disturbances, duration, efficiency, use of sleeping medication, daytime dysfunction, and overall sleep quality. Using descriptive statistics and regression analyses, the study identified predictors of poor sleep.

The findings revealed concerning trends regarding college student well-being. More than 60% of students were classified as “poor quality sleepers” according to the PSQI assessment. A notable percentage of students reported using prescription medications, over-the-counter sleep aids, stimulants, and even alcohol to modify their sleep schedules or maintain wakefulness. Additionally, students demonstrated irregular sleep patterns, going to bed and waking up significantly earlier on weekdays compared to weekends. This pattern reflects the concept of “social jetlag,” which is associated with disturbances in circadian rhythm. Finally, poor quality sleepers reported higher levels of psychological distress and more physical health complaints compared to good quality sleepers, indicating a strong relationship between sleep disturbance and overall well-being challenges.

This study highlights that poor sleep quality among college students is a major concern due to its impact on overall well-being. The strong association between sleep quality and both psychological and physiological health problems suggests that universities should prioritize sleep education and consider structural changes that promote healthier schedules. Implementing such changes could improve productivity, academic performance, and the overall campus environment. Moreover, because sleep is a modifiable behavior, even small improvements in student habits, such as reducing substance use to regulate sleep and maintaining more consistent sleep schedules, could lead to improvements in academic performance and emotional well-being.

Because the study utilized a large sample and well-established measurement tools, the insights it provides are valuable. However, the cross-sectional design limits the ability to determine causation. Although the findings demonstrate strong associations, they do not prove that poor sleep directly causes psychological or physical distress. Future research could use longitudinal or experimental designs to examine how targeted sleep interventions influence student well-being over time. Doing so would provide clearer evidence regarding the long-term benefits of improving sleep hygiene in college populations.

Author:

Anaisha Aggarwal , Emory University

Editor:

Mary Yeboah, Emory University

Article Reviewed:

Lund, H. G., Reider, B. D., Whiting, A. B., & Prichard, J. R. (2009). Sleep Patterns and Predictors of Disturbed Sleep in a Large Population of College Students. Journal of Adolescent Health, 46(2), 124–132. https://doi.org/10.1016/j.jadohealth.2009.06.016

Sleep Quality and Mental Health in “Healthy” College Sleepers

Sun, 01 Mar 2026 04:36:14 GMT

University life comes with a rush of new independence, heavier workloads, and constant
social stimulation. In the middle of all this, sleep often becomes negotiable. Many

students recognize that pulling all-nighters or sleeping only a few hours can hurt their

mood and focus. But what about students who appear to have “healthy” sleep habits on

paper? Are they protected from mental health struggles simply because they go to bed

at a reasonable time and get enough hours of sleep?

Milojevich and Lukowski (2016) set out to answer this question by examining how sleep quality, not just sleep duration, relates to mental health in undergraduate students who generally maintained healthy sleep habits (no extremely late bedtimes, no diagnosed sleep disorders, and a minimum amount of nightly sleep). Focusing on this group helps clarify whether “good” sleep schedules are enough to safeguard mental health, or whether more subtle sleep disruptions still put students at risk.

Methods/Results of the Milojevich & Lukowski study:

The study included 69 undergraduate students (37 females, 32 males), with an average age of 20 years. To be eligible, participants had to go to bed before 2:00 a.m. at least four nights per week, sleep at least six hours per night, and report no diagnosed sleep disorders. These criteria were designed to capture students with generally healthy sleep patterns and allowed the researchers to focus on how sleep disruptions, rather than very short sleep, relate to mental health.

Sleep was evaluated using both objective and subjective measures. Objective aspects included factors like the total number of hours slept, while subjective aspects focused on how restful and satisfying students perceived their sleep to be. Sleep quality was measured with the Pittsburgh Sleep Quality Index (PSQI), and daytime sleepiness was assessed with the Epworth Sleepiness Scale (ESS). Mental health was measured with the Adult Self-Report (ASR), which captures internalizing problems (such as anxiety and depression) and externalizing problems (such as aggression and rule-breaking).

Using regression models, the researchers examined how different aspects of sleep related to mental health outcomes. They found that poor sleep quality was linked to higher levels of both internalizing and externalizing problems. Students who reported more sleep disruptions, such as difficulty falling asleep, waking up too early, or experiencing fragmented sleep, also reported more psychological distress. Interestingly, the total amount of sleep was not as strongly related to mental health as one might expect. Simply getting enough hours of sleep did not guarantee emotional stability, suggesting that how continuous and restorative sleep feels may be more important than duration alone.

Even among undergraduates without clinical sleep disorders and with relatively healthy sleep habits, disruptions in sleep quality were associated with greater mental health challenges. In other words, “good enough” sleep schedules may still leave students vulnerable if the sleep itself is not deep, consistent, and restorative.

Importance & real-world applications:

The findings of Milojevich and Lukowski (2016) highlight the importance of looking beyond simple advice like “get eight hours of sleep.” While adequate duration is important, this study shows that the quality of sleep, especially the presence or absence of disruptions, plays a critical role in students’ emotional well-being.

For college students, this means paying attention not only to when they go to bed and wake up, but also to how often they wake up during the night and how rested they feel in the morning. Frequent awakenings, difficulty falling asleep, or feeling unrefreshed can be early signs of stress and emotional strain, even in students who appear to have healthy sleep schedules.

For universities, these results suggest that mental health initiatives should include attention to sleep quality. Campus programs could offer education on sleep hygiene, relaxation techniques, and mindfulness practices that help students fall asleep more easily and stay asleep throughout the night. By prioritizing high-quality, restorative sleep rather than focusing only on sleep duration, universities may better support both the mental and physical health of their student communities.

Overall, the study by Milojevich and Lukowski (2016) shows that poor sleep quality, particularly sleep disruptions, can contribute to mental health issues such as anxiety and aggression, even in undergraduate students with generally healthy sleep habits. Their work underscores that sleep is not just about how long we rest, but how well we rest.

Author:

Allegra Tachner, Emory University

Editor:

Rebekah Afework, Emory University

Article Reviewed:

Milojevich, H. M., & Lukowski, A. F. (2016). Sleep and mental health in undergraduate students with generally healthy sleep habits. PLOS ONE, 11(6), e0156372. https://doi.org/10.1371/journal.pone.0156372

Improving Sleep to Improve Your Mental Health

Mon, 06 Jan 2025 00:16:48 GMT

It is conventional knowledge that sleep difficulties and complications often serve as a precursor to further mental health problems, but limited research has been done on how improving sleep can potentially benefit psychological health (Freeman et. al, 2017). Freeman and his colleagues aimed to fill the gap in our understanding of this topic by conducting a randomized controlled study to determine whether treating insomnia—a condition characterized by a lack of sleep—can reduce paranoia and hallucinations while overall providing broader mental health benefits.

Insomnia was defined using the Sleep Condition Indicator (SCI) to standardize insomnia experiences among participants. Mental health outcomes were determined via incidence rates of paranoia episodes, hallucinations, depression, anxiety, and nightmares: these experiences were said to reduce psychological wellbeing. Freeman et. al hypothesized that insomnia causally contributes to mental health problems, meaning improvements in sleep should have the ability to alleviate such issues.

Methods/Results of the OASIS trial:

This study consisted of 3,755 university students with insomnia (determined per the SCI scale), who were then randomly assigned to two experimental conditions. The first experimental condition was to receive digital CBT and the second was to receive usual care. In the treatment experimental condition, the digital CBT program “sleepio” would coach participants on sleeping exercises to improve their restfulness. The experiment was conducted across twenty-six universities in the United Kingdom.

Online assessments were conducted at week 0, week 3, week 10, and week 22. These weeks reflected the baseline, mid-treatment, end of treatment, and follow-up after treatment markers for data collection. Several questionnaires were utilized by the research team to get a better insight into the psychological wellbeing of the participants. Insomnia was measured by the Sleep Condition Indicator (SCI); Paranoia was measured via the Green et. al Paranoid Thought Scale (GPTS); Hallucinations were measured via the

Specific Psychotic Experiences Questionnaire (SPEQ); and depression and anxiety were measured through the PHQ-9 and GAD-7 scales, respectively.

Freeman et al., found significant reductions in insomnia, paranoia, and hallucinations in the group that received treatment to increase sleep compared to the control. There also appeared to be improvements in depression, anxiety, and psychological functioning. Using mediation analysis, they were able to quantify that improvements in sleep accounted for 58% of the reduction in paranoia and 39% in hallucinations.

Importance & Real-world applications:

The results of this study are significant as they demonstrate that insomnia is causally related to mental health problems, suggesting the importance of sleep as treatment for various health conditions. Moreover, the benefits to psychological well-being appear to have no downsides, making sleep one of the few solutions to mental health issues that don’t have side effects associated with them. To that end, students (especially, in college) should find ways to make sleep a priority for them. In doing so, they will be more well-rested, less anxious, and less likely to experience periods of sadness.

The upside of less anxiety and less depressive thoughts is a happier student body that is both sound in mental and physical health, as the two are closely related. It will be interesting to see what future directions this research could take. I suspect more studies will be conducted to determine the “minimum” amount of sleep needed to function executively without affecting psychological well being. As more research on sleep grows, I believe students and working professionals alike will recognize the importance of sleep in our daily lives.

Author:

Sarang Arun, Biology Major, Emory University

Editor:

Elaine Johnson, PhD

Study Reviewed:

Freeman, D., Sheaves, B., Goodwin, G. M., Yu, L. M., Nickless, A., Harrison, P. J., Emsley, R., Luik, A. I., Foster, R. G., Wadekar, V., Hinds, C., Gumley, A., Jones, R., Lightman, S., Jones, S., Bentall, R., Kinderman, P., Rowse, G., Brugha, T., Blagrove, M., … Espie, C. A. (2017). The effects of improving sleep on mental health (OASIS): a randomised controlled trial with mediation analysis. The lancet. Psychiatry, 4(10), 749–758. https://doi.org/10.1016/S2215-0366(17)30328-0

Understanding Sleep and Depression in College Aged Students

Sun, 05 Jan 2025 23:45:49 GMT

Starting college is a major transition. It often feels like a rollercoaster of new experiences—moving into dorms, juggling packed schedules, and figuring out how to survive on campus dining. All these changes can impact students’ minds, often leading to increased stress, anxiety, and sometimes even depression.

Researchers Wang Li et al., 2020, conducted a study to explore one piece of the puzzle of this transition that's often overlooked: sleep. Past research has indicated that poor sleep quality does predict depressive symptoms (Dinis & Bragança, 2018). Wang Li and his colleagues wanted to know how do sleep quality as well as the number of hours students sleep each night interact with feelings of depression. By defining good mental health simply as “no signs of depression,” a clear pattern could be identified.

The conductors of this study surveyed 9,515 college students, asking them questions about their sleep routines (i.e how long they slept, how well they slept, and about their overall mental health).They grouped the students sleep habits into three groups: short, normal, and long for how many hours they slept, plus poor, normal, and good for how well they slept.

The results really stood out.

Students who got less sleep (<7 hours) , or who said their sleep wasn’t great, tended to show more signs of depression, while students who reported having better sleep quality had less depressive symptoms. Even when researchers factored in things like how active they were, their BMI, and their financial backgrounds, the interaction between sleep and depression held. In other words, poor sleep went hand-in-hand with feeling more down and out.

Why This Matters:

This research points to something that should be common sense, but often isn’t: getting enough good-quality sleep is a big deal for mental health. Colleges might be doing a lot to help students deal with stress—offering counseling, wellness workshops, or meditation sessions—but if they’re not talking about sleep, they are undoubtedly missing a crucial piece to this puzzle.

By taking steps to help students sleep better (i.e maybe providing tips on sleep habits, tweaking class schedules, or encouraging more flexible routines) schools can make a real difference.

College is never going to be completely stress-free, but ensuring students have every chance to rest well could help them stay emotionally balanced, more focused on their studies, and ready to make the most of their time on campus.

So, how are you going to manage and prioritize your sleep this semester?

Author:

Kiyan Afkhami, Emory University, Class of 2028

Editor:

Elaine Johnson, PhD

Study Reviewed:

Li, W., Yin, J., Cai, X., Cheng, X., & Wang, Y. (2020). Association between sleep duration and quality and depressive symptoms among university students: A cross-sectional study. PloS one, 15(9), e0238811. https://doi.org/10.1371/journal.pone.0238811

Other Works Cited:

Dinis, J., & Bragança, M. (2018). Quality of Sleep and Depression in College Students: A Systematic Review. Sleep science (Sao Paulo, Brazil), 11(4), 290–301. https://doi.org/10.5935/1984-0063.20180045

Treatments That Work: The Impact of Mindfulness-Based Cognitive Therapy on Major Depressive Disorder

Fri, 03 Jan 2025 16:43:25 GMT

Depression is a widespread and debilitating mental health issue with profound consequences for individuals, society, and the economy (Kessler et al., 2003; König et al., 2020; Moussavi et al., 2007). A key feature of depression is the diminished ability to experience positive affect and positive emotions , with anhedonia (a reduced interest in or pleasure from previously rewarding activities) being a central symptom of the condition (Dunn, 2012; Dunn, 2019).

Dunn and colleagues aimed to explore alternatives to the most common approach to depression which is Maintenance antidepressant medication (M-ADM) (Moriarty et al., 2020). The reason to explore alternatives is because taking antidepressants can have several downsides, including struggles to repair anhedonia and M-ADM requires lifelong maintenance to remain effective (Moriarty et al., 2020, Alsayednasser et al., 2022; Dunn et al., 2020).

T his study focuses on the potential effectiveness of Mindfulness Based cognitive therapy with support to taper from antidepressant medication (MBCT - TS) as an alternative to M-ADM, in reducing the risk of Relapse. The alternative is also focused on prioritizing positive affect levels (Dunn et al. 2024) given that low levels of positive affect have been shown to predict an increased risk of depressive relapse/recurrence in the past (Dunn et al. 2020, 2024).

Methods:

The study used a single-blind, randomized controlled trial to examine the effectiveness of MBCT-TS (Mindfulness-Based Cognitive Therapy with Tapering Support) compared to ongoing M-ADM (Maintenance Antidepressant Medication) in preventing depressive relapse/recurrence .

A total of 424 participants with a history of at least three depressive episodes, but not currently in an episode, were randomly assigned to one of the two treatment groups. The MBCT-TS group completed eight weekly 2.5-hour sessions, with up to four optional refresher sessions the following year, and began tapering or discontinuing medication after the fourth session. The M-ADM group maintained their antidepressant regimen under medical supervision for the duration of the study.

Data collection involved assessing Positive Affect (PA) through the joy and contentment subscales of the Dispositional Positive Emotions Scale (DPES). Depression severity was measured using the Hamilton Depression Rating Scale (GRID-HAMD), and mindfulness levels were evaluated with the Five Facet Mindfulness Questionnaire (FFMQ). Participants’ formal meditation practices were also tracked on a 4-point scale. Depressive relapse/recurrence was monitored at 9, 12, 18, and 24 months.

Results:

Dunn et al, found that MBCT-TS shows strong potential as an alternative to M-ADM for minimizing depressive relapse in individuals with recurrent depression. MBCT-TS was found to significantly boost positive affect, which includes feelings like joy and contentment, compared to M-ADM. As positive affect plays a key role in guarding against relapse, individuals with higher baseline positive affect levels were shown to have greater resilience. This indicates that the therapy not only supports medication tapering but also enhances emotional well-being, helping reduce the risk of relapse

Nevertheless, the study has its limitations. It remains uncertain whether improvements in positive affect were directly due to MBCT-TS, the tapering process, or a combination of both. Furthermore, the participant pool was predominantly white individuals from Britain, which may restrict how broadly the findings can be applied. Despite these challenges, the results align with existing theories emphasizing the importance of positive affect in fostering resilience. Enhancing future MBCT-TS programs by focusing more on strategies to cultivate positive affect could amplify its effectiveness.

Why this Matters:

These results are important because they strengthen the validity of alternative treatments for depression that reduce risk of relapse. This is especially useful for patients that don’t wish to take medication the remainder of their lives. To taper off of M-ADM’s without increasing the risk of relapse, can be very important to people, as M-ADM’s can be a financial burden and can create serious side effects. Additionally, this literature provides promising evidence for holistic approaches, which work to bridge the gap between eastern medicine and western philosophy.

Author:

Mason Bradford, Emory University

Editor:

Elaine Johnson, PhD.

Article Reviewed:

Dunn, B. D., Warbrick, L., Hayes, R., Montero-Marin, J., Reed, N., Dalgleish, T., & Kuyken, W. (2024). Does mindfulness-based cognitive therapy with tapering support reduce risk of relapse/recurrence in major depressive disorder by enhancing positive affect? A secondary analysis of the PREVENT trial. Journal of consulting and clinical psychology, 92(9), 619–629. https://doi.org/10.1037/ccp0000902

What the Research Says about Sleep and Creating Your Schedule as A College Student

Thu, 02 Jan 2025 17:09:56 GMT

Emerging findings have suggested that short sleep duration can cause reduction in physical health such as “increased blood pressure” and mental health such as “increased risk of bipolar disorder” (Fischer et al., 2019). Undergraduate students, not only have shorter sleep
duration, also have highly variable sleep patterns. Fischer and his colleagues aimed to explore irregular sleep patterns’ effect on student wellbeing, relations between irregular sleep patterns and irregular first scheduled event (such as go to class), and combination effect of irregular sleep patterns and event schedule on student’s wellbeing (Fischer et al., 2019).

The researchers used a metric called Composite Phase Deviation (CPD) to measure the irregularity of sleep pattern and

event pattern. The data of this study was collected for “about 30 days by 223 full-time undergraduates between 2013 and 2016 at a midsize private university in Massachusetts, United States.

Among the 223 undergraduates, 37% were females. All of them were aged between 18 to 27. Participants were asked to wear an actigraphy device to monitor their sleep patterns and first event schedule pattern for thirty days. Chronotype and CPD were calculated using midsleep times. Then, the participants were asked to report five scales of wellbeing every morning: “Sleep-Alert, Sad-Happy, Sluggish-Energetic, Sick-Healthy, and Stressed-Calm” (Fischer et al., 2019). The study used nonparametric tests including Spearman’s rank correlations to test “associations between wellbeing and sleep variables”, Mann-Whitney U tests to compare Male vs. Females in wellbeing, Kruskal-Wallis tests compare chronotype categories and clusters (Fischer et al., 2019). Regression analysis and cluster analysis are also performed in data

processing.

Results showed that “sleep and event schedules are very loosely coupled in these undergraduate college students”, representing that there is no significant association between sleep pattern and event schedule at average (Fischer et al., 2019). However, both irregulated

sleep pattern and irregulated first scheduled event “are associated with worse average well-being over a period of approximately 30 days” (Fischer et al., 2019).

This result is significant in undergraduate wellbeing research because it highlighted not only the effect of irregular sleep pattern but also irregular first scheduled event. It is useful to serve as a suggestion to undergraduate that they should arrange their first scheduled event at approximately same time every day. For example, this study can help students in making decision on course registration. This also encourages students to schedule constant morning events, such as eating breakfast and doing exercise for a better wellbeing. Also, the study signifies that there is no association between irregular sleep pattern and irregular first scheduled events. This warned students that they still need to pay attention on maintaining a regular sleep pattern even if they already have regular first scheduled events. By maintaining regular sleep pattern and first scheduled event pattern, undergraduates are more likely to be physical healthy, mentally healthy, and academically successful.

Author:

Teddy Chen, Emory University

Editor:

Elaine Johnson

Article Reviewed:

Dorothee Fischer, Andrew W McHill, Akane Sano, Rosalind W Picard, Laura K Barger, Charles A Czeisler, Elizabeth B Klerman, Andrew J K Phillips, Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students, Sleep, Volume 43, Issue 6, June 2020, zsz300, https://doi.org/10.1093/sleep/zsz300