The Significance and Challenges of Departmental Student Support:

Implementation and Utilization of Mental Health Surveys

Abstract

[Purpose]

  Surveys of student mental health conducted by the department can provide valuable fundamental data to promote student support. This study examines the significance and challenges of an approach whereby the department implements such a survey for incoming students, shares the results among faculty members, uses the findings appropriately to support students, and collaborates with specialized departments as needed.

[Methods]

  From April 2020 to April 2023, after stress management classes, new students’ responded to scales related to mental health and developmental disorder tendencies, such as the K10 and the Difficulties Questionnaire Related to Developmental Disabilities, daily life, suicidal ideation, desire for counseling, and messages to teachers.

[Results]

  Throughout the survey period, the proportion of students in the high-scoring K10 group increased, whereas no significant change was recorded in that in the high-scoring group on the Difficulties Questionnaire. By sharing information about students who may need support within the department and having faculty members monitor their daily behavior and provide assistance as necessary, better understanding the students’ situations became easier. Additionally, appropriate connections with counseling departments could be established based on the survey results. Furthermore, difficulties related to mental health and developmental disabilities are not independent of each other but related. In particular, “autistic-related difficulties” have a significant impact on mental health.

[Discussion/Conclusion]

  Information sharing within the department respectively contributed to strengthening the first and second layer of daily and institutionalized support, such as faculty–student meetings, in the three-tier model of student support, as well as to fostering collaboration with counseling departments. However, to conclude that a bidirectional relationship existed with the third layer, which involves specialized student support provided by counseling departments, is difficult. The establishment of a system that can provide timely and appropriate support to students in need by sharing survey results between the department and counseling departments is desirable. Furthermore, given the strong correlation between scores on the Autistic-Related Difficulties Scale and mental health, appropriate support based on these results needs to be considered in the future.