There was, however, no significant difference between the MBI intervention group in levels of depression, anxiety or perceived stress when compared to an active control group receiving health education, relaxation, physical activity, or other approaches including CBT. Studies were excluded if they examined interventions to address specific, pre-existing neurodevelopmental conditions (e.g., attention deficit hyperactivity disorder) or focused on non-health or wellbeing outcomes (e.g., educational performance outcomes). Despite this increase, the capacity of professional services to offer 1 to 1 support to large numbers of students is limited .<\/p>\n
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The relocation and life change that international students experience may contribute to culture shock upon arrival on campus (Iarovici, 2014). While this grouping does not disaggregate between the many different cultures present, there are some common trends for institutions of higher education to acknowledge in the support of international students. First-generation students can benefit from additional support related to the barriers related to finances, academics, and sense of belonging (PNPI, 2020a). Feelings of social isolation and lack of connection experienced by Addressing campus substance misuse together<\/a> students with disabilities align with other mental health risks, such as developing a substance use disorder.<\/p>\n\n