Mental Health of Students as a Contribution to Change in Higher Education
Mental Health of Students as a Contribution to Change in Higher Education

Summary/Abstract: This article examines students' mental health as a key indicator of the need for change in higher education. The main objective of the study is to analyze and assess the mental health of the study population, with particular attention to various aspects of psychological well-being and experienced difficulties, as well as to examine differences across sociodemographic variables. The focus of the study is students' overall mental health during the past 12 months. The research is diagnostic in nature and is based on survey data addressing two main questions: the general mental health of students and its variation in the study population. The discussion begins with a theoretical reflection on the concept of change from philosophical and sociological perspectives, followed by a review of national reports on students' mental health (Commissioner for Patients' Rights, NZS and PSSiAP, Ministry of Science, CBOS). The authors' original research, conducted with a sample of 232 students, revealed a high prevalence and wide range of mental health problems, including anxiety, depressed mood, low self-esteem, feelings of loneliness, as well as suicidal thoughts and self-harm. The most important finding is a statistically significant difference in mental health status by gender, with men reporting significantly better mental health than women and people who identify as non-binary or other genders. The conclusions and recommendations point to an urgent need for fundamental, systemic changes in higher education. Practical implications include recognizing mental health as a strategic priority for universities, expanding and professionalizing psychological support services, providing systematic training for academic staff on basic mental health issues, and regularly monitoring and evaluating implemented measures. Students' mental health is emphasized as a crucial factor in both academic success and social functioning.

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