Student Mental Health in Higher Education: A Descriptive Correlational Study and Multi-Tiered Intervention Framework

  • Authors

    https://doi.org/10.14419/ja8yty93

    Received date: September 13, 2025

    Accepted date: October 18, 2025

    Published date: October 24, 2025

  • Anxiety; Depression; Mental Health; Stress; Students

  • Abstract

    This study aims to propose a research-based intervention framework program for the students of a state university in the Philippines in ‎compliance with the mandates of RA 11036. This descriptive-correlational research involved 3,051 students who were recruited through ‎a purposive sampling technique from 11 campuses of the state university. The mental health status of the participants was assessed using the ‎Depression, Anxiety, and Stress Scale (DASS-42), a self-reporting tool. The results showed that the respondents exhibited varying levels ‎of depression, anxiety, and stress. Most of the students reported a moderate level of depression and stress, while the majority of them had ‎extremely severe anxiety levels. Furthermore, the study identified a significant association between the level of depression, anxiety, and ‎stress and the respondents' profile variables. Findings of the study were used as baseline data to propose a multi-tiered intervention ‎framework program aimed at addressing the varying levels of mental health concerns of the students. The proposed MIND Project ‎intervention framework focused on providing resources and support for individuals struggling with mental health issues. It is a structured ‎plan for addressing mental health concerns and serves as a model for other universities looking to prioritize mental health and create ‎supportive environments for their members‎.

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    Alea, M. G. D., Arcega, A. M., Cullar, D. S., Perez, A.-J. D., Evangelista, L. D. ., & Bersoto, M. A. . (2025). Student Mental Health in Higher Education: A Descriptive Correlational Study and Multi-Tiered Intervention Framework. International Journal of Basic and Applied Sciences, 14(6), 502-513. https://doi.org/10.14419/ja8yty93