PCN reports : psychiatry and clinical neurosciences · 2026
Mental health and educational environments of university students during the post-Coronavirus Disease 2019 pandemic: A longitudinal study.
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Tanaka Mika, Tanaka Yuji, Ohi Kazutaka, Shioiri Toshiki
Аннотация
AIM: Previous studies have documented a decline in the mental health of university students during the Coronavirus Disease 2019 pandemic; however, only a few studies have investigated the underlying causes. This study examined longitudinal changes in learning environments and physical and mental health among Japanese university students during the post-pandemic period.
METHODS: The yearly survey on mental health and learning conditions between 2022 and 2023 involved 855 university students. The survey assessed the Kessler Psychological Distress Scale 6, the proportion of classes using digital technology, physical fatigue areas, and current health issues. The Wilcoxon signed-rank test was used to compare changes in distress scores and digital class proportions between years. Distribution patterns were investigated using a chi-square test, and factors related to mental health shifts were explored through multiple logistic regression analyses.
RESULTS: The mean score for psychological distress increased from 3.0 to 3.3, whereas the median proportion of technology-based classes decreased from 2.5 to 0.8 (p < 0.0001). Yearly comparison revealed less physical fatigue after classes across several body areas. The previous year's distress score was associated with later mental health decline. Further, factors including the share of technology-based instruction, physical symptoms after classes, and time spent on health-related activities were associated with both mental health improvement and worsening.
CONCLUSION: In the coming year, health guidance for university students should reflect both physical and mental health needs, and shifts in learning approaches.
METHODS: The yearly survey on mental health and learning conditions between 2022 and 2023 involved 855 university students. The survey assessed the Kessler Psychological Distress Scale 6, the proportion of classes using digital technology, physical fatigue areas, and current health issues. The Wilcoxon signed-rank test was used to compare changes in distress scores and digital class proportions between years. Distribution patterns were investigated using a chi-square test, and factors related to mental health shifts were explored through multiple logistic regression analyses.
RESULTS: The mean score for psychological distress increased from 3.0 to 3.3, whereas the median proportion of technology-based classes decreased from 2.5 to 0.8 (p < 0.0001). Yearly comparison revealed less physical fatigue after classes across several body areas. The previous year's distress score was associated with later mental health decline. Further, factors including the share of technology-based instruction, physical symptoms after classes, and time spent on health-related activities were associated with both mental health improvement and worsening.
CONCLUSION: In the coming year, health guidance for university students should reflect both physical and mental health needs, and shifts in learning approaches.