| Περίληψη: | Recent Dutch studies show that more than half of students in higher
education experiences emotional and psychological complaints to a greater or lesser extent and that a wide
majority of students indicate that they often or very often experience stress as a result of the study and
experienced pressure to perform. The corona crisis also has a lot of extra stress for many students
taken care of. High stress levels and high pressure and urgency to perform are seen as important
explanations for lower well-being of students in higher education. Students struggle with
stress and fears, and this has consequences for their study success, among other things. student well-being
is defined as a sustained positive mental state in combination with a
absence of psychological complaints and is influenced by factors within and outside the
study. Higher education institutions and courses do not influence all these factors,
but can offer students support through policy and measures. The question is whether
this support is mainly aimed at symptom control, or at prevention and on
culture change towards less emphasis on the nominally studying “model student”. In a
social context in which there is an active pursuit of diversity and inclusion in higher education
education, it is important that students who do not resemble that model student also
feel connected to the training and feel the space to ask for support.
This overview study focuses on the question of what higher education institutions can do
do to promote the mental well-being of students and how and when a
differentiated approach is helpful. The basic premise is that the overview study
produces sound knowledge that is more or less directly applicable for educational practice and policy
in higher education institutions and courses.
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