Crowley, A PBH 684.

62 11/3/23

A Qualitative Inquiry into the Perceptions of Adolescent Student’s Access to Mental Health

Resources

PBH 684.62: Assessment and Evaluation

Department of Public Health and Health Education, SUNY Brockport

Fall 2023: Qualitative Research Project

Amanda Crowley
Objective

Background:

According to the World Health Organization, mental health is considered to be an all-

encompassing term that consists of an individual’s mental wellbeing, and how it relates to their

stressors, their abilities to learn and grow, interact within their community, and manage coping

mechanisms in reference to their psychological, emotional, and social wellness (World Health

Organization, 2022). There are various individual and environmental factors that can impact the

mental health of an individual and have either a positive impact or a detrimentally negative

effect. In particular, mental health risks have a strong correlation to occur during sensitive

timeframes in the human development, such as during adolescence (World Health Organization,

2022). Mental health is a topic that is heavily stigmatized, and therefore, it is often overlooked in

adolescents, especially in education. If a person is deemed to have poor mental health, they are

often plagued by stereotypes and prejudices, as well as discrimination by their peers, which leads

them to go untreated, therefore causing more serious issues later in life. Through a study on

available resources for students, it would allow researchers to determine where the true lack of

continuum in mental health is; is it related to lack of knowledge on resource management? Or

maybe solely based on stigma? By gaining an understanding of mental health to college aged

students, there will be a reduction of violence and risky behaviors, as well as an increase in

student achievement, healthy and safe learning environments, and the ability to foster a happy

and healthy lifestyle for themselves and others around them (Rachel"s Challenge, 2023). This is

concerning due to the statistics regarding mental health in adolescents. There is an estimated

number of individuals at this targeted age that have experienced concerns. About thirty-two

percent have reported troubles with anxiety, thirteen percent have been diagnosed with

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depression, and about nine percent reported an Attention-deficit hyperactivity disorder (Office of

Population Affairs, 2023). These are all components that lead to poor mental health, as proven

when thirty-seven percent of college students across the United States stated they were

experiencing poor mental health overall (NIHMedline Plus, 2023).

Review of Literature:

Over the years, countless research studies have been conducted to evaluate the mental health and

wellbeing of adolescent students. This is a major time of transition and growth for these

individuals, that may be difficult for some to manage. During this time period, students often

face extremely stressful situations such as violence at home and in the community, victimization

based on the color of their skin or sexual orientation, difficulty with their home life or school

stressors, as well as various other short- and long-term problems that can take a negative toll on

their mental health (Sutherland, 2018). Although all adolescents face mental health crises at one

point, some groups of students are affected more than others. Students who identify as LGBTQ+

contemplate suicide at a rate of forty-five percent higher than heterosexual students (Centers for

Disease Control, 2023). Additionally, prior students of a minority groups show that twenty-eight

percent of black students and twenty-seven percent of Hispanic students report mental illness

(Panchal, 2022). Statistics also show that the prevalence of psychiatric disorders among students

average at about seven-point three percent (Office of Population Affairs, 2023). Additionally,

forty to ninety percent of students who report depression also contain comorbidities such as

anxiety, conduct disorders, and personality disorders. These students also experience substance

abuse, and may lead to detrimental events such as suicide in twenty-five percent of male students

and fifty to seventy-five percent of females (Sakthivel, 2021). The Centers for Disease Control

and Prevention conducted surveys in 2021, in which they discovered that eighteen percent of

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female students and five percent of males experienced sexual violence, fifty-seven percent of

females and twenty-nine percent of males had feelings of sadness or hopelessness. In 2022, at

least fifteen percent of adolescents, or 306,000 individuals, have reported experiencing at least

one major depressive episode; with two-thirds of those students not receiving adequate help or

care (Flannery, 2022 ). Oftentimes, these disorders are not recognized until years later. For

example, thirty-two percent of teens suffer anxiety, thirteen percent have clinical depression, and

three percent have eating disorders. Overall, just under fifty percent of the adolescent population

experienced a mental health disorder at one point or another, however, it was not recognized

while they were suffering (U.S Department of Health & Human Service, 2023). When students

of this age are left with undiagnosed or untreated mental health conditions, it may have harmful

effects on their future such as poor access and retainment of their education, decreases in

physical health, juvenile delinquency, unemployment, and mortality as stated above (Richter,

2022).

Study Objective

The particular aims of research will be to determine the perception of mental health and its

resources available to students, and what may prevent them to reach out when struggling with

mental health? Are there certain triggers that cause students to have poor mental health? While

focusing on mental health in adolescents, how does school-based resources help to contribute to

their overall wellbeing and quality of life?

Study Significance

By studying the prevalence of available resources and teaching strategies of mental health

education on high school students, we can determine how to successfully help these adolescents

recognize any mental health hardships. Once recognized, they will then be aware of resource

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management and can be provided with effective and appropriate coping strategies to help them

lead a healthy and mentally sound lifestyle.

Methods

Study Sample

The study population for this research study will be college aged students ages 18 to 23 at

Binghamton University, in Vestal, NY. The study sample will consist of male student athletes’

students who have taken health education in their high school or college career. The sample will

consist of students with varying levels of mental health status, to determine what causes their

declination in mental health, as well as their knowledge of resources and healthy coping

strategies to assist them in mental health challenges. There will be a total of 20 students who

participate in this study for data collection through an interview process.

Data Collection Method

Data was collected through the means of individual interviews with each student participating in

the study. Interviews are the most common means of data collection due to its ability to be quick

and easy to administer, as well as its ability to directly ask participants their experiences, beliefs

and motivation surrounding mental health (Gill, 2008). Participants will be recruited via email,

and a talk with the team regarding the importance of the study. The participants will provide

informed consent through signing a consent waiver for participation in the study. The interview

will last no longer than 30 minutes total. The interview will begin with a questionnaire to

establish the individuals baseline level of mental health and determine what issues they may be

struggling with. The questionnaire will have an allotted timeframe of five minutes, followed by a

twenty-five-minute interview where participants will be asked a series of open-ended questions

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regarding their mental health, and known resources available to them. The interview is the best

option for this, as students will not feel pressured to discuss this sensitive topic aloud in front of

a group of their peers, and they may remain anonymous. In order to ensure the credibility of the

data being collected, certain steps will be in place, such as checking for saturation of data to keep

research relevant, and member checking of students who are participating to ensure they have

taken health education as part of their course of study prior to the research study (O'Leary, 2023).

Data Analysis

A qualitative inquiry into the Perceptions of Adolescent Student’s Access to Mental Health

Resources

Throughout the study, data was handled in a manner that optimized and organized it efficiently

for analysis. In order to explore the data, coding was used. Coding is the ability to create labels

and codes for the data to make connections and comparisons between participants responses.

Data is then prepared and organized through the use of MAXQDA, a qualitative software that

helps store, analyze, and sort data. Findings will be studied to search for common themes

throughout all responses. All participants and data collected will be checked for validity through

means of saturation of data, prolonged engagement, and member checking (Creswell, 2019).

Result

Data of my study was collected via interviews with Binghamton University students. Students

were between the ages of 18-23, and happened to be all male students. The intended number of

participants was twenty students, however, out of that twenty, only twelve consented to the study.

I could not find another eight individuals that fit the demographic to add to the study in the

timeframe. The interview showed some key findings regarding mental health status and the

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students’ perception on resources available to them when they may be struggling. Answers were

recorded and placed in percentages for ease of interpretation. Throughout the study, there seemed

to be a trend in students having a sound understanding of mental health and how it pertains to

them and their peers. Seventy-five percent of students stated that they felt comfortable reaching

out to their resources for support in mental health struggles, followed by a trend in one-hundred

percent of the individuals stating that they believe that their peers may not reach out due to the

stigma surrounding mental health, and how it can have a negative connotation to it. Regarding

the question on the best possible way to support resource management for students, thirty-three

percent of students stated a better education of available resources would be helpful, while

sixteen percent stated that workshops, and counseling sessions would be beneficial if they were

easier to access. Additionally, two other responses I found interesting were “it is important to

instill trust in the system that provides the resources”, and another who stated that “mental health

concerns seem to be so forced, that the majority of people think they have mental health issues

that make them soft in nature”.

Discussion

Overall, the general interpretation is that students have a good understanding of what mental

health is, how it affects them and their peers, and resources available to them to utilize when

needed. Most do not reach out for services due to stigma, but are aware that they are available. In

relation to other studies on this topic, it aligns with the findings that adolescents are less likely to

receive mental health services, which leads to the lack of a foundation to seek out resources

when they are needed (SAMHSA, 2014). This study is beneficial to public health research and

policy due to the fact that we know that resource management is not the problem; the problem is

that students fear the stigma or judgment around mental health, and would rather suffer in silence

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than reach out for help. The limitations to my study were finding enough individuals in my

population willing to participate in my study. Many individuals did not want to consent to the

study, likely due to the stigma surrounding the study. For future further research on this topic, I

would broaden the target population to try and get more participants willing to participate and

contribute to the study. It may also be beneficial to submit surveys as opposed to interviews

where students may be more likely to speak more freely on behalf of mental health without fear

of judgement.

Appendix: Interview Guide

A Qualitative Inquiry into the Perceptions of Adolescent Student’s Access to Mental Health
Resources
Interview Guide
Step 1: Ensure Confidentiality and Gaining Consent
Thank you for your participation in this study on the perception of access to mental health
resources in college aged (18-23) students. The responses given in this study will be used for a
class health education project on mental health, and recorded on paper, and saved for research
and evaluation. Before we proceed with the study, I would like you to rename yourself on any
documents submitted today to ensure your identity remains confidential. All documentation will
be deleted at the 4-year mark post conclusion of research. Do you consent to participation of a
written questionnaire and verbal interview? [If yes, continue. If no, do not continue with research
study]. Ask participant to sign form of consent (IF 18).

Questions

Mental Health Status Questionnaire

Over the last 2 weeks, how often have you been bothered by any of the following? Please explain

1. Can you recall a time you have had little interest or pleasure in doing things?
2. Do you remember feeling down, depressed, or hopeless? What caused that?
3. Do you feel bad about yourself – or that you are a failure or have let yourself or your
family down? Why?
4. Have you experienced any other mental health challenges that you feel are relevant to
mention?

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Interview Questions:

1. Do you feel as if you have a good understanding of what mental health is? Please describe
in your own words your definition of mental health.
2. Do you feel as if you have a good understanding of the mental health of your family and
close friends? Can you tell a difference in their emotions?
3. Do you feel as if you receive adequate education in Health Class regarding mental health?
Please explain your reasoning.
4. Do you know what resources are available to you in your school for mental health?
5. Do you feel comfortable reaching out for support with mental health? If not, why?
6. What do you think would prevent students from seeking mental health support? Why?
7. What are some factors you experience every day that impact your mental health?
8. What are some coping strategies you were taught or you discovered that work best for you?
9. What do you believe would be the best possible way to support you and your peers in
providing resources for managing mental health?

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 References
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https://www.cdc.gov/healthyyouth/mental-health/index.htm
Creswell, J. W. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Pearson.
Flannery, M. E. (2022 ). Mental Health in Schools: The Kids Are Not All Right. neaToday.
Gill, P. (2008). Methods of Data Collection in Qualitative Research: Interviews and Focus Groups. British
Dental Journal, 291-295.
NIHMedline Plus. (2023, May 16). Teens Are Talking About Mental Health. Retrieved from
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