Students' experiences of mental health and studying chemistry at Oxford

Thesis

This study sought to assess the prevalence of mental illness among undergraduate chemistry students at Oxford, and to build an understanding of the relationship between studying chemistry and student mental health.

The data for this study was collected via an online anonymous survey, distributed to all Oxford undergraduate chemistry students. The survey featured the DASS-21 instrument, and free text questions. Demographic information was also collected pertaining to participants’ year group, gender, and domestic/international status.

Participants scored higher levels of mental illness than similar groups. First-year students, female and gender-minority students showed the highest levels of depression, anxiety, and stress. There were no significant differences in levels of depression, anxiety, and stress between domestic and international students.

Participants’ qualitative experience of the interaction between mental health and studying chemistry can be described as a balance between the expectations students experience (academic and otherwise) and students’ capacity to meet those expectations. Factors affecting this interaction included: workload; the student-tutor relationship; and pre-existing conditions such as disability and illness. Poor mental health was qualitatively associated with a decreased capacity to learn effectively.

Authors: Ye Evans, L

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: student mental health; chemistry; Chemistry Education; DASS-21; mental health; psychological well-being; student well-being
• Subjects: Mental health; Education; Chemistry