What kinds of mental health Support do Universities have compared to the Gray Scale of High School, and which factors play an essential role in their success in the University?

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[...] The study where mental health services for students are included proved to impact their school performance substantially. The critical factor here is adequate support from positive mental health catch-up initiatives that would make students perform better academically by showing more persistence and resilience. On the other hand, the students who indicated mental health support to be inadequate or ineffective perceived their academic performance to be low and experienced psychological distress like stress and anxiety in aggravated forms. These findings demonstrate the fundamental role of mental health provided to educational institutions. [...]

[...] Since this research has set the agenda as well as the direction for upgrading mental health services and discussing its consequences for raising the quality of education, this research has significant implications for policymakers, teachers, and mental health professionals concerning those who are striving to make sure that all the students live in the healthier and safer learning environment. Measuring stood-aloud and calling for workable resolutions is critical in uncovering the vulnerabilities in student welfare and academic performance. - Work Cited Adams, D., & Goldner, J. (2017). Mental Health Services in High Schools: A Survey of Practitioners' Perspectives. Canadian Journal of School Psychology, 258-274. Bruffaerts R. [...]

[...] The composition of the participants adequately represented the typology of the overall population, and the control measures like random sampling implemented during data collection and analysis were in line with the strict standards of quantitative research. About future research, the existing results of this study can be deepened by conducting studies on other factors that can be related to burdens of mental health support, such as cultural norms, socioeconomic status, and institutional policies. Proper longitudinal studies can help to track the mental health trajectories of communities over time, assess the long-term effects of assistance and interventions, and identify best practices for early intervention and prevention. [...]

[...] It was a multi-dimensional instrument that considered various aspects, such as multiple choice and open-ended questions, that ensured a deep insight into the participants. The survey was built on several sections, each exploring a different component of mental health services and its connection to academic achievements. B. Participants Selection In the participant selection approach, emphasis is laid on the sample group's diversity and representation, including both high school students and college students. Current college students and recent high school graduates were the direction of the focus group. [...]

[...] At the same time, high schools often need more resources, but the borrowed capacity of guidance counseling centers, which can have experienced personnel, to a lesser extent. The stats show that many high-school students are short of serviceable and supportive mental health services, which may point out one of the pressing issues of mental health problems falling through the gaps of secondary education. The study utilizes different lenses to portray the divergent status of mental health services among high school and college students. From the perspective of counseling services and peer support groups, some college students have reported being positive. [...]