Background: The COVID-19 pandemic and the multifaceted response strategies to curb its spread both have devastating effects on mental and emotional health. Social distancing, and self-isolation have impacted the lives of students. These impacts need to be identified, studied, and handled to ensure the well-being of the individuals, particularly the students.Aim: This study aims to analyze the role of coping strategies, family support, and social support in improving the mental health of the students by collecting evidence from post COVID-19.Methods: Data was collected from deaf students studying in Chinese universities of Henan Province, China. A survey questionnaire was designed to collect data from 210 students. Descriptive statistics were calculated using SPSS 21 while hypothesis testing was carried out using Mplus 7.Results: The results demonstrated that family support was strongly positively linked to mental health and predicted coping strategies. The direct relationship analysis showed that coping strategy strongly predicted mental health. Furthermore, coping strategies significantly mediated the relationship between family support and mental health. Additionally, the results highlighted that PSS significantly moderated the path of family support and coping strategies only.Conclusion: Family support and coping strategies positively predicted mental health, whereas, family support was also found to be positively associated with coping strategies. Coping strategies mediated the positive association between family support and mental health. However, perceived family and other support only moderated the relationship between family support and coping strategies.

Physical inactivity has increased globally, particularly in developed nations. A high proportion of the human population is unable to meet the physical activity recommendation of the World Health Organisation due to hypertension, metabolic syndrome, obesity, and other medical conditions. Non-communicable diseases and mental health problems are becoming more prevalent, particularly in low and middle-income nations. This study aimed to determine the effectivenessof a mentorship programmeon university students’ mental health and physical fitness. The intervention comprised the effects of sports-based development and education on physical fitness and mental health. A total of 196 and 234 students from two universities were randomly assigned to the intervention and control groups, respectively. The primary outcomes were engagement in physical activities (number of push-ups for 1 min, the strength of hand grip (kg), and the Jump test while standing (cm)), body fat proportion and psychological resilience, self-efficacy, and relationship with family and schoolmates. Participants in the control group had access to a web-based health education game, whereas the intervention group wassubjected to intensive interventional activities for one month based on the eight principles of the National Research Council and Institute of Medicine. Data were analysed using Analysis of Variance (ANOVA) to compare the physical and mental components between the intervention and control groups. Relative to baseline, all the physical health components (push-ups, sit-ups, and jump tests), psychological resilience, relationship with family members, and self-efficacy increased significantly in the intervention compared to the control group. Body fat composition was significantly reduced in the intervention when compared tothe control group. In conclusion, the mentorship programme effectively improved the participants’ physical and psychological health and could be developed further for application in a larger population.