Background: The Mediterranean Diet is recognized as one of the healthiest dietary patterns; however, in recent years, a decline in adherence has been observed in Mediterranean countries. University students represent a particularly vulnerable population, as starting university introduces new influences and responsibilities that directly impact their lifestyle and health. Objective: Analyze adherence to the Mediterranean Diet among university students and its association with other lifestyle habits and mental and physical health indicators. Methods: A cross-sectional study was conducted with a sample of 1268 students (23.65 ± 7.84 years) from a university in northern Spain between November 2020 and March 2021. An online questionnaire was administered to assess Mediterranean Diet adherence along with variables such as perceived stress, self-esteem, life satisfaction, suicidal behavior, emotional and behavioral problems, emotional intelligence, physical activity, sedentary behavior, alcohol consumption, and compulsive internet use. Results: 29.26% of students had high adherence to the Mediterranean Diet. Regression analysis indicated that high adherence was associated with higher levels of emotional intelligence, as well as lower levels of suicidal ideation, emotional problems, and compulsive internet use. Conclusions: The associations found between Mediterranean Diet and other indicators and lifestyle habits highlight the need for interdisciplinary promotion strategies within the university ecosystem.

Background: Mental health is defined as a state of emotional, psychological, and social well-being, and has been shown to be positively associated with self-esteem and quality of life. It is important to note that mental health is dynamic and influenced by a wide range of social, biological, and behavioral factors. Therefore, the aim this study was to describe the health-related quality of life and self-esteem in adolescents, examining their relationship with various health indicators, lifestyle habits, and sociodemographic variables. Method: A cross-sectional study was conducted with a representative sample of 761 students (14.51 ± 1.63 years). Health-related quality of life, self-esteem, satisfaction with body image, adherence to the Mediterranean diet, physical activity practice, hours of nightly sleep, maximum oxygen consumption, body mass index, academic performance, and various sociodemographic factors of all participants were analyzed. Results: Regression analysis showed that body satisfaction and academic performance were associated of both health-related quality of life and self-esteem. Additionally, physical activity, age, and favourable settings for physical activity engagement were also found to be related to health-related quality of life, whilst adherence to the Mediterranean diet, hours of nightly sleep, maximum oxygen consumption and socioeconomic status were associated with self-esteem. Conclusions: Given the associations found between health-related quality of life and self-esteem with lifestyle habits and sociodemographic indicators, there is an urgent need to develop interdisciplinary and cross-cutting promotion strategies to improve the mental health of adolescents.

The aim of the present study was to describe Mediterranean diet (MD) adherence within a population of adolescents and to analyse the association of multiple factors with adherence. This included a consideration of diverse physical and mental health indicators. The present study was conducted with a representative sample of 761 adolescents (14·51 (sd 1·63) years) from twenty-five educational centres in a northern region of Spain. MD adherence was evaluated, alongside their health-related quality of life, self-esteem, body image satisfaction, BMI, physical activity (PA) level, maximum oxygen consumption, hours of nightly sleep, socio-demographic factors and academic performance. Of the adolescent population, 49 % reported high MD adherence. Being female and having higher levels of PA were found to be predictive factors of adherence to the MD. In addition, maximum oxygen consumption, the presence of environments favourable towards PA engagement and higher self-esteem were also predictive in females, whilst better academic performance and more nightly sleep were additional predictors in males. The associations found between the MD and other health indicators and habits highlight the need to develop promotion strategies from an inter-disciplinary and transversal standpoint.

Emotional health represents a significant burden on the mental health of university students. Adapting to a new learning environment and facing increased academic pressure make this period particularly vulnerable for their emotional health and well-being. The objective of the study was to analyse the prevalence of emotional and behavioural problems in university students and their association with lifestyle habits, and mental and physical health indicators. A cross-sectional study was conducted on a sample of 1268 students (23.65 ± 7.84 years) from a university in northern Spain during November 2020 and March 2021. An online questionnaire was administered, comprising the self-report Strengths and Difficulties questionnaire, the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale, the Satisfaction with Life Scale, the Perceived Stress Scale, the SENTIA-Brief Scale, the KIDMED questionnaire, the International Physical Activity Questionnaire-Short Form, the Alcohol Use Disorders Identification Test, and the Compulsive Internet Use Scale. 27.60% of students exhibited some form of emotional and behavioural problem. Students who did not present emotional and behavioural problems showed lower perceived stress, reduced suicidal behaviour and emotional intelligence deficits, as well as lower alcohol consumption and compulsive internet use (p < 0.001). Additionally, they reported higher engagement in physical activity and greater adherence to the Mediterranean diet (p < 0.001). The study shows that emotional and behavioural problems are recurring among university students, and given that modifiable psychosocial and lifestyle factors are associated with these issues, it underscores the need to develop multidisciplinary intervention strategies.

Las actividades en la naturaleza contribuyen al desarrollo integral del alumno mientras logran los objetivos generales del currículo oficial. El objetivo del estudio fue conocer el tratamiento de las actividades en la naturaleza en los centros educativos. Se utilizó una muestra no probabilística por conveniencia, con un total de 120 profesores de Educación Física de Educación Primaria (63.04%) y de Educación Secundaria (36.96%). Se administró el cuestionario DAFNE (Diagnóstico de las actividades físicas en el medio natural en el ámbito escolar), de 17 ítems con 8 dimensiones de análisis. Se aplicó un análisis estadístico multivariable para determinar la relación entre sus variables dependientes e independientes. La programación de actividades en la naturaleza y las acciones previas a su realización, son factores optimistas para los docentes, en contraposición de la falta de recursos y fomento institucional para llevarlas a cabo. Los centros públicos contemplan, en mayor medida, las actividades en la naturaleza en la programación, siendo más críticos con la Consejería de Educación en comparación con los centros privados concertados. Los docentes de experiencia media (5-15 años) reciben más apoyo de los agentes implicados en la educación. Los graduados en Educación Primaria manifestaron una opinión favorable sobre la organización escolar y formación. Los centros de una línea educativa son más proactivos a la hora de programar actividades en la naturaleza. El estudio ofrece un diagnóstico de resultados orientado hacia un plan de promoción y fomento de las actividades en la naturaleza dentro de la Educación Física. Physical activities in the natural environment contribute to pupils’ comprehensive development at the same time as they contribute to the general objectives of the official curriculum. This study sought to know how education centres treat activities in natural settings. A total of 120 physical education teachers (63.04% Primary Education, 36.96% Secondary Education) were selected by non-probabilistic convenience sampling. Additionally, the DAFNE (school-related physical activities in the natural environment diagnosis) questionnaire, including 17 items in an 8-dimension structure, was used. Multivariate statistical analysis was conducted in order to determine the relationship between dependent and independent variables. The planning of activities in the natural environment and the actions prior to their development are considered as positive by teachers; opposed to that, the lack of resources and institutional support to conduct them are negative aspects. Public schools consider the development of activities in the natural environment to a greater extent in their lesson planning compared to subsidised private schools. Similarly, the former shows a more critical attitude towards the Ministry of Education. Teachers with medium experience (5-15 years) receive considerable support from the agents involved in education. Graduates in Primary Education expressed favourable opinions about school organization and training. Education centres comprising one class per year are more proactive about planning outdoor activities. This study offers a diagnosis of results directed towards the promotion and fostering of activities in the natural environment within Physical Education.