Aim: The aim of this research is to describe students’ assessment of study conditions and needs for action from a students’ perspective, and to investigate the association of study conditions with students’ mental health. Subject and methods: The cross-sectional StudiBiFra study includes data from 24,533 students of 13 universities in Germany. Data were collected between June 2021 and March 2023 using the “Bielefeld Questionnaire on Study Conditions and Mental Health”. Students rated 22 domains of study conditions, the urgency of needs for action, and four scales of mental health. T-tests and ANOVAs were used to examine differences between groups of students. Associations between satisfaction with study conditions and mental health were analysed using linear regression models. Results: Students reported highest levels of satisfaction and lowest needs for action with lecturers’ support for writing a thesis, university culture, and the quality of students’ cooperation. Lowest satisfaction and highest needs for action were found in the support during final year of study, time requirements, examinations and academic achievements, and career prospects. Higher satisfaction with study conditions was overall associated with better mental health. The strongest associations with mental health outcomes were found for examinations and academic achievements, time requirements, fit of course content/competency development, and quality of students’ cooperation. Conclusion: This study shows moderate to high associations of all study conditions under investigation with students’ mental health and provides detailed insights into study conditions relevant to mental health. Addressing these study conditions through institutional, data-supported preventive interventions should be prioritized to promote students’ mental health in a sustainable way.

While individual determinants of students’ well-being are well established, less is known about the association with the institutional context. This study evaluates institutional-level factors associated with students’ mental health while controlling for individual characteristics. The cross-sectional analysis used data from 12 German institutions (n = 13,715) collected in the StudiBiFra survey on study conditions and student mental health. Individual-level variables included gender, age, study subject group, and four mental health variables (general well-being, depressiveness, cognitive stress, and exhaustion). Institution-level variables comprised institution type, excellence status, multi-campus structure, size, and satisfaction with the quality of health promotion services. Multilevel binary logistic regression models were applied to examine associations between institutional characteristics and mental health outcomes, adjusting for individual factors. Students enrolled at universities of applied sciences showed a lower likelihood of reporting depressiveness and exhaustion. Higher levels of depressiveness and cognitive stress were observed among students at medium-sized institutions compared to small ones. Students not enrolled at institutions with excellence status had lower risks of depressiveness, stress, and exhaustion. Additionally, higher satisfaction with institutional health promotion services was associated with reduced odds of depressiveness. Institutional factors are related to students’ mental health beyond individual characteristics, highlighting the need for a holistic, setting-based approach.

Aim: Discrimination is associated with poorer well-being and academic performance among university students. Loneliness during the study period may further undermine psychosocial well-being and academic development. This research examines how discrimination within the study environment, by fellow students or lecturers, is associated with loneliness, identification with university, and worsened academic achievement among university students in Germany. It also explores the role of loneliness as a moderator. Subject and methods: We analysed cross-sectional data from the Survey on Study Conditions and Mental Health of University Students (StudiBiFra) survey ( n = 24,533), conducted across 13 German universities between 2021 and 2023. Perceived discrimination by lecturers and fellow students was assessed separately. Self-reported outcomes included loneliness, identification with university, and academic achievement. Multivariable logistic regression models were applied, adjusting for sociodemographic factors to account for the diversity of the sample. Moderation analyses assessed whether associations differed by loneliness. Results: Perceived discrimination within the study programme, by lecturers and fellow students, was significantly associated with higher odds of loneliness, no identification with university, and worsened academic achievement. Associations were generally stronger for discrimination by fellow students. Gender-diverse students showed higher odds, whereas students aged over 40 years had lower odds across outcomes. Loneliness did not moderate the relationship with academic achievement but moderated the association with identification with university, with weaker associations among lonely students. Conclusion: Perceived discrimination within higher education is closely linked to students’ psychosocial well-being and academic outcomes. Our findings highlight the role of university environments in shaping inequalities and underscore the need for structural and institutional strategies that address discrimination and promote inclusive and supportive study conditions.

Background: Study conditions are relevant for university students’ mental health and well-being. Previous research identified single factors associated with mental health, but it remains unclear, which study conditions at higher education institutions should be priority targets for institutional action. The aim of this study is to provide a comprehensive overview of students’ satisfaction with their study conditions and to analyse their associations with students’ mental health. Methods: The cross-sectional StudiBiFra study encompasses data from 24,533 students across 13 higher education institutions in Germany. Data was collected between June 2021 and March 2023 using the Bielefeld Questionnaire on Study Conditions and (Mental) Health. Students rated study conditions in 22 domains and four scales of mental health outcomes. Mean scores for all scales were calculated and linear regressions were used to analyse bivariate associations. Results: All domains of study conditions were associated with all domains of students’ men-tal health with regression coefficients ranging from r = 0.21 to r = 0.78. The more satisfied students were with their study conditions, the higher the reported well-being, and the lower the depressive symptoms, cognitive stress symptoms, and exhaustion. The highest associations were found for the domains of study conditions “examinations and academic achievements”, “time requirements”, and “fit of course content/competency development” with highest re-gression coefficients for the outcome of exhaustion. Conclusions: The findings reveal significant moderate to high associations for all assessed study conditions with students’ mental health. Institutional action should focus on these study conditions by emphasising topics such as applying competencies during studies and good co-ordination of content and examinations. Thus, decreasing student burden and time pressure has the potential to promote mental well-being. Key messages: • Study conditions are significantly associated with students’ mental health. • Higher education institutions should focus on study conditions to promote students’ mental well-being.