Background. The mental health of university students has worsened over time, and it is young people who have suffered the most from the COVID-19 pandemic in terms of mental health. Anxiety and depression are the most common symptoms reported by university students and are often the cause of disabilities, either in academic performance or in other spheres of life. Aim. The aim of this study was to both assess the prevalence of depressive and anxiety symptoms in Portuguese university students and analyze the factors associated with these symptoms. Methods. A quantitative cross-sectional study with a sample of 3,399 university students from seven Portuguese higher education institutions was conducted. The following questionnaires were used: the generalized anxiety disorder assessment scale (GAD-7), the patient health questionnaire (PHQ-9), and a study-created sociodemographic questionnaire. The Kendall correlation coefficient, chi-square test of independence, Spearman correlation coefficient, Shapiro-Wilk test, Mann–Whitney-Wilcoxon test, and Kruskall-Wallis test were used to analyze the association between variables. The statistical analysis was done using the software R Statistics (Version 4.0.4), using a significance level of 0.05. Results. Mild to severe anxiety symptoms were reported by 75% of the participants, and 61.2% described mild to severe depressive symptoms. Of the sample, 19.5% reported a previous diagnosis of a mental disorder, with 38.7% diagnosed after the pandemic began. Additionally, 23% reported taking medication for mental health issues, and 26.7% had considered self-harm or harbored thoughts of being “better off dead.” The study found lower anxiety and depressive symptoms ( ) among men, students with higher socioeconomic status, those who frequently traveled home, individuals without prior mental health diagnoses, those with better academic performance, and those who avoided substances like coffee, tobacco, cannabis, and other illegal psychoactive substances. Interestingly, students in romantic relationships exhibited more anxiety symptoms ( ). Moreover, participants who believed they had experienced moral or sexual harassment displayed higher levels of anxiety and depressive symptoms ( ). Conclusions. There was a decrease in the mental health of university students after the pandemic compared to prepandemic studies, and the proportion of students with anxiety and depressive symptoms was alarming. There is an urgent need to implement programs in universities to promote students’ mental health.

Background The transition to higher education represents a demanding adaptation process with several socioeconomic factors involved. Mental health problems among university students have been worsening since the beginning of the COVID-19 pandemic. Our objective is to create scientific evidence about the models of mental health-promoting interventions among higher education students applied in academic environments, as well as their effectiveness. We aim to synthesise the scientific evidence on the models of an intervention promoting mental health among university students applied in academic environments as well as their results. Methods and analysis A systematic review of the literature will be conducted. The research will be carried out using the EBSCO databases (CINAHL Complete, MEDLINE Complete, Psychology and Behavioral Sciences Collection), PubMed and Scopus. The research strategy includes the following MeSH or similar terms: Universities [Mesh], Students [Mesh], Education [Mesh], Undergraduate, “Higher Education”, Universit*, College, Student*; “Psychosocial intervention” [Mesh], “Non-pharmacological”, “Intervention model*“, “Mental health promotion program*“, Intervention*; “Randomized Controlled Trial”, RCT; “Mental health” [Mesh], Depression [Mesh], Anxiety [Mesh], “Stress, psychological” [Mesh], “Quality of life” [Mesh], and “Psychological well-being” [Mesh]. All experimental studies with mental health-promoting interventions for university students that were published between January 2017 and November 2024 in English will be eligible. Two independent reviewers will apply the inclusion and exclusion criteria, analyse the quality of the data and extract it for synthesis. Disagreements will be resolved by a third reviewer. All randomised controlled trial studies with interventions in university students and their efficacy (with means and SD) will be included in the systematic review of the literature. The standardised mean difference will be used as the effect size to standardise individual results. Sensitivity analysis, subgroup analysis and meta-regression will be conducted to explore the causes of heterogeneity and the robustness of the results. Ethics and dissemination Ethical approval is not required for this study as it is based on the review of previously published data. The results will be disseminated through publication in peer-reviewed journals and presentations at academic conferences, as well as in events organised by student associations. PROSPERO registration number CRD42022359608.

The global ageing population faces rising depression rates due to social, economic, and health changes. Depression in older adults, often linked to isolation and health issues, requires comprehensive care. Psychotherapeutic interventions could be effective in reducing symptoms, offering personalized and holistic support. Particularly low-threshold interventions, such as those offered in community-dwelling older adults, which older adults can easily access and which may reduce stigma, promise to close the treatment gap. This review examines community-based psychotherapeutic interventions for older adults with depression. Methods: This review investigates psychotherapeutic interventions for reducing depressive symptoms in older adults in a community setting. RCTs were assessed using Joanna Briggs Institute tools. The following databases were searched: CINAHL Plus with Full Text, MedicLatina, MEDLINE with Full Text, and the Psychology and Behavioral Sciences Collection. Results: A meta-analysis of 13 studies with 1528 participants showed a medium, significant pooled effect size at post-intervention (Hedges’ g = −0.36, p < 0.001) and substantial heterogeneity. Follow-up analysis of studies indicated a small, non-significant effect (Hedges’ g = −0.17, p = 0.27). Group interventions, particularly the “reminiscence protocol”, had the largest significant effect. Discussion: This systematic review and meta-analysis found that in community-dwelling older adults’ group psychotherapeutic interventions, particularly the “reminiscence protocol” and “modified behavioral activation treatment” are most effective for reducing depressive symptoms. Individual psychotherapeutic interventions like “prevention of suicide in primary care elderly” and “behavioral activation” also show effectiveness, with group psychotherapeutic interventions being generally more effective than when these treatments are offered in individual psychotherapeutic interventions. Conclusion: Group and individual psychotherapeutic interventions reduce depressive symptoms in community-dwelling older adults, with group psychotherapeutic interventions being more effective.

Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training.

Aim: The rationale for this current study was to assess the factors associated with anxiety and depressive symptoms in a cohort of students from seven universities across the European education system. Furthermore, the research sought to assess the barriers and facilitators for seeking support when students perceive any mental health issues. Methods: A cross‐sectional multicenter study was conducted, which included 4830 higher education students from seven European countries. A sociodemographic questionnaire, the Patient Health Questionnaire (PHQ‐9), and the Generalized Anxiety Disorder (GAD‐7) were used to assess depressive and anxiety symptoms, respectively. The Mental Health Inventory (MHI‐5) assessed general psychological well‐being. A questionnaire was used to assess preferences regarding support‐seeking behavior and perceived barriers in the event of mental distress. Linear mixed models (LMMs) were used in the statistical analysis. Results: Swedish students reported lower levels of moderate to severe depressive symptoms (34.1%) and moderate to severe anxiety (27.9%) when compared, for example, with Irish students (63.1% and 52.9%, respectively). Younger students, females, students with a history of mental disorder and lower levels of academic performance, or from a poorer socioeconomic background reported increased rates of depressive and anxiety symptoms. The most valued support‐seeking strategies were speaking to friends or engaging in psychotherapy; in contrast, the most cited barrier to seeking support was the expense related to professional therapy and long waiting times for an appointment with professional therapists. Conclusion: There is a need to develop and/or review mental health promotion strategies for higher education students across Europe. These strategies need to consider the individual and culturally specific needs of higher education students so that they are effective in removing perceived barriers when seeking support in the event of mental distress.

Diversas investigaciones demuestran los efectos beneficiosos de la inteligencia emocional en el trabajo docente, por lo que se está convirtiendo cada vez más en una competencia esencial para los profesores. Aunque varios estudios han demostrado que la inteligencia emocional tiene un impacto positivo en el proceso de enseñanza y aprendizaje, existen pocos instrumentos para evaluar las habilidades y competencias emocionales, específicamente en los profesores. El objetivo del presente estudio fue realizar un análisis de la estructura interna del Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T) y obtener una versión breve. Participaron en el estudio 1.619 profesores de escuelas portuguesas, divididos en dos muestras (validación y replicación). El análisis se enmarcó en la modelización exploratoria de ecuaciones estructurales. Se obtuvo una versión corta de la ESCQ-T de 15 ítems considerando diversos criterios que tuvo evidencia psicométrica favorable: una equivalencia empírica con la ESCQ-T, una estructura interna bien definida y coeficientes de fiabilidad adecuados, así como evidencias de invarianza de medición entre hombres y mujeres en las dos muestras. Los resultados mostraron que el ESCQ-T15 es válido y fiable. Se concluye que esta versión puede ser una herramienta valiosa para evaluar las habilidades y la competencia emocional de los profesores.