A Mixed-Methods Exploration of the Utilisation of Embedded University Wellbeing Services by Ethnic Minority Students in London

Abstract

The current study aimed to explore the incidence and severity of the mental health difficulties of ethnically diverse students at University of London institutions. Student mental health is a growing concern in UK higher education, yet little research has explored how ethnically diverse students experience embedded university wellbeing services. Despite persistent inequalities, embedded university wellbeing services remain under researched for ethnic minority students in the UK. A sequential explanatory mixed-methods design was essential to illuminate the mechanisms underlying observed quantitative patterns amongst this group of students, with qualitative accounts providing depth and context to statistical trends. A sequential explanatory mixed-methods approach was employed, combining data from 203 ethnically diverse students at University of London institutions with data from open-text and semi-structured interviews. A mixed-methods design was critical in capturing both the absence of broad group differences and the specific barriers shaping ethnic minority student experiences. Results showed few ethnic differences in distress, help-seeking, or dropout. However, ethnic minority students reported greater in-group stigma and cultural barriers, which were negatively associated with help-seeking. Qualitative themes further illustrated the importance of the therapeutic relationship, concerns about privacy, perceptions of undeservingness, and time constraints. Findings highlight the importance of culturally responsive approaches to embedded university wellbeing services in higher education. Targeted outreach, ethnic matching of therapists, and a more diverse counselling workforce may improve engagement and reduce inequalities.