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Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education.

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Title: Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education.
Authors: Jain, Tara (AUTHOR), Lo, Debbie Yui Kiu (AUTHOR), Upsher, Rebecca (AUTHOR), Byrom, Nicola (AUTHOR)
Source: Journal of Mental Health. Apr2026, Vol. 35 Issue 2, p249-259. 11p.
Subjects: Mental illness treatment, Medical information storage & retrieval systems, Self-efficacy, Affinity groups, Educational outcomes, Descriptive statistics, Mentoring, Goal (Psychology), Psychoeducation, Loneliness, Help-seeking behavior, Systematic reviews, MEDLINE, Transitional programs (Education), Masters programs (Higher education), Social support, Psychology of college students, Student attitudes, Data analysis software, Psychology information storage & retrieval systems, ERIC (Information retrieval system), Mental depression, Adults
Geographic Terms: United Kingdom
Abstract: Background: Emerging adulthood is a peak period for mental health problems, and transition to university heightens both risks and opportunities. Targeted interventions may support students with pre-existing conditions, but the evidence base has not been systematically updated since 2021. Methods: Following PRISMA guidelines, we searched MEDLINE, PsycINFO, Embase, and ERIC (2015–2025) for peer-reviewed studies evaluating interventions supporting students with diagnosed or self-reported mental health conditions during transition to higher education. Eligible designs included quantitative pre–post and controlled studies. Data extraction followed the TIDieR checklist, and risk of bias was assessed using a modified NIH tool. Results: Eight studies (five interventions) were identified. Four interventions used controlled designs, three were randomised controlled trials. Common components included peer mentorship, goal setting, psychoeducation, and skills for independence. Several targeted help-seeking barriers, empowerment, and loneliness. Interventions were generally acceptable, with evidence of improvements in educational outcomes, adjustment, and depressive symptoms, but not anxiety. Most were opt-in, reliant on disclosure, and none were university-led. Conclusion: Targeted interventions show promise in supporting students with mental health conditions during university transition. However, evidence remains limited, heterogeneous, and predominantly North American. Larger, equity-focused, and university-led trials are urgently required. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mental Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mental+Health%22">Journal of Mental Health</searchLink>. Apr2026, Vol. 35 Issue 2, p249-259. 11p.
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  Data: Background: Emerging adulthood is a peak period for mental health problems, and transition to university heightens both risks and opportunities. Targeted interventions may support students with pre-existing conditions, but the evidence base has not been systematically updated since 2021. Methods: Following PRISMA guidelines, we searched MEDLINE, PsycINFO, Embase, and ERIC (2015–2025) for peer-reviewed studies evaluating interventions supporting students with diagnosed or self-reported mental health conditions during transition to higher education. Eligible designs included quantitative pre–post and controlled studies. Data extraction followed the TIDieR checklist, and risk of bias was assessed using a modified NIH tool. Results: Eight studies (five interventions) were identified. Four interventions used controlled designs, three were randomised controlled trials. Common components included peer mentorship, goal setting, psychoeducation, and skills for independence. Several targeted help-seeking barriers, empowerment, and loneliness. Interventions were generally acceptable, with evidence of improvements in educational outcomes, adjustment, and depressive symptoms, but not anxiety. Most were opt-in, reliant on disclosure, and none were university-led. Conclusion: Targeted interventions show promise in supporting students with mental health conditions during university transition. However, evidence remains limited, heterogeneous, and predominantly North American. Larger, equity-focused, and university-led trials are urgently required. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mental Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192584942
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09638237.2026.2622084
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 249
    Subjects:
      – SubjectFull: Mental illness treatment
        Type: general
      – SubjectFull: Medical information storage & retrieval systems
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Affinity groups
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Psychoeducation
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      – SubjectFull: Loneliness
        Type: general
      – SubjectFull: Help-seeking behavior
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      – SubjectFull: Systematic reviews
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      – SubjectFull: MEDLINE
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      – SubjectFull: Transitional programs (Education)
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      – SubjectFull: Masters programs (Higher education)
        Type: general
      – SubjectFull: Social support
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      – SubjectFull: Psychology of college students
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      – SubjectFull: Student attitudes
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      – SubjectFull: Data analysis software
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      – SubjectFull: Psychology information storage & retrieval systems
        Type: general
      – SubjectFull: ERIC (Information retrieval system)
        Type: general
      – SubjectFull: Mental depression
        Type: general
      – SubjectFull: Adults
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      – SubjectFull: United Kingdom
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      – TitleFull: Supporting transitions: a scoping review of interventions for students with mental health conditions entering higher education.
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              Text: Apr2026
              Type: published
              Y: 2026
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