Executive summary
The COVID-19 epidemic has affected many sectors of life, particularly male students’ mental health, who have endured unprecedented academic and personal stresses. Because men experience and report mental health concerns differently, understanding how COVID-19 affects their mental health is vital. Our research question is: How has the COVID-19 epidemic affected male students’ mental health? This literature review of ten sources, including global research, highlights gender disparities in mental wellness impact, coping mechanisms, educational and lifestyle influences, societal and cultural variables, and behavioral resilience among male students during the pandemic. The study stresses focused treatments, culturally relevant support services, healthy coping methods, and a supportive school atmosphere to improve male students’ mental health amid emergencies.
Introduction
The Topic and Its Significance
The COVID-19 epidemic has caused significant living difficulties, especially mental health. Male students have been more sensitive to academic and emotional stress. Studying the effects of COVID-19 on male students’ mental health is vital because it helps identify crisis-related issues. Male mental health difficulties are underreported and sought less often than female ones (Amerio et al., 2022). Developing tailored therapies and support systems requires recognizing these distinctions.
Research Question
This study’s research question is: How has the COVID-19 pandemic affected the mental health of male students? What recommendations can help solve these issues? This question seeks to understand mental health impacts and make recommendations to mitigate them. This study seeks to advance mental health crisis response strategies for male students by answering this question.
Background and Context
Existing Literature on Pandemic Impact on Mental Health
Prowse et al. (2021) examined gender disparities in university students’ stress and mental health during the COVID-19 epidemic. They found high stress and mental health issues in younger groups, particularly university students. Mirilović et al. (2022) found that COVID-19 has a significant impact on students’ mental health, with high rates of depression, stress, and anxiety, notably in medical education. Amerio et al. (2022) examined how the lockdown affected undergraduate students’ mental health, stressing the increased risk of depression, anxiety, and stress for women. Lee et al. (2021) examine how COVID-19 affects college students’ mental health, focusing on individual, close relationships, and distant influences. In addition, Di Consiglio et al. (2021) emphasize the complexity of mental health difficulties among university students and the necessity of studying demographics, social support networks, and environmental variables in measuring pandemic mental health implications. These studies show that the pandemic increased depression, anxiety, stress, and sleep problems in several demographic groups, including university students.
Relevant Theories or Frameworks
Resilience theory and coping methods help study mental health implications during pandemics. Resilience theory states that people can overcome adversity and handle stressful conditions (Alyoubi et al., 2021). Healthy coping techniques boost resilience and well-being, reducing the harmful impact of stress on mental health. Studies have also shown that pre-existing mental health disorders, learning disabilities, and socio-environmental variables affect pandemic mental health responses. During the COVID-19 pandemic in Saudi Arabia, Alyoubi et al. (2021) found that university students with lower resilience, insomnia, pre-existing mental health conditions, and learning difficulties had higher depression, anxiety, and stress.
Methodology
Research Design
This research employed a literature review as a method of studying university students’ mental health and the COVID-19 epidemic. This method systematically identifies, evaluates, and synthesizes relevant academic material. Ten sources guided the research design, source selection, and data analysis. This literature study identified peer-reviewed papers, studies, and reports on university students’ mental health and the COVID-19 epidemic. The research used studies from Serbia, Saudi Arabia, the UAE, Italy, the US, and Germany. These articles illuminated university students’ different pandemic experiences and problems. The selected publications examined the psychological consequences of the pandemic on learners using cross-sectional studies, questionnaires, and longitudinal approaches. Synthesizing these disparate sources provided a thorough grasp of the issue, enabling a nuanced investigation of mental health impacts across situations.
Criteria for Selecting Sources and Data Analysis
Relevance to the research issue, methodological rigor, peer-reviewed journal publication, and data recurrence helped identify sources. The sources included stress, anxiousness, mood disorders, coping mechanisms, gender differences, and pandemic social support. Data from various sources was retrieved, analyzed, and synthesized to uncover COVID-19-related university student mental health trends, patterns, and insights. Bivariate and multivariate logistic regression analysis were used to examine quantitative survey and scale data, such as the Depression Anxiety Stress Scales (DASS-21). These studies found correlations between student depression, anxiety, stress levels, and independent factors, including gender, living circumstances, and pandemic effect. The analysis includes qualitative data, thematic analysis of open-ended survey responses, and research article findings. Qualitative research revealed themes including coping mechanisms, social support networks, student problems, and intervention and support services.
Findings and Analysis
This section presents the literature review findings on COVID-19’s influence on male students’ mental health. The table summarizes the primary results from each source and analyzes the data to illustrate essential themes or trends in male student mental health during the COVID-19 epidemic.
Table: Summary of Key Findings from Literature Review Sources
| Source | Key Findings |
| Prowse et al. (2021) | During the COVID-19 epidemic, women suffered more from academics, social isolation, stress, and mental health. Females were more negatively affected by social media than males. Cannabis usage worsened male academic performance, stress, and mental health. |
| Mirilović et al. (2022) | Female students had more severe depression, anxiety, and stress than male students. The study indicates that living with family while studying increased stress. The study found that higher academic years reduced sadness and anxiety severity. |
| Alyoubi et al. (2021) | During the COVID-19 epidemic, Saudi undergraduates experienced severe despair, anxiety, and tension. Depression, anxiety, and stress increased with lower resilience, sleeplessness, pre-existing mental health issues, and learning challenges. |
| Vajpeyi Misra et al. (2022) | University students in UAE expressed moderate to severe sadness and anxiety. Females and never-married students had higher depression and nervousness ratings due to COVID-19. |
| Amerio et al. (2022) | Female undergraduate students had higher levels of depression, anxiety, sleeplessness, and impulsivity due to COVID-19 confinement. Mental health symptoms increased with poor housing and work performance. |
| Lee et al. (2021) | COVID-19 induced anxiety, loneliness, and depression among graduates. Family care concerns impacted mental health. Media and exercise were frequent coping mechanisms. |
| Di Consiglio et al. (2021) | COVID-19 had a significant psychological impact on Wuhan college students, with a prevalence of PTSD at 16.3%. Risks included infection, family support issues, online learning challenges, and societal stressors. Mental health services were recommended for affected students. |
| Li et al. (2021) | Wuhan college students’ post-traumatic stress symptoms rose during COVID-19 due to individual, relational, and social pressures. Mental health services would be effective for PTSD. |
| Wood et al. (2022) | US college students reported increased pessimism, loneliness, melancholy, depression, anxiety, and rage during COVID-19. Black and LGBTQ students had more mental health difficulties. |
Themes and Trends in Mental Health of Male Students During COVID-19
These themes show how individual, societal, and cultural influences affect male students’ mental health throughout COVID-19.
Gender Disparities in Mental Health Impact
The COVID-19 epidemic had a distinct mental health impact on male students than females, according to the literature. Females reported more negative academic and social isolation, stress, and mental health repercussions, according to Prowse et al. (2021). According to Alyoubi et al. (2021), Saudi women had increased depression, anxiety, and perceived stress. According to Vajpeyi Misra et al. (2022), the pandemic affected female students’ mental health more.
Coping Mechanisms and Substance Use
Male students used substances in distinct ways and had different coping mechanisms. Prowse et al. (2021) found that male cannabis usage negatively affected academic outcomes, stress, and mental health more than female use. Such findings suggest gender-specific coping that may affect mental health.
Impact of Academic Year and Living Arrangements
Mirilović et al. (2022) reported that senior male students who had longer academic years rated depression and anxiety as less severe, suggesting adaptation or resilience. Studies found that students living with families experienced increased stress levels (Mirilović et al., 2022).
Social and Cultural Factors
According to Alyoubi et al. (2021) and Vajpeyi Misra et al. (2022), Saudi Arabian and UAE nationals identified cultural barriers and vulnerabilities that affected mental health outcomes. Social factors, including housing quality, affected male students’ mental health differently, according to Amerio et al. (2022).
Psychological Resilience and Coping Strategies
Werner et al. (2021) stressed pandemic resilience and coping. While preventive interventions did not predict distress levels, the study indicated that social responsibility and creative coping mechanisms could reduce mental health implications among male students.
Challenges and Limitations
Challenges
The COVID-19 mental health study of male students faced numerous challenges. Limited pandemic-related data on male students’ mental health was a major issue. Most studies focus on university students or populations in general, making it hard to conclude the effects of male students. Variable methodologies and measurements across studies were another issue. The rapid onset of the pandemic and the urgency to understand its effects led to varied research methodologies, resulting in inconsistencies in data collection, analysis, and interpretation. This variability made it difficult to compare and synthesize findings, limiting the depth of literature insights.
Limitations
Secondary data sources, such as scientific publications and reports, may be biased, affecting the study results. These sources’ data were biased and interpreted by the original researchers, which may have affected the findings. The geographic and cultural diversity of the study investigations were also limitations. COVID-19’s mental health effects differed by location and civilization, making it difficult to generalize to male students. Broad research could not capture cultural differences and societal norms in mental health and coping techniques. The study timeframe was another constraint. Recent results may not fully reflect the pandemic’s long-term effects on male students’ mental health due to its rapid evolution and ongoing research.
Discussion
The study revealed male students’ mental health and coping methods during the COVID-19 pandemic. The study found that the COVID-19 pandemic affected female students more than male students in academics, loneliness, anxiousness, and mental health. While using social media as a coping method, female students reported more stress and lower academic achievement. Male students were also more likely to use cannabis as a coping method, which had higher adverse effects on academic results, stress, and mental health than females. It demonstrates that pandemic methods of coping affected male and female students’ mental health distinctively.
Previous research has shown that stress and coping techniques affect male and female students differently during the COVID-19 epidemic. Female university students had higher stress and worse mental health than males, according to Prowse et al. (2021). Mirilović et al. (2022) found that female students experienced more stress and anxiety levels throughout the pandemic, highlighting the need for gender-specific mental health interventions. These findings support the present study’s findings that gender disparities should be considered when establishing university student mental health policies and interventions.
Recommendations
According to this study, tailored mental health programs that address male students’ unique pressures and coping methods are needed. Evidence-based therapies, including CBT, MBSR, and resilience-building workshops, should be used in these programs. Mental health support must be culturally sensitive. It includes providing inclusive, non-stigmatizing therapy, multilingual resources, and mental health specialists educated to work with male students from many cultural backgrounds. Peer support and mentoring initiatives for male students are critical. These programs let students meet like-minded people and learn from older students and graduates. Peer support reduces loneliness, improves coping, and boosts mental health.
Male students need healthy coping skills education. Physical activity, hobbies, relaxation, and pleasant social interactions work. Universities can lessen mental health risks from stress by promoting appropriate coping strategies. A friendly campus atmosphere that prioritizes student mental health and well-being is crucial. It includes raising awareness, decreasing stigma, making mental health resources accessible, and encouraging openness and support. Faculty and staff should also receive training on recognizing and responding to male student mental distress.
Conclusion
The research on COVID-19 and male student mental health emphasizes the need for specific interventions and support. Gender-informed mental health care is vital since male students may experience stress and mental health difficulties differently than females. Male students must address mental health issues during crises like the COVID-19 pandemic for their well-being and academic performance. Universities can support and integrate male students’ mental health by following the advice. Future research should examine the pandemic’s long-term impacts on male students’ mental health, find effective therapies, and evaluate mental health initiatives. Gender must be considered alongside race, ethnicity, sexual orientation, and socioeconomic background
Acknowledgment
I thank everyone who assisted with completing this work. First, my instructor guided, supported, and provided feedback throughout the research process. This study benefited from their guidance and expertise. I am also grateful for my hard work on the literature review, data analysis, and key findings summary. My dedication and meticulousness enhanced this work. I am also grateful to the institution for providing the resources and facilities that made research possible. Access to academic materials and databases greatly expanded the study. Finally, I thank all the researchers, scholars, and authors whose publications and insights underpinned this research.
References
Alyoubi, A., Halstead, E. J., Zambelli, Z., & Dimitriou, D. (2021). The impact of the COVID-19 pandemic on students’ mental health and sleep in Saudi Arabia. International journal of environmental research and public health, 18(17), 9344. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8430501/
Amerio, A., Bertuccio, P., Santi, F., Bianchi, D., Brambilla, A., Morganti, A., … & Amore, M. (2022). Gender differences in COVID-19 lockdown impact on mental health of undergraduate students. Frontiers in Psychiatry, 12, 813130. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2021.813130/full
Di Consiglio, M., Merola, S., Pascucci, T., Violani, C., & Couyoumdjian, A. (2021). The impact of COVID-19 pandemic on Italian university students’ mental health: Changes across the waves. International journal of environmental research and public health, 18(18), 9897. https://www.mdpi.com/1660-4601/18/18/9897/pdf
Lee, J., Solomon, M., Stead, T., Kwon, B., & Ganti, L. (2021). Impact of COVID-19 on the mental health of US college students. BMC psychology, 9(1), 95. https://link.springer.com/content/pdf/10.1186/s40359-021-00598-3.pdf
Li, X., Fu, P., Fan, C., Zhu, M., & Li, M. (2021). COVID-19 stress and mental health of students in locked-down colleges. International journal of environmental research and public health, 18(2), 771. https://www.mdpi.com/1660-4601/18/2/771/pdf
Mirilović, N., Janković, J., & Latas, M. (2022). The impact of the COVID-19 epidemic on students’ mental health: A cross-sectional study. Plos one, 17(9), e0275167. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9499216/#:~:text=Students%20with%20a%20score%20of,anxiety%20was%20scored%20%E2%89%A4%206.
Prowse, R., Sherratt, F., Abizaid, A., Hellemans, K. G., Patterson, Z. R., & McQuaid, R. J. (2021). Coping with the COVID-19 pandemic: examining gender differences in stress and mental health among university students. Frontiers in psychiatry, 12, 650759. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2021.650759/full
Vajpeyi Misra, A., Mamdouh, H. M., Dani, A., Mitchell, V., Hussain, H. Y., Ibrahim, G. M., & Alnakhi, W. K. (2022). Impact of COVID-19 pandemic on the mental health of university students in the United Arab Emirates: a cross-sectional study. BMC psychology, 10(1), 312. https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-022-00986-3
Werner, A. M., Tibubos, A. N., Mülder, L. M., Reichel, J. L., Schäfer, M., Heller, S., … & Beutel, M. E. (2021). The impact of lockdown stress and loneliness during the COVID-19 pandemic on mental health among university students in Germany. Scientific Reports, 11(1), 22637. https://www.nature.com/articles/s41598-021-02024-5.pdf
Wood, C. I., Yu, Z., Sealy, D. A., Moss, I., Zigbuo-Wenzler, E., McFadden, C., … & Brace, A. M. (2022). Mental health impacts of the COVID-19 pandemic on college students. Journal of American College Health, 1–6. https://pureportal.strath.ac.uk/files/134338624/Wood_etal_JACH_2022_Mental_health_impacts_of_the_COVID_19_pandemic.pdf
write