ArticleCBE life sciences education2025
"We are way too stressed": Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates.
Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Investigating Undergraduate Student Perceptions of Classroom Inclusion-Emergence of the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework.CBE life sciences education · 2026Article
- Examining Science Practices in an Introductory Biology Laboratory Curriculum.Integrative organismal biology (Oxford, England) · 2026Article
- The crisis we are not naming: The psychology of capitalism.The British journal of social psychology · 2026Article
- From disengagement coping to academic self-efficacy: the conditional role of emotional competence in STEM students.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Recent calls to prioritize mental health discussions in Science, Technology, Engineering, and Mathemathics (STEM) have gained momentum, driven by alarming reports on the prevalence of mental health issues within STEM disciplines. Research has extensively studied anxiety and depression in both STEM graduate and undergraduate students, but there has been little focus on the overall mental health of life science undergraduates. We examined how undergraduate life science students perceive support for mental health in their classes, how their major influences their mental health, and how students manage these challenges. To investigate these ideas, we conducted semistructured interviews with 20 life science undergraduate students at a commuter, primarily undergraduate institution with a diverse student body. Our findings indicate that most students prioritized academics at the expense of their wellness and perceived a lack of support for their mental health from STEM instructors. Despite these challenges, some students used various strategies to maintain their mental health and many remained committed to their degrees, viewing the pursuit as worthwhile despite its adverse effects to their mental health. These findings underscore the critical need for more comprehensive and sustained mental health support in undergraduate life science education, ensuring students are not only academically successful but also emotionally resilient and well supported.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.