Below is an example of the feedback page students receive at the end of the survey.
Thank you for your participation!
The purpose of this anonymous questionnaire is to learn more about student well-being and their social support system, students opinions, and to learn if offering a confidential questionnaire that provides immediate feedback and resources would be helpful to students.
Your scores below were calculated based on your answers and will provide you with a personalized measurement of key factors shown by research to impact academic success and well-being. You'll also find supportive resources for each section.
To reiterate, by no means is this questionnaire a replacement for professional help. If you believe you may be in danger or are thinking of harming yourself, please call the local emergency number (911 or 988) in the United States or Suicide Prevention Lifeline: 1-800-TALK (8255) or internationally at www.suicide.org/hotlines/international-suicide-hotlines.html. If you are feeling depressed or are experiencing a mental health or life crisis currently (or have in the recent past), seek help from a mental health practitioner as soon as possible.
Because this is an anonymous survey, you will not be able to retrieve this page after you close it or navigate away from it, such as using the links on this page. One option to save your results is to press "Ctrl+P" and print or save as a PDF before exiting this page. Thank you!
Please let us know what you think about this survey and resources by going:here.
Also if you would like to participate in future studies, you can provide your contact information at this separate link, which is not associated with this results page. Link: here.
Psychological Health\ We used what is called Kessler’s 6-item questionnaire, which measures psychological health/psychological distress. People can always increase their mental resilience, regardless of where they may be currently. Scores range from 1 to 5.
Your result: #
Score Chart: 5 likely well 4 likely to benefit from mild psychological support 2-3 likely to benefit from moderate psychological support 1 likely to benefit from strong psychological support
Mental health challenges are more common than most people know:
Over 20% of students are depressed
About 75% of mental health disorders start by the age of 24
Stress among students continues to increase
Depression and anxiety have increased since the start of the pandemic
So there is even more of a reason to get help and to help others during this time. Having this information at hand can be useful today and down the road.
If you believe you are struggling with mental health, you could benefit from free counseling at your school or in your community. It’s a good idea to seek help as soon as possible.
Social Support This questionnaire uses the Multidimensional Scale of Perceived Social Support created by Zimet, Dahlem, Zimet, and Farley. Scores range from 1 to 7.
As you know, it’s crucial to have a social network of support. This can be easier if you are extraverted and comfortable putting yourself out there, but anyone can learn to develop supportive relationships.
Your Result: # This overall result can be subdivided into three categories, each also ranging from 1 to 7. Family: # Friends: # Significant Other: #
Score Chart: 7 are likely to have high social support 5-6 are likely to have mild social support 3-4 are likely to have moderate social support 1-2 are likely to have low social support
A positive relationship with family, peers, instructors, and others can make you resilient, improve your academic performance, enrich your life, and provide a great trajectory for your future. If you do feel lonely or are having difficulty making meaningful friendships, there are many resources and opportunities on campus to help.
Resources for Social Support
Key Habits for Building Better Relationships: here
Accredited Schools Online Peer Pressure Resources: here
Relationship with Parent This section of the survey is based on studies and is being validated through this survey. Having functional and healthy relationships with your parent(s)/guardian(s) is key to school and college success. Scores are from 1 to 5.
Parent one (#1): #
Score Chart: 5are likely to have a strong rapport 4 are likely to benefit from mild support 2-3 are likely to benefit moderate support 1 are likely to benefit from strong support
Parent two (#2): #
Score Chart: 5 are likely to have a strong rapport 4 are likely to benefit from mild support 2-3 are likely to benefit from moderate support 1 are likely to benefit from strong support
Even having a difficult relationship with a single parent can have negative effects on your success and well-being. In some cases, this is not in our hands, but we can learn to deal with it effectively.
Resources for Relationship with Parents
How to Improve Your Relationship with Your Parents: here
Self-Compassion Research has shown that self-compassion is even more important than self-esteem. Having good self-compassion means that you are more likely to be well, resilient, and successful. Kristin Neff, who is a pioneer in the field, states there are three-component to self-compassion. They are an awareness of common humanity, self-kindness, and mindfulness. Several short-term programs can help even thriving people be happier and more successful.
Self-Compassion: The Proven Power of Being Kind to Yourself here
Sense of Belonging Most students worry about belonging when they start at a new institution, regardless of demographics such as race, city of origin, parents’ education level, and gender. Gaining this sense of belonging is vital for healthy adjustment and well-being.
Mindset Mindsets are people’s underlying beliefs about their ability to change. If you believe that people can change, you have what is called a “growth mindset.” The opposite is called a “fixed mindset.”
As you can see, mindset is not simply one or the other, but rather it is on a spectrum.
Your mindset can be changed, and the benefits can be substantial. Some highlights include the following:
Greater academic and social resilience
Better transition between educational institutions
Academic Self-Efficacy Self-efficacy is our view of our ability to do well in any particular area of our lives, such as mathematics, reading, studying, taking tests, making friends, and an infinite number of other skills.
Keep in mind that self-efficacy is a subjective evaluation of oneself that could be wrong. We see this effect in many studies: someone who believes that they are lacking certain abilities often underperforms as a result. Resources for Self-Efficacy
Academic Engagement Academic engagement is the extent to which you actively participate in your courses and campus life. If you have a low score in this area, it doesn’t necessarily mean that you will ultimately perform poorly — just that there is more room to grow and have fun. Asking questions in class, participating in clubs, and becoming involved in campus activities are some ways to integrate into your school. Doing so can increase your sense of belonging and attachment to your institution and often leads to a feeling of completion and happiness.
Resources for Academic Engagement: here Body Image Body image concerns are common among all sexes, ethnic groups, and populations. It is often due to media and contemporary and temporary interpretations of beauty. If you are concerned about your body image or appearance, consider using the resources below and seeking help from a professional at your school or community.
Disabilities About ten percent of the student population identify as having some form of disability. Some of the challenges faced by these students may include feeling that they are not welcome due to the physical barriers to accessing buildings and resources on campus, struggling with sharing their newfound or long-understood disability, avoiding interacting with people because of the anxiety that can arise, limited transportation, and schedules filled with therapies and treatments. In this climate, it can be difficult for this student population to feel a part of the overall campus community. Usually, the disabilities office at schools or colleges offer testing, accommodations, resources and helpful academic processes.
DREAM: Disability Rights, Education, Activism, and Mentoring Disabilities, Opportunities: here
National Center for College Students with Disabilities (NCCSD): here
Food and Home-Insecurity There are several people who are suffering from a lack of food and/or a lack of shelter. It is difficult to succeed in any goal when these resources are available. Therefore, to address this we hope that you will consider some or all the following ways to meet these needs to some extent. Please consider government support. Many people forget to consider contacting and registering with their local government assistance programs, which may include the opportunity for food, money, and help to find work. Another source of support may be your high school or college. This may include food and/or directions on how to gain support from your local, state, or federal governments.
Often you can access this school support by asking your academic counselor or school health personnel, who can help direct you and connect you to the right person or resources. This can also be accessed confidentially; some people are concerned about their peers or teachers learning about their difficult situation. Also, consider using the career center at your school and staffing agencies within your community. Also, look for food drives and other community efforts that support students and general people currently experiencing either food and/or home insecurity.
For immediate assistance with food needs contact: USDA National Hunger Hotline at 1-866-3-HUNGRY (1-866-348-6479) or 1-877-8-HAMBRE (1-877-842-6273). Information is available in English and Spanish. The hotline operates Monday through Friday, 7:00 AM to 10:00 PM Eastern Time.
Please let us know what you think about this survey and resources by goinghere.
References for the mental health and social support questionnaires: Kessler, R. C., Barker, P. R, Colpe, L. J., Epstein, J. F., Gfroerer, J. C., Hiripi, E., Howes, M.J., Normand, S.L., Manderscheid, R. W., Walters, E. E., Zaslavsky, A. M. (2003). Screening for serious mental illness in the general population. Arch Gen Psychiatry, 60(2), 184-9. Zimet GD, Dahlem NW, Zimet SG, Farley GK. The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment 1988;52:30-41.
If you are an educator, researcher, administrator, or parent and would like to partner with the nonprofit and learn more, please visit: https://www.thegoodstudent.org.