Abstract
While more black and minority ethnic students are attending university, poor mental health among student populations has been increasing but, support access remains low. Research in this area has tended to focus on the treatment of existing mental health issues rather than the use of preventative strategies, such as mindfulness. Data from a focus group (n=6) of student mental health nurses were analysed using a thematic analysis approach. Participants reported a number of sources of stress relating to stigma, and study/family/ work balance. They also reported a tension between balancing western teaching on mental health issues and cultural (often spiritual) beliefs about mental illness. It was suggested that the secularisation of mindfulness may act as a barrier to engagement to those with strong religious or spiritual beliefs. BME students may not implement preventative measures if they are unable to overcome cultural stigma and the secularisation of mindfulness. There is a need to acknowledge the religious and cultural values of students from diverse backgrounds if universities hope to promote preventative mental health programmes, such as mindfulness, which are attractive and accessible to all students.
Key words
Students, black and minority ethnic, BME, mental health, mindfulness, support
Introduction
The UK, Australia and New Zealand have recently engaged in widening participation initiatives, actively encouraging those from lower socioeconomic backgrounds, female, mature, and black and minority ethnic (BME) students (Australian Government, 2017; Bosanquet et al, 2012; Deasy et al, 2016).