Australian Journal of Adult Learning - Volume 61 - Number 1 - Psychological distress among students in enabling education: An exploratory study

Oct 15, 2026

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The study examines the prevalence and severity of psychological distress among students enrolled in a 12-week enabling program at a regional Australian university. Findings show high levels of psychological distress among enabling students, with 95% reporting above normal levels. Significant inverse relationships are reported between age and depression and between age and anxiety, while no significant links emerge for age with stress, and no effects are found for gender or study mode. The results indicate enabling students are a high-risk population and highlight needs for further research and improved wellbeing support.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Background on university enabling programs

Psychological distress risk in enabling students

Study context and program structure

Relation between distress and wellbeing

Australian Journal of Adult Learning Volume 61, Number 1, April 2021 Psychological distress among students in enabling education: An exploratory study Johanna E. Nieuwoudt Southern Cross University Studying at university can be a transformative experience; however, it can also be a stressful experience for many students. Research has shown that university students experience rates of psychological distress at higher rates than the general population. However, studies investigating the mental health of students enrolled in enabling programs are largely lacking. This study investigated the prevalence and severity of psychological distress among students enrolled inan enabling program at a regional university in Australia. The data provides evidence of high levels of psychological distress in enabling students, with the majority of students (95%) experiencing above normal levels of psychological distress. Significant inverse relationships were found between age and depression, and age and anxiety. No significant relationship was found between age and stress, gender, and psychological distress, nor between study mode and psychological distress. These findings suggest that enabling students are a high-risk population for mental health problems. The results highlight the need for further research on the psychological wellbeing of enabling students, to improve students’ mental wellbeing and Psychological distress among students in enabling education: An exploratory study 7 prevent the development of mental illness. High psychological distress is associated with reduced academic performance, but it can also lead to a lower quality of life and increased morbidity and mortality. Keywords: mental health, psychological distress, enabling education, university students, academic success, wellbeing Introduction The university study experience can be a transformative one, providing students with access to skills and knowledge that can change their lives and give them access to a wide range of employment options. Many students enter university via an enabling program (James & Walters, 2020). University enabling programs are pre-award programs that enable students to gain admission to undergraduate programs while preparing students for the rigours of higher education (Roche & Syme, 2018). Enabling programs in Australia are similar to access programs in the United Kingdom, developmental education in the United States, and bridging or foundation programs in other countries such as New Zealand (Roche & Syme, 2018). Enabling programs have become an increasingly popular pathway to higher education in Australia. In 2014, 11,588 equivalent full-time students were enrolled in enabling programs across 19 Australian enabling programs (Pitman et al., 2016) . Enabling programs help students to transition to university, but students enrolled in enabling programs may be particularly vulnerable to experience psychological distress (James & Walters, 2020) . Students enrolled in enabling programs are typically highly diverse and from multiple equity groups (Lomax-Smith, Watson, & Webster, 2011) . For example, students are typically from diverse socioeconomic backgrounds, may have financial constraints, may be juggling multiple responsibilities as single parents or carers of elderly parents, may lack family support, and may have physical health issues (Taylor, van Eyk, & Syme, 2018) and mental health difficulties (Crawford et al., 2016). Research found that financial problems increase the risk of psychological distress in younger university students (Cvetkovski, Reavley, & Jorm, 2012) . This has important implications for socioeconomically disadvantaged students (Cvetkovski et al., 2012) that 8 Johanna E. Nieuwoudt are often enrolled in enabling programs. However, research is lacking investigating the psychological wellbeing of students enrolled in enabling programs. This current research investigates psychological distress among student

FAQs

What is the main purpose of the exploratory study?

To investigate the prevalence and severity of psychological distress among students enrolled in an enabling program at a regional university in Australia.

How common is psychological distress among enabling students in this study?

Most enabling students report high distress levels, with 95% experiencing above normal levels of psychological distress.

Which variables were significantly associated with distress outcomes?

Age shows significant inverse relationships with depression and with anxiety, while age, gender, and study mode show no significant relationship with stress or psychological distress.

Oct 15, 2026

Upload by Marglet