Abstracts Health Sciences

The relationship between assistive technology utilization and academic outcomes for post-secondary students with a mental health condition

by Shelley, committee member Haddock

The prevalence of mental health conditions (MHC) in post-secondary students is increasing steadily, affecting as many as 30% of the college student population (Eisenberg et al., 2013). Mental health conditions can affect student's cognitive, social, and emotional functioning including challenges with attention, memory, problem-solving, attendance, and in-class participation, impacting their ability to be successful academically (Brown et al., 2019; Gitlow et al., 2017; Markoulakis & Kirsh, 2013). Previous studies have demonstrated this negative influence, finding presence of a mental health condition in post-secondary students to be related to lower grades (Hysenbegasi et al., 2005; Markoulakis & Kirsh, 2013). Post-secondary institutions need to identify methods to better support these students to promote positive academic and psychosocial outcomes. As part of title II of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, assistive technology (AT) and AT support services are legislatively mandated accommodations currently offered to many post-secondary students with disabilities, including students with a disability resulting from a mental health condition. AT was demonstrated to support the cognitive functions impacted by a MHC, such as through note-taking aids, scheduling and reminder technology, and thought organization technologies, to improve students' academic performance and satisfaction (Gitlow, 2021; Malcolm & Roll, 2017a). Limited evidence exists to demonstrate if any relationship exists between students with a mental health condition, utilization of AT services, and academic and psychosocial outcomes. The purpose of this study was to 1) identify predictors of AT service utilization, 2) identify predictors of GPA, and 3) identify predictors of self-advocacy and self-confidence for students with and without a MHC. Results of this study indicate that predictors of higher-grade point average (GPA) included AT service utilization, female gender, increased age, and non-first-generation status. Presence of a MHC was not predictive of AT service utilization, GPA, or ratings of self-advocacy and self-confidence compared to students with disabilities that did not have a mental health condition. Because these findings differ from current literature on the general population of post-secondary students with a MHC, further research is needed to identify if differences in academic and psychosocial outcomes exist for students with disabilities with a MHC compared to students not seeking disability services with a MHC.