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Why Mental Health Literacy Can Improve STEM
Christian W Pester1, Klaus Lieb2, Sarah K Schäfer2,3
1Department of Materials Science and Engineering, University of Delaware, Newark, DE 19716, USA.
The academic mental health crisis disproportionately affects Science, Technology, Engineering, and Mathematics (STEM) professionals. This work bridges psychology and STEM by advocating for improved mental health literacy to benefit individuals and the academic system.
Area of Science:
- Interdisciplinary research bridging psychology, psychiatry, and STEM fields.
Background:
- Growing awareness of a mental health crisis within academia.
- Existing research is often siloed in non-STEM specific journals.
- STEM professionals are significantly impacted but may lack access to crucial findings.
Purpose of the Study:
- To foster interdisciplinary dialogue between mental health fields and STEM.
- To advocate for enhanced mental health literacy among STEM stakeholders.
- To elucidate the benefits of improved mental health literacy for individuals and the academic ecosystem.
Main Methods:
- Review and synthesis of existing literature on academic mental health.
- Identification of key findings relevant to STEM professionals.
- Framing arguments for increased mental health awareness and education in STEM.
Main Results:
- STEM professionals face unique mental health challenges.
- Current dissemination of mental health research inadequately reaches the STEM community.
- Enhanced mental health literacy can lead to significant individual and systemic improvements.
Conclusions:
- Urgent need for integrated mental health support and research dissemination within STEM.
- Promoting mental health literacy is crucial for the well-being of STEM researchers.
- Interdisciplinary collaboration is essential to address the academic mental health crisis effectively.
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