2025 AIChE Annual Meeting

(395b) Engineering Student Mental Health and Gender Identity: Findings from the Healthy Minds Study

Authors

Sarah Wilson - Presenter, University of Kentucky
Emma Vick, University of Kentucky
Joseph H. Hammer, University of Kentucky
Mental health issues like depression, anxiety, suicidal ideation and self-injury are widespread among college students, with 44% of engineering students screening positive for mental health distress in 2021. Prior studies have shown that engineering students who identify as women or gender expansive are more likely than men to report symptoms of mental health distress. However, these studies are often limited to a small number of institutions and often do not account for the impact of other demographic factors such as race/ethnicity, generational status, or financial stress. In light of current legislation targeting trans and gender expansive students and efforts aimed at broadening participation among minoritized students in higher education, it is especially important to understand and support the mental health of these students. This study used data from the 2022-2023 Healthy Minds Study, a national survey on college student mental health, to examine the relationship between gender identity and self-reported symptoms of depression, anxiety, non-suicidal self-injury, suicidal ideation, and prior diagnosis for depression and anxiety. The sample used in this study contained approximately 3800 responses from undergraduate engineering students, with 26% identifying as women and 4% as gender expansive. Regression analyses were used to examine the mental health outcome variables across different men, women, and gender expansive students while controlling for demographic covariates. We found that women and gender expansive students were significantly more likely than men to screen positive for depression and anxiety, and gender expansive students were also more likely to report suicidal ideation. These findings highlight the continued need to foster supportive, inclusive environments within engineering education to support the mental health and well-being of all students, especially those facing increased stress and marginalization.