Outcomes of a CBT-based anxiety workshop on higher education students' mental health, stigma, learning, and career certainty

Zamira Hyseni Duraku; Sarah Kwan-Yee Ng; Viola Greiçevci; Fatime Rrahmani; Besarta Buqaj; Marigona Jusufi; Fjolla Bytyçi

doi:10.1177/22799036251381227

Outcomes of a CBT-based anxiety workshop on higher education students' mental health, stigma, learning, and career certainty

J Public Health Res. 2025 Oct 3;14(4):22799036251381227. doi: 10.1177/22799036251381227. eCollection 2025 Oct.

Authors

Zamira Hyseni Duraku¹, Sarah Kwan-Yee Ng², Viola Greiçevci¹, Fatime Rrahmani¹, Besarta Buqaj¹, Marigona Jusufi¹, Fjolla Bytyçi¹

Affiliations

¹ Department of Psychology, Faculty of Philosophy, University of Prishtina, Prishtinë, Kosovo.
² Epicloud Health and Diversity, London, UK.

Abstract

Background: Higher education students often face stress, academic pressure, and limited mental health support in low-resource settings. Although brief cognitive-behavioral therapy (CBT)-based interventions are scalable, their impact is often measured solely by mental health outcomes. This study explored the broader outcomes of a CBT-based Anxiety Toolbox Workshop on students' mental well-being, academic functioning, social support, and help-seeking attitudes.

Design and methods: The study employed a retrospective qualitative design using open-ended self-report questions administered at the workshop's conclusion. Fifty-four first year undergraduate students (M = 19.3 years, SD = 0.8) from a major public university in Kosovo participated. A deductive thematic analysis was conducted based on predetermined themes aligned with the objectives.

Results: Participants reported reduced stress, emotional overload, and academic anxiety following the workshop. These improvements were supported by practical coping tools, including mindfulness techniques, cognitive reframing, and peer discussions. The workshop also enhanced time management, study routines, and academic focus, particularly through structured strategies and daily planning. Beyond academic benefits, participants expressed increased confidence in career decisions and perceived social support. The workshop also helped reduce internalized stigma, challenge stereotypes around psychological help, and improve readiness to seek support.

Conclusion: The findings suggest a brief CBT-informed intervention can enhance students' emotional well-being, academic performance, and prosocial attitudes. This study demonstrates the potential of low-intensity, structured programs to meet student needs and reduce barriers to support in a real-world academic setting. Future research should investigate the long-term impacts and cross-cultural adaptability of such interventions.

Keywords: CBT brief intervention; barriers to seeking psychological help; career confidence; mental well-being; social support; study skills; university students.