According to a survey report by the World Health Organization (WHO), one out of every eight individuals worldwide suffers from mental health problems. The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges (Abelson et al., 2022). Recent research indicates that, in the aftermath of the COVID-19 health crisis, overall health continues to decline, with mental health being particularly affected (Campbell. et al., 2022 ; Siena et al., 2024). In the university context, student mental health has become an increasing concern, as it plays a crucial role in academic success (Zhang, 2024). The pressures associated with higher education—including academic demands, financial stress, and social adaptation—can exacerbate mental health challenges, potentially hindering students’ well-being and performance. College students in this transitional stage of life are more likely to experience mental health problems such as depression and anxiety (Ooi et al., 2022). Abdullah et al. (2024) revealed a substantial impact of academic stress on students’ emotional wellbeing and academic performance, with significant variations based on gender, academic program, subject, and year of study. Understanding these aspects is essential to developing targeted interventions that promote both student well-being and academic success.

While many studies have examined student mental health and well-being, little research has focused specifically on students in sports science programs. These students regularly engage in physical activities and generally maintain good physical health, but what about their mental health? Most research support positive relationships between physical activity and mental health (Kenioua & Boumasjed, 2016 ; Ahsan & Abualait, 2025).  Sport and exercise positively influences students' mental health, affecting them physically, socially, nurturing positive attitudes (Xu & Mantuhac, 2023). Mathunjwa et al. (2024) demonstrate the positive impact of informal sports on first-year students. Informal sports serve as a valuable stress-relief mechanism, helping students manage anxiety and depression through physical activity and social engagement.

This exploratory research aims to assess the mental health and well-being of students in Sports Sciences from the first year of university to the doctoral level. It explores overall mental health and well-being, anxiety and depression of students.

French students (n = 600) enrolled in sports science programs were invited to participate in the study through institutional email communication. Participation was voluntary, and informed consent was obtained before completing the questionnaires. To facilitate high response rates, students could complete the questionnaires in a supervised classroom setting, where a researcher provided explanations of the study and guidance. The study employed a set of validated questionnaires to assess mental health and well-being, including: the General Health Questionnaire (GHQ-12) to measure psychological distress (Hardy & Rüger, 2011); the World Health Organization Well-Being Index (WHO-5) to evaluate subjective well-being (Chan et al., 2022); the Mental Health Continuum – Short Form (MHC-SF) to assess overall mental health (Santini et al., 2020); the State-Trait Anxiety Inventory (STAI-Y) to differentiate between temporary and chronic anxiety (Spielberger et al., 1983); and the Beck Depression Inventory (BDI-II, Aalto & al, 2012) to screen for depressive symptoms. The completion time for the survey was ~1 hour. All collected data were processed and analyzed using the Sphinx software. Descriptive statistics were generated to summarize participant characteristics and questionnaire responses. Further statistical analyses, including correlation and regression tests, were conducted to explore relationships between mental health indicators and well-being measures. The study received approval from the university's ethics committee, ensuring compliance with ethical guidelines regarding participant rights, confidentiality, and data protection. Students were informed that their participation was anonymous and that the collected data would be used solely for research purposes. They had the right to withdraw at any time without any consequences.

The data are currently being processed. The study will provide valuable information for a better understanding of the factors influencing the mental health and well-being of sports science students, particularly those linked to participation in sport. Understanding these factors offers the potential to find ways to identify strategies that enhance the students’ abilities to cope with the challenges of higher education (Campbell et al., 2022). It is essential to develop targeted interventions that promote both student well-being and academic success. This responsibility falls on both educators and the academic community, fostering a supportive mental health environment for students (Xu & Mantuhac, 2023).

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