The topic of mental health in higher education is gaining increasing importance. Despite various psychological, social, and financial support interventions for students, including counseling services, student mental health is deteriorating worldwide (Macaskill, 2012). This trend is confirmed by the European Eurostudent survey, which shows that between 37% and 58% of students report declining well-being. In the Czech Republic specifically, up to 48% of university students experience lower well-being, placing the country among those with the most critical situations in this area (Cuppen et al., 2023).

The mental health of students in artistic disciplines at higher education institutions remains underexplored. There is only a minimal amount of research examining mental health in the context of art education. Yet, the field of arts and culture faces various challenges observed worldwide (Mangset et al., 2016). Among the most significant issues are inadequate financial compensation associated with short-term contracts, multiple jobs, freelance work, or informal employment (Lazzarato, 2011; Duarte, 2020). Another factor is the lack of government support for artists and the profession's high psychological and physical demands (Mangset et al., 2016). In the context of the Czech higher education system, art universities face specific challenges from institutions, academic staff, and students. Key issues include organizational structure, working and study conditions, and the dynamics of the academic environment, which are often reflected in public discourse.

The theoretical framework is based on the Study Demands-Resources (SD-R) and Psychosocial Climate Safety (PSC) models. The Study Demands-Resources (SD-R) model was originally developed to analyze work-related stress and motivation (Bakker & Demerouti, 2017; Demerouti et al., 2001). It was later adapted for the academic environment, where it focuses on factors affecting students' mental health and well-being (Robins, Roberts & Sarris, 2015; Salmela-Aro, Tang & Upadyaya, 2022).

The model assumes that every academic experience involves specific stressors (study demands) that can negatively impact mental health while also providing supportive factors (study resources) that help regulate these demands and enhance academic motivation. Study demands and resources are traditionally categorized into physical, psychological, and social. 

On the other hand, the Psychosocial Climate Safety (PSC) model, which builds upon the SD-R framework, focuses on the psychological and social aspects of a safe academic environment. Psychosocial climate safety can be defined as protection from psychological and social risks within the academic setting. The model emphasizes how much an institution and its leadership prioritize students' psychological and social well-being.

The aim of this paper is to identify factors influencing the well-being of students at higher education art institutions. Using the S-DR and PSC models, we analyze the demands and resources within the academic environment of art schools while also considering organizational culture and the sociocultural context.

Research Questions:

1. What well-being resources (personal, sociocultural, institutional) can be identified among higher education art institution students?
2. What demands (personal, sociocultural, institutional) impact the well-being of students at higher education art institutions?
3. How do students perceive and interpret their mental health within the creative environment of art schools?

The research employed a qualitative design to gain an in-depth understanding of art students' individual experiences and perspectives. A total of 25 semi-structured interviews were conducted with students from the fields of performing arts, visual arts, and design at public universities in the Czech Republic, encompassing both undergraduate and postgraduate levels. The interviews took place between June 2023 and January 2025. The interview guide was based on the Study Demands-Resources and Psychosocial Climate Safety (PSC) models. Data analysis was carried out using Reflexive Thematic Analysis (Braun & Clarke, 2006, 2022), which involved coding, category development, theme identification, revision and definition of themes, and the synthesis of results. The analysis was conducted using Atlas.ti software.

The study will contribute to understanding the complex interplay of personal, sociocultural, and institutional factors that influence the well-being of students in artistic disciplines at higher education institutions. It will likely show that while there are valuable resources available to support students' mental health, significant demands—especially those unique to the art world—pose substantial challenges to their well-being. The findings are expected to underscore the importance of fostering a supportive psychosocial climate within art institutions that not only addresses the academic and creative demands placed on students but also prioritizes their mental health and emotional needs. Furthermore, the research may reveal the need for greater institutional awareness and action to provide holistic, culturally sensitive, and accessible mental health support tailored to the specific challenges faced by art students.

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