National Age- and Education-Specific Normative Data for K-MoCA Total Score, Domain Index Scores, and K-MoCA-22.

University students are the human capital for any nation. Obtaining a university qualification is viewed as the key to success and a bright future, boosting the country’s economy. However, mental health challenges among students are an area of concern, with research showing a decline in students’ mental health. It is estimated that one in five students has a diagnosable mental illness, and not less than 60% met one of the two diagnosable mental health criteria. The prevalent mental health issues among students include stress, anxiety, depression, post-traumatic stress disorder, eating disorders and suicidal ideation. Mental health practitioners (MHPs) are on the frontlines of assisting clients with mental health challenges in the general population. Mental health practitioners consist of psychiatrists, psychologists, social workers, nurses, counsellors and therapists. In the context of higher education institution (HEI), MHPs are responsible for providing mental healthcare services to students. They support students in navigating and coping with academic, personal and mental health challenges; therefore, mental healthcare services are crucial in these settings. Unmet mental health needs of students pose challenges; hence, establishing mental healthcare services in HEIs is important. In South Africa, the movements exposed many challenges, including social inequalities and exclusions, which led to students experiencing mental health challenges. A study based in the United Kingdom supported this finding that most students experienced mental health challenges before enrolling in the university. Post-coronavirus disease 2019 (COVID-19), studies report rising demands for mental healthcare services in HEIs. The rise in mental health challenges places severe strain on academic and therapeutic staff. Mental health practitioners find it challenging to meet students’ mental health needs and manage their own mental health. This scourge amid resource shortage creates serious barriers to mental healthcare service provision and access by students of HEIs. Poor resource allocation for the provision of mental healthcare services in HEIs results in negative consequences for students, the institution and MHPs’ overall function. Previous studies have reported that students complain about long waiting periods to access mental healthcare services and to consult with MHPs; some studies have highlighted a high dropout rate among students due to unmet mental health needs, poor coping skills and, more seriously, the suicide ideation rate that remains high. Mental health practitioners are tasked with providing students with mental health support, with fewer resources. To date, no studies have explored the experiences of MHPs working at HEIs in South Africa. However, few studies focused on the experiences of academic staff in supporting students with mental health challenges. Results from those studies showed that academic staff felt overwhelmed, incapacitated and unsure of how to help the students. This study aimed to explore the experiences of MHPs working at HEIs in providing mental healthcare services to students in the context of poor resource allocation, effects of COVID-19 and financial constraints. The research question posed was: ‘’ The study concludes with suggestions and recommendations based on shared experiences among MHPs. A qualitative, exploratory, descriptive and contextual research design incorporating the Appreciative Inquiry (AI) 5D Model was used. Qualitative research is an organised, collaborative and holistic scholarly approach that explores and describes human life experiences. Descriptive research accurately portrays specific characteristics of phenomena, while exploratory designs are used to determine what is happening, generate new insights and examine phenomena from a fresh perspective. A naïve sketch was used as an initial exploratory method to obtain a broad overview of participants’ experiences. Contextual research involves observing and engaging with participants within their natural settings. Appreciative Inquiry, as a research method, builds on participants’ positive experiences to stimulate change and serves as a motivational organisational change strategy to improve the quality and safety of healthcare.