Enhancing mental health education: mindfulness, resilience and social support as protective factors against depression in university settings

Purpose This study investigates the interplay between loneliness, mindfulness, resilience, social support and depression among Vietnamese university students, aiming to inform health education strategies in higher education settings whilst integrating WHO frameworks and psycho-pedagogical perspectives. Design/methodology/approach Employing a mixed-methods approach, we conducted a quantitative survey (n = 523) and qualitative interviews (n = 20) to examine these relationships. Structural Equation Modelling, moderation and mediation analyses were used for quantitative data, while thematic analysis was applied to qualitative data. Findings Results reveal that loneliness negatively affects mindfulness and resilience while positively impacting depression, with mindfulness and resilience demonstrating significant negative effects on depression. Social support moderates the loneliness-resilience relationship, highlighting its crucial buffering role. Qualitative findings emphasise the importance of social environments, including relationships with university staff, aligning with WHO’s comprehensive mental health frameworks. The study reveals discipline-specific variations in mental health challenges between Business and Engineering students. Originality/value This research contributes to the field by integrating Self-Determination Theory and the Broaden-and-Build Theory, providing a comprehensive model of student mental health dynamics. The study advances understanding by connecting findings to WHO’s Healthy Universities framework and incorporating psycho-pedagogical perspectives on loneliness-resilience intertwining. It offers insights into culturally sensitive approaches to mental health education in Vietnamese universities, addressing a gap in non-Western contexts.