学生对后secondary教育环境中学生心理健康数据实践的看法：朝着一个包容性、透明和参与性的框架努力。

Post-secondary institutions increasingly rely on large-scale mental health surveys to inform policy and resource allocation, yet low engagement raises questions about these surveys as institutional data practices. Using qualitative descriptive design informed by reflexive thematic analysis, six virtual focus groups were conducted with 70 undergraduate and graduate students from eight Canadian post-secondary institutions who reflected on experiences with mental health surveys. Four interconnected themes emerged: (1) capturing diverse and evolving student experiences; (2) ensuring confidentialit