IELTS Reading: Mental Health Awareness in Educational Institutions – Đề thi mẫu có đáp án chi tiết

Mở bài

Mental Health Awareness In Educational Institutions (Nhận thức về sức khỏe tâm thần trong các cơ sở giáo dục) đang trở thành một chủ đề nóng hổi trên toàn cầu, và nó cũng xuất hiện ngày càng nhiều trong các đề thi IELTS Reading gần đây. Chủ đề này thường được khai thác dưới nhiều góc độ: từ tác động của áp lực học tập đến sinh viên, các chương trình hỗ trợ tâm lý trong trường học, cho đến những chính sách giáo dục mới nhằm cải thiện sức khỏe tinh thần của học sinh.

Trong bài viết này, bạn sẽ được thực hành với một đề thi IELTS Reading hoàn chỉnh bao gồm 3 passages với độ khó tăng dần từ Easy đến Hard. Bạn sẽ gặp đa dạng các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi passage được thiết kế cẩn thận để mô phỏng chính xác cấu trúc và độ khó của đề thi IELTS thực tế, giúp bạn làm quen với format thi và phát triển kỹ năng làm bài hiệu quả.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên. Ngoài 40 câu hỏi chuẩn IELTS, bạn sẽ nhận được đáp án chi tiết kèm giải thích, phân tích từ vựng quan trọng, và các tips thực chiến để cải thiện điểm số Reading của mình.

Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test bao gồm 3 passages với tổng cộng 40 câu hỏi cần hoàn thành trong 60 phút. Đây là bài thi kiểm tra khả năng đọc hiểu, phân tích thông tin và quản lý thời gian của bạn.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút – Đây là passage dễ nhất, giúp bạn khởi động tốt
• Passage 2 (Medium): 18-20 phút – Độ khó tăng lên, cần tập trung hơn
• Passage 3 (Hard): 23-25 phút – Passage khó nhất, cần thời gian suy luận nhiều hơn

Lưu ý quan trọng: Không có thời gian bổ sung để chép đáp án sang phiếu trả lời, vì vậy bạn cần viết đáp án trực tiếp trong khi làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi này bao gồm 8 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Yes/No/Not Given – Xác định quan điểm của tác giả
4. Matching Headings – Nối tiêu đề phù hợp với đoạn văn
5. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
7. Matching Features – Nối thông tin với các đối tượng/nhân vật
8. Short-answer Questions – Trả lời câu hỏi ngắn dựa vào bài đọc

IELTS Reading Practice Test

PASSAGE 1 – The Growing Recognition of Student Mental Health

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Over the past two decades, mental health awareness has transformed from a taboo subject into a central concern within educational institutions worldwide. Schools and universities are increasingly recognizing that academic success is closely linked to psychological well-being, and that students facing mental health challenges often struggle to reach their full potential. This shift in perspective has prompted educators and policymakers to implement various support systems aimed at creating healthier learning environments.

The statistics paint a concerning picture. Research conducted by the World Health Organization in 2021 revealed that approximately one in five students experiences some form of mental health issue during their educational journey. Anxiety disorders, depression, and stress-related conditions are among the most commonly reported problems. The COVID-19 pandemic has further exacerbated these challenges, with prolonged isolation, disrupted routines, and uncertainty about the future taking a significant toll on young people’s mental health.

Educational institutions are responding to this crisis in multiple ways. Many schools have established dedicated counseling services, where trained professionals provide confidential support to students struggling with psychological difficulties. These services typically offer both individual therapy sessions and group support programs, allowing students to choose the format that best suits their needs. Some institutions have gone further by integrating mental health education into their regular curriculum, teaching students about emotional intelligence, stress management techniques, and how to recognize warning signs in themselves and their peers.

Prevention strategies have also gained prominence in recent years. Rather than waiting for problems to emerge, many schools now focus on building resilience and coping skills before students face significant challenges. This proactive approach includes workshops on mindfulness, training in healthy lifestyle habits, and creating opportunities for students to develop strong social connections. Research suggests that students who participate in these preventive programs are less likely to develop serious mental health issues later in their academic careers.

Technology has opened new avenues for mental health support in educational settings. Many institutions now offer digital platforms where students can access resources, track their mood, and even connect with counselors through secure messaging systems. These technological solutions are particularly appealing to younger generations who are comfortable with digital communication and may find it less intimidating than face-to-face consultations. Some universities have developed mobile applications that provide 24/7 access to crisis support and self-help tools, ensuring that help is available whenever students need it.

However, challenges remain in making mental health services truly accessible to all students. Stigma continues to be a significant barrier, with many young people reluctant to seek help due to fears of being judged or labeled. Cultural factors also play a role, as some communities view mental health issues as signs of personal weakness rather than legitimate medical conditions. Additionally, many institutions face resource constraints, with insufficient numbers of trained counselors to meet growing demand. The student-to-counselor ratio at some universities exceeds 1,500:1, far above the recommended level of 1,000:1.

To address these obstacles, schools are implementing various initiatives. Peer support programs train students to provide initial assistance to their classmates, helping to normalize conversations about mental health and reduce stigma. Awareness campaigns use posters, social media, and events to educate the entire school community about mental health issues and available resources. Some institutions have introduced mental health days, recognizing that students sometimes need time away from academic pressures to focus on their psychological well-being.

The involvement of families and communities is increasingly seen as crucial to effective mental health support in education. Schools are organizing parent education sessions to help families understand adolescent mental health issues and learn how to support their children. Community partnerships with local mental health organizations can extend the reach of school-based services and provide additional resources. This collaborative approach recognizes that mental health is influenced by factors both inside and outside the classroom.

Looking ahead, experts emphasize the need for sustained commitment to mental health awareness in educational institutions. This includes adequate funding for services, ongoing training for staff, and regular evaluation of program effectiveness. As understanding of adolescent mental health continues to evolve, schools must remain flexible and willing to adapt their approaches. The ultimate goal is to create educational environments where students feel safe, supported, and empowered to seek help when they need it, ensuring that mental health concerns do not stand in the way of their educational and personal development.

Questions 1-13

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, what has changed about mental health in educational institutions over the past twenty years?
   A) It has become more difficult to discuss
   B) It has shifted from being taboo to being a central concern
   C) It has become less important to educators
   D) It has been completely solved

2. What proportion of students experience mental health issues during their education, according to WHO research?
   A) One in ten
   B) One in four
   C) One in five
   D) One in three

3. What kind of therapy formats do school counseling services typically offer?
   A) Only group sessions
   B) Only online consultations
   C) Only individual sessions
   D) Both individual and group programs

4. Why are digital platforms for mental health support particularly appealing to younger students?
   A) They are free of charge
   B) They are more effective than traditional methods
   C) Young people are comfortable with digital communication
   D) They provide better qualified counselors

5. What is identified as a significant barrier to students seeking mental health help?
   A) Cost of services
   B) Lack of technology
   C) Distance from counselors
   D) Stigma and fear of judgment

Questions 6-9: True/False/Not Given

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

6. The COVID-19 pandemic improved mental health outcomes for most students.

7. Some schools include mental health education as part of their regular curriculum.

8. The recommended student-to-counselor ratio is 1,000 students to one counselor.

9. All parents are required to attend mental health education sessions organized by schools.

Questions 10-13: Sentence Completion

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. Many schools now focus on building __ before students encounter serious problems.

11. __ train students to provide initial help to their classmates and reduce stigma.

12. Some institutions have created __ that allow students to take time off to focus on their psychological well-being.

13. Schools are forming __ with local mental health organizations to provide additional resources.

Nhận thức về sức khỏe tâm thần trong trường học – Học sinh tham gia chương trình tư vấn tâm lý

PASSAGE 2 – Implementing Comprehensive Mental Health Programs in Universities

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The implementation of comprehensive mental health programs in higher education institutions has evolved into a multifaceted endeavor that extends far beyond traditional counseling services. Universities worldwide are recognizing that addressing student mental health requires systemic changes involving academic policies, campus culture, and collaborative partnerships across multiple stakeholders. This holistic approach represents a significant departure from earlier models that treated mental health as a peripheral concern rather than an integral component of the educational mission.

Contemporary research in educational psychology has established compelling evidence for the bidirectional relationship between mental health and academic performance. Students experiencing psychological distress often exhibit decreased concentration, impaired memory consolidation, and reduced motivation, all of which directly impact their ability to engage with coursework effectively. Conversely, academic struggles can trigger or exacerbate mental health problems, creating a vicious cycle that proves difficult to break without appropriate intervention. This understanding has prompted universities to reconceptualize mental health support not as a separate service but as fundamental infrastructure supporting the core educational function.

Leading institutions have pioneered several innovative approaches to mental health programming. The University of Michigan, for instance, has implemented a stepped-care model that provides different levels of support based on student needs. This system begins with self-help resources and peer support for students with mild concerns, progresses to short-term counseling for those with moderate symptoms, and ensures access to specialized psychiatric care for students facing severe mental health crises. Such tiered approaches maximize resource efficiency while ensuring that students receive appropriate levels of care.

Early identification systems represent another crucial innovation. Many universities now utilize data analytics and machine learning algorithms to identify students who may be at elevated risk for mental health problems. These systems analyze various indicators, including attendance patterns, grade fluctuations, library access records, and dining hall usage, to flag students whose behavior suggests they may be struggling. While such surveillance techniques raise important privacy concerns, proponents argue that early intervention can prevent minor issues from escalating into major crises requiring more intensive and costly interventions.

The training of faculty members has emerged as a critical component of effective campus mental health strategies. Professors and instructors occupy a unique position to notice changes in student behavior and performance, yet many lack the knowledge and confidence to respond appropriately. Mental health literacy programs for faculty teach them to recognize warning signs, conduct compassionate conversations with struggling students, and make appropriate referrals to professional services. Some institutions have implemented gatekeeper training programs, which prepare faculty to identify students in distress and connect them with appropriate resources while maintaining proper professional boundaries.

Structural barriers within the academic environment itself often contribute to student psychological distress. Inflexible deadlines, punitive attendance policies, and lack of accommodation for students with mental health conditions can compound existing difficulties. Progressive institutions are reforming these policies to create more supportive academic environments. This includes offering flexible deadline extensions, implementing excused absence policies for mental health days, and training faculty to provide reasonable accommodations similar to those offered for physical disabilities.

The destigmatization of mental health issues requires sustained, multifaceted efforts. Universities are employing various strategies, from high-profile awareness campaigns featuring student testimonials to curriculum integration that normalizes discussions about psychological well-being. Some institutions have recruited student ambassadors who share their own mental health journeys, demonstrating that seeking help is a sign of strength rather than weakness. These peer-led initiatives often prove more effective than top-down directives from administration, as students typically find peer voices more relatable and authentic.

Technological innovations are expanding the reach and accessibility of campus mental health services. Telehealth platforms enable students to access counseling sessions from their dormitories, eliminating barriers related to transportation and scheduling. Artificial intelligence chatbots provide immediate responses to basic mental health queries and can offer preliminary screening before connecting students with human counselors. Mobile applications deliver evidence-based interventions such as cognitive behavioral therapy exercises and mindfulness practices, allowing students to engage in therapeutic activities at their convenience.

However, the effectiveness of these technological solutions remains a subject of ongoing research. While they increase accessibility, questions persist about whether digital interventions can match the therapeutic efficacy of traditional face-to-face counseling. Some students report feeling disconnected during virtual sessions, while others appreciate the reduced pressure and increased comfort of remote interaction. The consensus among experts suggests that technology should complement rather than replace traditional services, offering students multiple pathways to support.

Financial sustainability poses a significant challenge for many mental health initiatives in higher education. Comprehensive programs require substantial investment in professional staff, training, technology infrastructure, and program evaluation. Public universities, particularly those facing budget constraints, often struggle to allocate sufficient resources while maintaining other essential services. Some institutions have adopted creative funding models, including student fee allocations, alumni donations, and partnerships with healthcare systems that offset costs while expanding service capacity.

The measurement of program outcomes has become increasingly sophisticated, moving beyond simple utilization statistics to assess actual impact on student well-being and academic success. Universities are employing longitudinal studies, pre-post assessments, and comparison groups to evaluate whether their mental health investments yield meaningful improvements. Emerging evidence suggests that comprehensive programs can reduce dropout rates, improve graduation rates, and enhance overall student satisfaction, providing a compelling return on investment that justifies the initial expenditure.

Looking forward, the field of campus mental health continues to evolve rapidly. Emerging priorities include addressing mental health disparities among different demographic groups, integrating mental health support with career development services, and preparing students with lifelong wellness skills that extend beyond their university years. As societal awareness of mental health grows and generational attitudes shift toward greater openness, universities must continue adapting their approaches to meet the changing needs of their student populations.

Questions 14-26

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the views of the writer in the passage?

Write:

• YES if the statement agrees with the views of the writer
• NO if the statement contradicts the views of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

14. Traditional counseling services alone are sufficient to address student mental health needs.

15. Academic struggles and mental health problems can create a cycle that reinforces both issues.

16. Privacy concerns about data analytics systems for identifying at-risk students are entirely unfounded.

17. Peer-led mental health initiatives are generally more effective than administrative directives.

18. Digital mental health interventions are equally effective as face-to-face counseling in all cases.

Questions 19-22: Matching Headings

Choose the correct heading for paragraphs C, F, G, and H from the list of headings below.

List of Headings:
i. The role of technology in expanding mental health services
ii. Financial challenges in sustaining mental health programs
iii. Innovative tiered support systems at leading universities
iv. The importance of measuring program effectiveness
v. Reforming academic policies to support student well-being
vi. Training educators to recognize and respond to mental health issues
vii. Strategies for reducing mental health stigma on campus
viii. The relationship between physical and mental health

19. Paragraph C _____
20. Paragraph F _____
21. Paragraph G _____
22. Paragraph H _____

Questions 23-26: Summary Completion

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Universities are using various methods to identify students who may need mental health support. Some institutions employ 23. __ and machine learning to analyze student behavior patterns. Faculty members are receiving 24. __ to help them recognize warning signs and have appropriate conversations with students. To address the problem of stigma, universities are recruiting 25. __ who share their personal experiences with mental health challenges. Additionally, some programs use 26. __ to provide immediate responses to basic mental health questions before connecting students with professional counselors.

Chương trình sức khỏe tâm thần toàn diện tại đại học với công nghệ hiện đại

PASSAGE 3 – The Neuroscience and Sociocultural Dimensions of Adolescent Mental Health in Academic Contexts

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The intersection of neurodevelopmental processes, sociocultural factors, and institutional pressures creates a uniquely vulnerable period for mental health during late adolescence and early adulthood—precisely when most individuals engage with tertiary education. Recent advances in neuroscience have illuminated the neurobiological underpinnings of this vulnerability, revealing that the prefrontal cortex, responsible for executive functions such as emotional regulation, impulse control, and decision-making, continues substantial maturation well into the mid-twenties. This protracted developmental trajectory means that university students are navigating complex academic and social demands with neural circuitry that remains fundamentally plastic and susceptible to both positive and negative environmental influences.

Neuroimaging studies employing functional magnetic resonance imaging (fMRI) have demonstrated that chronic stress—a pervasive feature of contemporary academic environments—produces measurable alterations in brain structure and function. Prolonged exposure to elevated cortisol levels is associated with volumetric reductions in the hippocampus, a region critical for memory consolidation and emotional processing. Simultaneously, hyperactivation of the amygdala, the brain’s threat-detection center, becomes evident, contributing to heightened anxiety responses and diminished capacity for emotional regulation. These neurobiological changes are not merely correlates of mental health difficulties; they represent mechanistic pathways through which environmental stressors become embedded in the neural architecture, potentially establishing long-term vulnerability to psychiatric disorders.

The pedagogical structures prevalent in higher education frequently operate in ways that inadvertently exacerbate these neurobiological vulnerabilities. The emphasis on high-stakes assessment, competitive grading curves, and time-constrained examinations activates stress-response systems repeatedly, creating conditions of chronic activation rather than the acute, resolvable stress that can promote adaptive resilience. Furthermore, the individualistic achievement orientation that characterizes many academic institutions may undermine the social connectedness that serves as a protective factor against mental health difficulties. Evolutionary psychology suggests that humans evolved in small, cohesive social groups, and the anomic conditions of large, impersonal educational institutions may constitute a mismatch with our fundamental psychological needs.

Cross-cultural research reveals substantial variation in how mental health issues manifest and are experienced within educational contexts, challenging Western-centric assumptions that have traditionally dominated the field. In many collectivist societies, psychological distress is more likely to be expressed through somatic symptoms—physical manifestations such as headaches, gastrointestinal problems, or fatigue—rather than the explicit emotional language typical in individualistic cultures. This cultural variation in symptom presentation has profound implications for screening instruments and intervention approaches, which have predominantly been developed and validated in Western populations. The uncritical application of these tools in diverse cultural contexts may result in systematic underidentification of students experiencing mental health difficulties.

The socioeconomic dimensions of mental health in educational institutions have received increasing scrutiny. Intersectionality theory highlights how multiple marginalized identities—relating to race, ethnicity, socioeconomic status, sexual orientation, and gender identity—can create compounding vulnerabilities. Students from underrepresented backgrounds may experience minority stress arising from microaggressions, stereotype threat, and cultural discontinuity between their home communities and the dominant institutional culture. Research demonstrates that these chronic stressors predict both psychological distress and academic underperformance, yet mental health services often fail to acknowledge or address these systemic inequities. The colorblind or culturally neutral approaches that characterize many counseling services may inadvertently perpetuate disparities by failing to recognize how sociopolitical contexts shape mental health experiences.

Critical perspectives from medical sociology and mad studies challenge the individualization and pathologization of distress that underlies conventional approaches to student mental health. These scholars argue that framing emotional suffering as individual pathology obscures the role of oppressive institutional structures and societal inequalities in generating psychological distress. From this vantage point, the rising prevalence of mental health issues among students might be understood not primarily as an epidemic of individual disorders but as a rational response to increasingly precarious and demanding conditions within higher education. This perspective suggests that genuinely addressing student mental health requires not merely expanding clinical services but fundamentally reimagining educational structures to reduce inherent stressors and promote collective well-being.

The commercialization and intensification of higher education over recent decades provide important context for understanding contemporary mental health challenges. The transformation of universities into market-oriented enterprises has introduced consumer metaphors whereby students are reimagined as customers purchasing a credential that will yield economic returns. This framing heightens instrumental orientations toward education, potentially diminishing the intrinsic value of learning while amplifying anxiety about future employability and debt burden. The massification of higher education—the dramatic expansion in enrollment rates—has occurred without proportional increases in per-student resources, resulting in larger classes, reduced faculty-student interaction, and diminished sense of community, all factors that may compromise mental well-being.

Emerging research on digital technology’s impact on student mental health presents a complex and sometimes contradictory picture. Social media platforms offer opportunities for community building, identity exploration, and access to peer support networks, particularly valuable for students from marginalized communities who may find affinity groups online. However, these same platforms are implicated in problematic social comparison, cyberbullying, fear of missing out (FOMO), and attention fragmentation that undermines deep work and restorative rest. The algorithmic curation of content creates filter bubbles that may reinforce negative thought patterns while the quantification of social validation through likes and shares can undermine authentic self-esteem. Disentangling these multifaceted effects requires nuanced research methodologies that move beyond simple screen-time correlations to examine how specific usage patterns and platform affordances shape mental health outcomes.

Translational challenges impede the movement of research findings into effective institutional practices. The evidence base for many popular mental health interventions in educational settings remains surprisingly limited, with few rigorous evaluations employing randomized controlled designs or long-term follow-up assessments. Moreover, interventions demonstrating efficacy in controlled research settings often prove difficult to implement at scale within resource-constrained institutions, a phenomenon known as the efficacy-effectiveness gap. Implementation science—a field dedicated to understanding how to successfully deploy evidence-based practices in real-world contexts—is increasingly recognized as essential for advancing campus mental health, yet remains underdeveloped within educational settings.

The concept of institutional responsibility for student mental health raises complex ethical questions. While there is growing consensus that universities should address student psychological well-being, the appropriate scope and limits of this responsibility remain contested. Should institutions be held accountable for mental health outcomes, or is their obligation limited to providing access to services? How should universities balance duty of care with respect for student autonomy and privacy? In cases where students refuse help despite significant concerns, what interventions are appropriate? These questions become particularly acute in the context of serious mental illness or suicidality, where institutions must navigate competing imperatives of safety, confidentiality, and educational mission.

Looking toward future directions, several emerging approaches show promise for more effectively addressing mental health in educational institutions. Trauma-informed pedagogies recognize that many students enter higher education having experienced adverse childhood experiences or ongoing trauma, and advocate for teaching approaches that minimize retraumatization while promoting safety and empowerment. Universal design for learning principles, originally developed to accommodate students with learning disabilities, are being extended to mental health, emphasizing flexibility, multiple means of engagement, and proactive accommodation rather than reactive intervention. Community-based participatory research approaches involve students as co-researchers in identifying problems and designing solutions, potentially yielding interventions that are more contextually appropriate and culturally resonant than those imposed by administrators or external experts.

Ultimately, advancing mental health awareness and support in educational institutions requires multilevel interventions addressing individual, interpersonal, institutional, and societal factors. While enhanced clinical services remain important, they represent only one component of a comprehensive approach. Equally crucial are efforts to transform pedagogical practices, reform assessment structures, build inclusive campus cultures, address socioeconomic inequities, and recognize education’s role in either reproducing or challenging broader societal patterns that shape mental health. As our understanding of the complex determinants of psychological well-being continues to evolve, so too must our institutional responses, moving toward systemic transformation rather than merely symptomatic treatment.

Questions 27-40

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to the passage, the prefrontal cortex of university-age students is:
    A) Fully developed by age 18
    B) Unaffected by environmental factors
    C) Still undergoing significant development
    D) Primarily responsible for memory storage

28. Neuroimaging studies show that chronic academic stress:
    A) Has no measurable effect on brain structure
    B) Only affects students with pre-existing conditions
    C) Produces changes in the hippocampus and amygdala
    D) Improves cognitive performance under pressure

29. The passage suggests that in collectivist societies, psychological distress is often expressed through:
    A) Direct emotional communication
    B) Physical symptoms like headaches
    C) Aggressive behavior patterns
    D) Complete withdrawal from social contact

30. Critical perspectives from medical sociology view rising mental health issues among students as:
    A) Purely biological disorders requiring medication
    B) Individual character weaknesses
    C) A rational response to problematic institutional structures
    D) Temporary issues that resolve after graduation

31. What does the passage identify as an “efficacy-effectiveness gap”?
    A) The difference between research funding and practical budgets
    B) The challenge of implementing research-proven interventions at scale
    C) The gap between student needs and available counselors
    D) The difference between online and in-person therapy success rates

Questions 32-36: Matching Features

Match each concept (32-36) with the correct description (A-H) from the passage.

Concepts:
32. Intersectionality theory
33. Trauma-informed pedagogy
34. Algorithmic curation
35. Implementation science
36. Universal design for learning

Descriptions:
A) Teaching approaches that avoid retraumatizing students with adverse experiences
B) The field focused on deploying evidence-based practices in real-world settings
C) Analysis of how multiple marginalized identities create compounding vulnerabilities
D) Methods for measuring brain activity during stress
E) Creating filter bubbles that may reinforce negative thought patterns
F) Principles emphasizing flexibility and multiple means of engagement
G) Programs that train students to counsel their peers
H) Strategies for improving student attendance rates

Questions 37-40: Short-answer Questions

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of stress does the passage suggest can promote adaptive resilience rather than harm?

38. What term describes the physical symptoms through which psychological distress is expressed in some cultures?

39. According to the passage, what has the transformation of universities into market-oriented enterprises introduced?

40. What kind of research approach involves students as co-researchers in designing solutions?

Khoa học thần kinh và các yếu tố văn hóa xã hội ảnh hưởng sức khỏe tâm thần sinh viên

Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. D
4. C
5. D
6. FALSE
7. TRUE
8. TRUE
9. NOT GIVEN
10. resilience / coping skills
11. Peer support programs
12. mental health days
13. community partnerships

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NO
17. YES
18. NO
19. iii
20. v
21. vii
22. i
23. data analytics
24. mental health literacy / gatekeeper training
25. student ambassadors
26. artificial intelligence chatbots / AI chatbots

PASSAGE 3: Questions 27-40

27. C
28. C
29. B
30. C
31. B
32. C
33. A
34. E
35. B
36. F
37. acute, resolvable stress
38. somatic symptoms
39. consumer metaphors
40. community-based participatory research

Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: changed, mental health, educational institutions, past twenty years
• Vị trí trong bài: Đoạn 1, dòng 1-3
• Giải thích: Câu đầu tiên của passage nói rõ “mental health awareness has transformed from a taboo subject into a central concern” – từ một chủ đề cấm kỵ thành mối quan tâm trung tâm. Đây là paraphrase của đáp án B.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: COVID-19 pandemic, improved mental health
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Passage nói “The COVID-19 pandemic has further exacerbated these challenges” (đại dịch đã làm trầm trọng thêm những thách thức này), điều này hoàn toàn trái ngược với việc “improved” (cải thiện). Do đó đáp án là FALSE.

Câu 10: resilience / coping skills

• Dạng câu hỏi: Sentence Completion
• Từ khóa: schools now focus, building, before students, serious problems
• Vị trí trong bài: Đoạn 4, dòng 2-3
• Giải thích: Câu trong passage: “many schools now focus on building resilience and coping skills before students face significant challenges”. Cả hai từ “resilience” hoặc “coping skills” đều chấp nhận được.

Câu 12: mental health days

• Dạng câu hỏi: Sentence Completion
• Từ khóa: institutions, introduced, students, time away, psychological well-being
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: “Some institutions have introduced mental health days, recognizing that students sometimes need time away from academic pressures to focus on their psychological well-being.” Đây là cụm từ chính xác từ passage.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: traditional counseling services, sufficient, student mental health needs
• Vị trí trong bài: Đoạn 1, câu đầu tiên
• Giải thích: Passage khẳng định rõ ràng “has evolved into a multifaceted endeavor that extends far beyond traditional counseling services” – đã phát triển thành nỗ lực đa chiều vượt xa dịch vụ tư vấn truyền thống. Điều này mâu thuẫn với quan điểm rằng dịch vụ tư vấn truyền thống là đủ.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: academic struggles, mental health problems, cycle
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: “academic struggles can trigger or exacerbate mental health problems, creating a vicious cycle that proves difficult to break” – đấu tranh học tập có thể kích hoạt hoặc làm trầm trọng thêm vấn đề sức khỏe tâm thần, tạo ra một vòng luẩn quẩn khó phá vỡ. Đây chính xác là ý của câu hỏi.

Câu 19: iii

• Dạng câu hỏi: Matching Headings
• Paragraph C: Đoạn này mô tả chi tiết về “stepped-care model” của University of Michigan với các cấp độ hỗ trợ khác nhau (self-help, short-term counseling, specialized care). Heading iii “Innovative tiered support systems at leading universities” phù hợp nhất.

Câu 23: data analytics

• Dạng câu hỏi: Summary Completion
• Từ khóa: identify students, mental health support
• Vị trí trong bài: Đoạn 4, dòng 2
• Giải thích: “Many universities now utilize data analytics and machine learning algorithms to identify students who may be at elevated risk”. Data analytics là từ chính xác xuất hiện trong passage.

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: prefrontal cortex, university-age students
• Vị trí trong bài: Đoạn 1, dòng 3-6
• Giải thích: Passage nói rõ “the prefrontal cortex…continues substantial maturation well into the mid-twenties” – vỏ não trước trán tiếp tục phát triển đáng kể đến giữa độ tuổi 20. Điều này khớp với đáp án C (still undergoing significant development).

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: collectivist societies, psychological distress, expressed
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “In many collectivist societies, psychological distress is more likely to be expressed through somatic symptoms—physical manifestations such as headaches, gastrointestinal problems, or fatigue”. Đáp án B chính xác.

Câu 32: C

• Dạng câu hỏi: Matching Features
• Từ khóa: Intersectionality theory
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: “Intersectionality theory highlights how multiple marginalized identities…can create compounding vulnerabilities” – Lý thuyết giao thoa làm nổi bật cách các bản sắc thiểu số tạo ra những điểm yếu chồng chéo. Khớp với description C.

Câu 37: acute, resolvable stress

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: type of stress, promote adaptive resilience
• Vị trí trong bài: Đoạn 3, dòng 4-5
• Giải thích: “creating conditions of chronic activation rather than the acute, resolvable stress that can promote adaptive resilience”. Cụm từ chính xác là “acute, resolvable stress”.

Câu 40: community-based participatory research

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: research approach, students as co-researchers
• Vị trí trong bài: Đoạn 11, dòng 5-6
• Giải thích: “Community-based participatory research approaches involve students as co-researchers in identifying problems and designing solutions”. Đây là cụm từ đầy đủ và chính xác.

Luyện thi IELTS Reading về sức khỏe tâm thần – Học viên thực hành đề thi mẫu

Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
mental health awareness	n phrase	/ˈmentl helθ əˈweənəs/	nhận thức về sức khỏe tâm thần	mental health awareness has transformed from a taboo subject	raise mental health awareness, promote awareness
taboo subject	n phrase	/təˈbuː ˈsʌbdʒɪkt/	chủ đề cấm kỵ	transformed from a taboo subject into a central concern	break the taboo, address taboo subjects
psychological well-being	n phrase	/ˌsaɪkəˈlɒdʒɪkl wel ˈbiːɪŋ/	hạnh phúc tâm lý, sức khỏe tinh thần	academic success is closely linked to psychological well-being	promote psychological well-being, enhance well-being
anxiety disorders	n	/æŋˈzaɪəti dɪsˈɔːdəz/	rối loạn lo âu	Anxiety disorders, depression, and stress-related conditions	suffer from anxiety disorders, treat disorders
counseling services	n	/ˈkaʊnsəlɪŋ ˈsɜːvɪsɪz/	dịch vụ tư vấn	established dedicated counseling services	access counseling services, provide services
proactive approach	n phrase	/prəʊˈæktɪv əˈprəʊtʃ/	cách tiếp cận chủ động	This proactive approach includes workshops	adopt a proactive approach, take proactive measures
resilience	n	/rɪˈzɪliəns/	khả năng phục hồi, sức bền bỉ	focus on building resilience and coping skills	build resilience, develop resilience
coping skills	n phrase	/ˈkəʊpɪŋ skɪlz/	kỹ năng đối phó	building resilience and coping skills	teach coping skills, learn coping strategies
stigma	n	/ˈstɪɡmə/	sự kỳ thị, nhãn mác xấu	Stigma continues to be a significant barrier	reduce stigma, overcome stigma, fight stigma
peer support programs	n phrase	/pɪə səˈpɔːt ˈprəʊɡræmz/	chương trình hỗ trợ đồng đẳng	Peer support programs train students	establish peer support, participate in peer programs
awareness campaigns	n phrase	/əˈweənəs kæmˈpeɪnz/	chiến dịch nâng cao nhận thức	Awareness campaigns use posters and social media	launch awareness campaigns, run campaigns
collaborative approach	n phrase	/kəˈlæbərətɪv əˈprəʊtʃ/	phương pháp hợp tác	This collaborative approach recognizes that mental health	adopt a collaborative approach, foster collaboration

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
comprehensive	adj	/ˌkɒmprɪˈhensɪv/	toàn diện	comprehensive mental health programs	comprehensive approach, comprehensive strategy
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	đa chiều	a multifaceted endeavor	multifaceted approach, multifaceted problem
systemic changes	n phrase	/sɪˈstemɪk ˈtʃeɪndʒɪz/	thay đổi hệ thống	requires systemic changes involving academic policies	implement systemic changes, systemic reform
bidirectional relationship	n phrase	/ˌbaɪdəˈrekʃənl rɪˈleɪʃnʃɪp/	mối quan hệ hai chiều	bidirectional relationship between mental health and academic performance	establish bidirectional relationship
psychological distress	n phrase	/ˌsaɪkəˈlɒdʒɪkl dɪˈstres/	khó khăn tâm lý	Students experiencing psychological distress	experience psychological distress, alleviate distress
stepped-care model	n phrase	/stept keə ˈmɒdl/	mô hình chăm sóc phân tầng	implemented a stepped-care model	adopt stepped-care model, follow stepped approach
early identification	n phrase	/ˈɜːli aɪˌdentɪfɪˈkeɪʃn/	phát hiện sớm	Early identification systems represent another crucial innovation	early identification of risks, facilitate early intervention
data analytics	n	/ˈdeɪtə ˌænəˈlɪtɪks/	phân tích dữ liệu	utilize data analytics and machine learning	apply data analytics, leverage analytics
mental health literacy	n phrase	/ˈmentl helθ ˈlɪtərəsi/	kiến thức về sức khỏe tâm thần	Mental health literacy programs for faculty	improve mental health literacy, promote literacy
gatekeeper training	n phrase	/ˈɡeɪtkiːpə ˈtreɪnɪŋ/	đào tạo người gác cổng	implemented gatekeeper training programs	provide gatekeeper training, complete training
destigmatization	n	/diːˌstɪɡmətaɪˈzeɪʃn/	xóa bỏ kỳ thị	The destigmatization of mental health issues	promote destigmatization, achieve destigmatization
telehealth platforms	n phrase	/ˈtelɪhelθ ˈplætfɔːmz/	nền tảng y tế từ xa	Telehealth platforms enable students to access counseling	utilize telehealth platforms, implement platforms
therapeutic efficacy	n phrase	/ˌθerəˈpjuːtɪk ˈefɪkəsi/	hiệu quả điều trị	questions about therapeutic efficacy	demonstrate therapeutic efficacy, assess efficacy
longitudinal studies	n phrase	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdiz/	nghiên cứu dọc	employing longitudinal studies and pre-post assessments	conduct longitudinal studies, longitudinal research
return on investment	n phrase	/rɪˈtɜːn ɒn ɪnˈvestmənt/	lợi tức đầu tư	providing a compelling return on investment	generate return on investment, measure ROI

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neurodevelopmental	adj	/ˌnjʊərəʊdɪˌveləpˈmentl/	phát triển thần kinh	neurodevelopmental processes create vulnerable period	neurodevelopmental disorders, neurodevelopmental trajectory
sociocultural factors	n phrase	/ˌsəʊsiəʊˈkʌltʃərəl ˈfæktəz/	yếu tố văn hóa xã hội	intersection of neurodevelopmental processes and sociocultural factors	consider sociocultural factors, cultural influences
prefrontal cortex	n	/ˌpriːˈfrʌntl ˈkɔːteks/	vỏ não trước trán	the prefrontal cortex continues substantial maturation	prefrontal cortex development, cortex function
executive functions	n phrase	/ɪɡˈzekjətɪv ˈfʌŋkʃnz/	chức năng điều hành	responsible for executive functions such as emotional regulation	impaired executive functions, executive control
neurobiological	adj	/ˌnjʊərəʊbaɪəˈlɒdʒɪkl/	thuộc thần kinh sinh học	neurobiological underpinnings of vulnerability	neurobiological mechanisms, neurobiological changes
neuroimaging	n	/ˈnjʊərəʊˌɪmɪdʒɪŋ/	chụp ảnh thần kinh	Neuroimaging studies employing fMRI	neuroimaging techniques, neuroimaging data
chronic stress	n phrase	/ˈkrɒnɪk stres/	căng thẳng mãn tính	chronic stress produces measurable alterations	experience chronic stress, chronic stress exposure
hippocampus	n	/ˌhɪpəˈkæmpəs/	hồi hải mã (vùng não)	volumetric reductions in the hippocampus	hippocampus volume, hippocampus function
amygdala	n	/əˈmɪɡdələ/	hạch hạnh nhân (vùng não)	hyperactivation of the amygdala	amygdala response, amygdala activation
pedagogical structures	n phrase	/ˌpedəˈɡɒdʒɪkl ˈstrʌktʃəz/	cấu trúc sư phạm	pedagogical structures prevalent in higher education	reform pedagogical structures, pedagogical approaches
collectivist societies	n phrase	/kəˈlektɪvɪst səˈsaɪətiz/	xã hội tập thể	In many collectivist societies, distress is expressed differently	collectivist vs individualistic societies, collectivist cultures
somatic symptoms	n phrase	/səʊˈmætɪk ˈsɪmptəmz/	triệu chứng thể chất	expressed through somatic symptoms like headaches	present somatic symptoms, somatic manifestations
intersectionality	n	/ˌɪntəsekʃəˈnæləti/	giao thoa	Intersectionality theory highlights compounding vulnerabilities	intersectionality framework, intersectional approach
minority stress	n phrase	/maɪˈnɒrəti stres/	căng thẳng thiểu số	Students may experience minority stress	minority stress model, experience minority stress
pathologization	n	/pəˌθɒlədʒaɪˈzeɪʃn/	bệnh lý hóa	challenge the pathologization of distress	avoid pathologization, critique pathologization
trauma-informed	adj	/ˈtrɔːmə ɪnˈfɔːmd/	có hiểu biết về chấn thương	Trauma-informed pedagogies recognize adverse experiences	trauma-informed care, trauma-informed approach
universal design	n phrase	/ˌjuːnɪˈvɜːsl dɪˈzaɪn/	thiết kế toàn cầu	Universal design for learning principles	universal design principles, universal accessibility
multilevel interventions	n phrase	/ˌmʌltiˈlevl ˌɪntəˈvenʃnz/	can thiệp đa cấp	requires multilevel interventions addressing multiple factors	implement multilevel interventions, multilevel approach

Kết bài

Chủ đề mental health awareness in educational institutions không chỉ là một vấn đề xã hội quan trọng mà còn là một chủ đề xuất hiện thường xuyên trong IELTS Reading với nhiều góc độ phong phú. Qua đề thi mẫu này, bạn đã được thực hành với ba passages có độ khó tăng dần, từ bài đọc cơ bản về nhận thức sức khỏe tâm thần trong trường học, đến các chương trình toàn diện tại đại học, và cuối cùng là phân tích sâu về khía cạnh thần kinh học và văn hóa xã hội.

Đề thi bao gồm đầy đủ 40 câu hỏi với 8 dạng khác nhau – từ Multiple Choice, True/False/Not Given, Yes/No/Not Given, đến Matching Headings, Summary Completion và Short-answer Questions. Sự đa dạng này giúp bạn làm quen với mọi dạng câu hỏi có thể gặp trong kỳ thi thực tế. Phần đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin, cách paraphrase và kỹ thuật xác định đáp án sẽ giúp bạn tự đánh giá năng lực và hiểu rõ phương pháp làm bài hiệu quả.

Đặc biệt, hơn 40 từ vựng quan trọng được tổng hợp theo từng passage với phiên âm, nghĩa tiếng Việt, ví dụ và collocations sẽ giúp bạn không chỉ mở rộng vốn từ mà còn hiểu cách sử dụng chúng trong ngữ cảnh học thuật. Những từ vựng này rất hữu ích không chỉ cho phần Reading mà còn cho Writing và Speaking.

Hãy dành thời gian làm lại đề thi này nhiều lần, phân tích kỹ những câu trả lời sai, và học thuộc các từ vựng quan trọng. Đừng quên áp dụng các chiến lược quản lý thời gian: 15-17 phút cho Passage 1, 18-20 phút cho Passage 2, và 23-25 phút cho Passage 3. Với sự luyện tập bài bản và phương pháp đúng đắn, bạn hoàn toàn có thể đạt được band điểm Reading như mong muốn. Chúc bạn ôn tập hiệu quả và thành công trong kỳ thi IELTS sắp tới!