Mental Health Among College Students ✓ Solved

Mental Health Among College Students

Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression and anxiety disorders are some of the significant mental health issues that affect college students.

The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment.

The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers, and lack of time to seek treatment due to busy schedules (Corrigan et al. 2016). Without appropriate treatment, college students experiencing these mental health conditions often achieve lower grades, drop out of college, immerse themselves in substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or changes in social behavior. Therefore, universities must strike a balance between supporting mental health conditions and academic achievement.

This review will argue that the mental health condition of university students and scholars should be addressed through comprehensive support systems that promote both academic success and mental well-being.

Effects of Not Balancing Mental Health and Academics

There are serious consequences of failing to balance mental health and academics in higher learning institutions, especially for students who do not receive treatment. For instance, untreated depression can escalate risky behaviors, such as substance abuse, and can negatively affect students' sleep, eating habits, and cognitive functions. Students may find themselves unable to concentrate in class or make rational decisions, leading to negative implications for their academic performance.

If a student faces an overwhelming schedule of essays during finals week, they may sacrifice sleep to meet deadlines, further impairing their ability to concentrate on exams. This cyclical pattern often results in poor academic performance, raising the question of how colleges can better support these students (Kibbey, Fedorenko & Farris, 2020).

Understanding Mental Health Issues in College Students

Depression is a common source of suicidal thoughts among college students. Kibbey, Fedorenko & Farris (2020) explain that mental health conditions such as depression have worsened due to COVID-19-related isolation. Following the closure of campuses, many students lost access to vital counseling services, leading to increased psychological distress.

Additionally, students with anxiety disorders face significant challenges functioning on campus, which can result in decreased academic performance (Bruffaerts et al., 2018). In severe cases, high levels of anxiety may lead to incomplete assignments or failed tests. Transitioning from secondary school to university can be particularly daunting, as students face a new environment, involvement with new people, and increased workload.

International students, for instance, often report feelings of sadness and depression as they navigate a new culture away from their families at a young age (Prieto-Welch, 2016). These experiences highlight the urgent need for colleges to consider the unique mental health challenges that this demographic faces and implement supportive measures accordingly.

Tackling Mental Health Issues in College

There are constructive steps that university officials can take to enhance emotional support for students, which in turn can help decrease dropout rates and foster a better relationship between mental health and academic performance. First, colleges should expand counseling services. While universities allocate significant funds to extracurricular activities, they often fail to prioritize mental health care resources adequately.

Many students may hesitate to seek help for fear of peer stigma (Bharadwaj, Pai & Suziedelyte, 2017). For those who attempt to access counseling, lengthy wait times and reduced session limits create additional barriers that can hinder their progress. Increasing the number of available counselors and creating peer support teams can provide critical assistance and improve academic performance.

Experts report that nearly a quarter of university students experience mental health issues (Barry et al., 2019). Therefore, inviting mental health professionals to speak during orientation can create a supportive environment, particularly for first-year and international students, conveying the message that they are not alone in their struggles.

Benefits of Positive Mental Health

When universities implement effective measures to promote mental health care, they experience numerous benefits, including improved campus reputations and heightened student enrollment. High retention rates enhance financial stability, while students with strong mental health exhibit better academic outcomes (Barry et al., 2019).

Furthermore, a focus on mental health fosters self-esteem and encourages innovative thinking among students. Institutions that prioritize mental well-being cultivate a learning environment where students thrive academically, manage their time effectively, and engage positively with the community.

Counter Arguments

Some argue that while mental health instability is linked with poor academic performance, this is not universally applicable. Certain students cope remarkably well regardless of their conditions, often showcasing resilience and achieving high grades. Thus, it is important not to solely attribute academic failures to mental health challenges.

Conclusion

In summary, mental health is a critical issue for university students and broader society. Institutions must prioritize initiatives that promote mental well-being alongside academic success, such as expanding counseling services and providing workshops tailored to students' needs. By focusing on these initiatives, universities can cultivate a healthier environment that benefits both students and institutions financially and academically.

References

• Barry, M. M., Clarke, A. M., Petersen, I., & Jenkins, R. (2019). Implementing mental health promotion. Springer Nature.
• Bharadwaj, P., Pai, M. M., & Suziedelyte, A. (2017). Mental health stigma. Economics Letters, 159, 57-60.
• Bruffaerts, R., Mortier, P., Kiekens, G., Auerbach, R. P., Cuijpers, P., Demyttenaere, K., ... & Kessler, R. C. (2018). Mental health problems in first-year college students: Prevalence and academic functioning. Journal of Affective Disorders, 225, 97-103.
• Corrigan, P. W., Kosyluk, K. A., Markowitz, F., Brown, R. L., Conlon, B., Rees, J., ... & Al-Khouja, M. (2016). Mental illness stigma and disclosure in college students. Journal of Mental Health, 25(3).
• De Luca, S. M., Franklin, C., Yueqi, Y., Johnson, S., & Brownson, C. (2016). The relationship between suicide ideation, behavioral health, and college academic performance. Community Mental Health Journal, 52(5).
• Kibbey, M. M., Fedorenko, E. J., & Farris, S. G. (2020). Anxiety, depression, and health anxiety in undergraduate students living in initial US outbreak "hotspot" during the COVID-19 pandemic. Cognitive Behavior Therapy, 1-13.
• Prieto-Welch, S. (2016). The importance of supporting international students’ mental health. Journal of College Counseling, 19(1), 46-56.
• Roh, Y. S., & Kim, S. S. (2015). Integrating problem-based learning and simulation: Effects on student motivation and life skills. CIN: Computers, Informatics, Nursing, 33(7).