mental health college students essay

Greater Good Science Center • Magazine • In Action • In Education

How Colleges Today Are Supporting Student Mental Health

“Why are we ignoring our college students?” a frustrated colleague asked me last week. With so much focus on social-emotional learning, trauma-sensitive classrooms, and student well-being in K-12 schools, my friend argued passionately that young adults need our attention, too.

The challenge is clear. In 2018, researchers who surveyed almost 14,000 first-year college students (in eight countries) found that 35 percent struggled with a mental illness, particularly depression or anxiety. Here in the U.S., college students seeking mental health services report that anxiety is their #1 concern—and it is on the rise.

With demands for mental health support typically exceeding resources, how are colleges and universities addressing student well-being both inside and outside of the classroom? The emerging programs, new online resources, and innovative approaches to classroom teaching described below may encourage and inspire you—whether you’re an educator, staff member, or administrator who wants to prioritize student well-being at your school, or a concerned parent with a child heading off to college.

Increased awareness from the start

Colleges provide orientation sessions on drug and alcohol use, sexual violence prevention, and other student health and lifestyle topics, so why not address mental health more directly? Many colleges are beginning to proactively share mental health information with students during face-to-face orientation sessions .

Approaches vary from traditional presentations and panel discussions, to role plays, short videos , and student testimonials followed by small group discussions. Here, students learn how to recognize mental illness symptoms, where to find resources and support, and how to talk to friends who might be struggling.

At Northwestern University, student feedback led orientation organizers to shift their focus from expert speakers to student testimonials. This past fall, student actors read the narratives of alumni describing their mental health challenges and how they sought help.

Storytelling likely resonated more with the student audience because they could relate more personally to the details shared. And with the onslaught of information students receive at the start of college, it’s crucial to present mental health information in a way that is relevant and memorable. This approach may also help struggling students to feel less isolated.

Because the stigma associated with mental illness continues, stories and open conversations that normalize mental health concerns are critical.

Free mental health screenings

Another way to counter the stigma is to encourage students to monitor their mental health the same way they monitor their physical health. To that end, some universities are normalizing mental health checkups by offering free, readily accessible screenings for their students.

For example, Drexel University’s Recreation Center has a mental-health kiosk where students can “get a checkup from the neck up.” Students can stop by for a couple of minutes to answer a quick series of questions on a private screen. At the end of the screening, students receive information regarding additional mental health resources and supports, as needed.

Currently, UCLA offers a more formalized screening option. As part of an interdisciplinary research project to solve major global health problems , researchers there are conducting massive online screenings to measure anxiety and depression in 100,000 students, staff, and faculty.

This four-year study, the  UCLA Depression Grand Challenge , features a 15-minute online assessment where participants learn whether they might have mild to severe anxiety, depression, or suicidal thoughts. As appropriate, they can receive mental health treatment, including counseling services, a referral to receive trained peer support, or the option to participate in an interactive online program called This Way Up . In addition, researchers monitor participants throughout the four years.


Campus-wide courses, programs, and initiatives

Programs like This Way Up , designed by Professor Gavin Andrews and his team at St. Vincent’s Hospital in Sydney (affiliated with the University of New South Wales), help students to better understand the emotions they are experiencing (e.g., fear, anxiety, stress, sadness), connect with a clinician who can supervise their progress, and take free self-help courses online (like “Coping with Stress,” “Intro to Mindfulness,” or “Managing Insomnia”).

As universities are also noting a decline in student resilience —the ability to bounce back from negative experiences—Florida State University recently launched an online trauma resilience training tool developed through the Institute of Family Violence Studies and their College of Social Work. The Student Resilience Project developers recognized that many students coming to their university have experienced “significant family and community stress” and that stress can affect their learning. Florida State University now requires all incoming freshmen and transfer students to participate in the training, which features videos, animations, and TED-talk-style informational sessions to foster student strengths and coping strategies.

Other programs in the U.S. take a more preventive approach to mental health challenges by promoting student resilience throughout the school year. Stanford’s Resilience Project features personal storytelling as well as academic skills coaching. In a range of online video clips , many students and alumni describe the intense self-doubt they experienced when they arrived on campus. One alum admitted, “I really remember thinking, ‘I don’t belong here. I shouldn’t be here’—like I was an admissions mistake,” while another confessed, “I was not used to working really hard and not being successful.” 

Sharing stories of perseverance, they ultimately reveal some of the insights they learned along the way—like “Your career is not a grade that you got on a piece of paper” and “Our life is a draft. It’s constantly in revision.” To celebrate learning from mistakes, students also creatively share “epic failures” through comedy, poetry, videos, and songs in a yearly event called “Stanford, I Screwed Up.”

In light of the shortage of mental health providers on campuses, online resources and programmatic events like these seem to fill a crucial need. However, many students still prefer face-to-face support.

To provide that, the University of Wisconsin—Superior opened The Pruitt Center for Mindfulness and Well-Being in August 2018, with a mission to promote mindfulness and well-being among students, faculty and staff, and the surrounding community. A few of their campus-wide offerings include mindfulness workshops for new faculty and resident assistants; weekly yoga and mindfulness classes for students, faculty, and staff; and a curated collection of mindfulness and well-being resources at their university library.

Talking about it

Despite all the resources available, students aren’t necessarily verbalizing their own mental health struggles—and many don’t know exactly how to help peers who appear to be lonely, sad, or distant. How do we start the conversation?

At least 350 colleges now utilize an online simulation program called Kognito that helps students learn how to talk to friends who may be suffering emotionally, directing them to appropriate resources. When students enter Kognito’s virtual campus, they learn more about mental health from a handful of virtual students, and they talk with a virtual student in distress. After trying out several different approaches, they learn the most effective ways to respond to their virtual peer.

Texting for support is another option. The University of Sioux Falls is one of the first South Dakota colleges to offer a free texting hotline for their students. The nonprofit Text4Hope aims to provide college students with options if they are worried about a particular friend, overwhelmed by academic stress themselves, or feeling lonely, depressed, or suicidal. Trained members of the Helpline Center are ready to respond to texts 24/7. They also invite students to check out their Instagram feed at #sdhopenotes, featuring notes of encouragement that students leave around colleges and universities throughout the state (e.g., “Be true to you!,” “Go girl!,” “Life is not a solo act. People love you!,” “I survived because someone listened…even through texting”).

On a much larger scale, Active Minds is a national organization dedicated to mental health advocacy that currently hosts more than 450 campus chapters. Alison Malmon founded the organization in 2003 as a result of her brother Brian’s suicide. “After my brother’s death, and knowing how preventable it was, I resolved—no matter what—to do something to change the way we approach mental health in this country,” she says. Malmon wants other students to understand that they don’t need to feel ashamed if they are experiencing anxiety and depression—and that seeking help is a sign of strength rather than weakness.

In a 2018 study of Active Minds, researchers surveyed 1,129 students at 12 universities in California three times during the school year to assess their involvement with the Active Minds organization and their resulting attitudes and knowledge about mental health. Students with low to moderate engagement with Active Minds at the start of the school year reported an increase in mental health awareness and a decrease in negative, stigmatizing attitudes about mental illness by the end of the year. Most importantly, they claimed that they were more likely to help another student in crisis (e.g., by providing emotional support or connecting them with services) after involvement in student-run events through Active Minds. 

With a Speaker’s Bureau sharing personal stories of hope, a “ Send Silence Packing ” traveling exhibit to increase awareness and prevent suicide, as well as peer-run mental health clubs and support networks, Active Minds is opening up the conversation around mental health and leveraging the power of peer-to-peer outreach to change campus culture.

Well-being practices woven into coursework

Apart from supporting peer-led efforts and other campus initiatives, college instructors and professors can encourage student well-being by directly modeling preventive strategies and coping skills in class. If you are a professor, however, you may wonder how you could possibly squeeze another learning objective into your syllabus.

Mindful Breathing

A way to build resilience to stress, anxiety, and anger

Try carving out a few minutes at the start of each class. Open by playing a brief guided mindfulness practice like this five-minute mindful breathing exercise from UCLA’s Mindful Awareness Research Center. Or, if you’re comfortable, simply lead and model the practice yourself.

In my own teacher education courses at Seattle University, I began each day with a “mindful moment” where students reoriented themselves to our classroom space. During this “nervous system reboot,” students maintained a straight yet relaxed posture and anchored their attention on a sound, a body part, or their own breath. Their only instruction was to gently redirect their attention to that anchor each time their mind wandered.

To supplement each opening practice, I also shared a relevant research study, additional stress management strategies, or wellness programs that students could explore after class, which only required about five minutes of class time. After a couple of months of practice, students across our teacher education program started asking for the “mindful moment” in all of their classes.

You may be interested in a more comprehensive approach to addressing student well-being in your courses, but remain hesitant to use a lot of class time. If so, consider a social-emotional learning (SEL) project recently piloted by faculty at the University of Wisconsin—Superior and Thiel College in Pennsylvania. Shevaun Stocker and Kristel Gallagher’s “SuccEssfuL (SEL) in Stats” program can be easily adapted for any course.

It features 15 short weekly activities for students to complete outside of class (apart from an initial activity for the first class day). Students can walk through activities in the curriculum guide with easy-to-follow sections, including “Why is it important for me to do this [exercise]?,” “Why does it work?,” “What do I have to do?,” “What do I need to submit?,” and “What if I want to know more?”

Stocker and Gallagher adapted most of the exercises from the GGSC’s Greater Good in Action website, including the Self-Compassionate Letter (to practice encouraging and being kind to yourself), Use Your Strengths (to draw on your skills in creative ways), Finding Silver Linings (to change your perspective on a negative event), and Best Possible Self (to foster optimism as you imagine your future).

In a small pilot study of the “SuccEssfuL (SEL) in Stats” program, students in statistics courses at two universities reported a decrease in math anxiety. By the end of the course, they also described a change in the way they perceived their stress—more as a challenge rather than a threat to their well-being.

The mental health struggles our students face may feel daunting at times, but there are so many opportunities to pitch in and offer our support. We can play a role as mental health advocates by talking more openly about mental health symptoms, sharing available resources, regularly modeling practices that enhance daily well-being, and actively participating in campus-wide advocacy efforts. 
As many of these programs encourage honest and supportive conversations about mental health, let’s do our best to be available and pay attention. When young adults do open up and share, we need to do all we can to listen.

About the Author

Amy L. Eva, Ph.D. , is the associate education director at the Greater Good Science Center. As an educational psychologist and teacher educator with over 25 years in classrooms, she currently writes, presents, and leads online courses focused on student and educator well-being, mindfulness, and courage. Her new book, Surviving Teacher Burnout: A Weekly Guide To Build Resilience, Deal with Emotional Exhaustion, and Stay Inspired in the Classroom, features 52 simple, low-lift strategies for enhancing educators’ social and emotional well-being.

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How to Write a Mental Health in College Students Essay

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Writing is a skill that takes time to build. Essays force you to practice research, critical thinking and communication skills – college is the perfect time for you to practice these. However, there’s only so much you can learn about writing through preparation. If you’ve been assigned an essay on mental health, you may not be sure where to begin. You might also wonder if you should choose mental health as a topic for a college paper. Here’s how to write a “mental health in college students” essay. 

• What Not to Do

If you’re trying to choose a topic for a college application essay, mental health is usually not the way to go. Your personal statement should show colleges why you’re the best candidate to attend their school. Because many students write about mental health , your essay may get lost in the crowd. In addition, your mental health journey is only a part of who you are. 

It can be difficult for many students to write about personal mental struggles without seeming overdramatic. Unless mental health struggles have shaped your whole life, it’s best to discuss other topics. If you mention mental health, stay brief and matter-of-fact. Don’t let it become the whole point of your essay. 

• Review the Instructions

If you’re writing this essay for a college course, start by looking over the assignment instructions. Don’t just listen to what your teacher says – look up the assignment on the syllabus to see if you can find a rubric or other relevant information. 

Highlight the important points to make sure you know what matters to your professor. The instructions are parameters you can operate in to create an essay you enjoy. Make sure you check word count, essay structure and review corrections on past essays. If you’re confused about something, don’t hesitate to ask your professor for clarification. 

• Do the Research 

Regardless of what class you’re writing for, this is the kind of topic that requires hard numbers. You don’t want to make general claims about rates of student anxiety or mental illness – to be credible, you need specifics. Be careful with your wording to avoid all-or-nothing statements. Everyone experiences mental health differently. 

Your professor may or may not allow you to pick the specific mental health topic you write about. However, you can ensure that your paper is well-researched and organized clearly. Before you start writing, create at least a basic outline showing the flow of ideas. This will make the writing phase much faster because you’ll always know what to say next. 

• Write It Out 

Writer’s block often stems from perfectionism. This paper won’t be perfect the first time, so don’t worry about writing it perfectly! Start with an interesting line that gets your reader’s attention and make sure you have a clear thesis statement. Taken by itself, this sentence should describe the contents of your entire paper. 

Build your paragraphs to the right word length by using specific examples. You should start each paragraph with a topic sentence that takes your reader one step in your paper’s argument. Then, describe a specific example that further explains this idea. You can find specific examples in your research or simply explain more about what you mean. 

• Edit Your Work

Editing is an important final step before you turn an essay in. It gives you an opportunity to look at your writing as a whole and ensure everything makes sense. If possible, you should set your first draft aside for a while before you reread it. This will help you see your work with fresh eyes so you can edit it. 

Editing involves strengthening your paper’s organization, rewriting specific sentences and checking for errors. You should make major edits first and then do a final read-through to catch punctuation and spelling mistakes. It can be helpful to read your paper out loud or have a friend look it over as well. 

One Key Takeaway for Writing a Mental Health in College Students Essay

Many students struggle with mental health while in school. Whatever topic you choose and however you organize your essay, make sure to write it with a sensitive tone. This topic is nuanced and shouldn’t be treated as a black-and-white issue. Write from an informed and compassionate point of view and offer your readers hope. 

Use this guide to write an essay on mental health in college students that astounds and delights your professor. Putting in the work will build research and communication skills you’ll use for years – whether you’re a psychology major, a premed student or studying the arts at school. 

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Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

Changwon son.

1 Department of Industrial and Systems Engineering, Texas A&M University, College Station, TX, United States

Sudeep Hegde

Xiaomei wang, farzan sasangohar.

2 Center for Outcomes Research, Houston Methodist Hospital, Houston, TX, United States

Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus.

Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students.

We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods.

Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms.

Conclusions

Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.

Introduction

Mental health issues are the leading impediment to academic success. Mental illness can affect students’ motivation, concentration, and social interactions—crucial factors for students to succeed in higher education [ 1 ]. The 2019 Annual Report of the Center for Collegiate Mental Health [ 2 ] reported that anxiety continues to be the most common problem (62.7% of 82,685 respondents) among students who completed the Counseling Center Assessment of Psychological Symptoms, with clinicians also reporting that anxiety continues to be the most common diagnosis of the students that seek services at university counseling centers. Consistent with the national trend, Texas A&M University has seen a rise in the number of students seeking services for anxiety disorders over the past 8 years. In 2018, slightly over 50% of students reported anxiety as the main reason for seeking services. Despite the increasing need for mental health care services at postsecondary institutions, alarmingly, only a small portion of students committing suicide contact their institution counseling centers [ 3 ], perhaps due to the stigma associated with mental health. Such negative stigma surrounding mental health diagnosis and care has been found to correlate with a reduction in adherence to treatment and even early termination of treatment [ 4 ].

The COVID-19 pandemic has brought into focus the mental health of various affected populations. It is known that the prevalence of epidemics accentuates or creates new stressors including fear and worry for oneself or loved ones, constraints on physical movement and social activities due to quarantine, and sudden and radical lifestyle changes. A recent review of virus outbreaks and pandemics documented stressors such as infection fears, frustration, boredom, inadequate supplies, inadequate information, financial loss, and stigma [ 5 ]. Much of the current literature on psychological impacts of COVID-19 has emerged from the earliest hot spots in China. Although several studies have assessed mental health issues during epidemics, most have focused on health workers, patients, children, and the general population [ 6 , 7 ]. For example, a recent poll by The Kaiser Family Foundation showed that 47% of those sheltering in place reported negative mental health effects resulting from worry or stress related to COVID-19 [ 8 ]. Nelson et al [ 9 ] have found elevated levels of anxiety and depressive symptoms among general population samples in North America and Europe. However, with the exception of a few studies, notably from China [ 10 - 12 ], there is sparse evidence of the psychological or mental health effects of the current pandemic on college students, who are known to be a vulnerable population [ 13 ]. Although the findings from these studies thus far converge on the uptick of mental health issues among college students, the contributing factors may not necessarily be generalizable to populations in other countries. As highlighted in multiple recent correspondences, there is an urgent need to assess effects of the current pandemic on the mental health and well-being of college students [ 14 - 17 ].

The aim of this study is to identify major stressors associated with the COVID-19 pandemic and to understand their effects on college students’ mental health. This paper documents the findings from online interview surveys conducted in a large university system in Texas.

Study Design

A semistructured interview survey guide was designed with the purpose of assessing the mental health status of college students both quantitatively and qualitatively. In addition, the interview aimed to capture the ways that students have been coping with the stress associated with the pandemic situation. First, our study assesses participants’ general stress levels using the Perceived Stress Scale-10 (PSS) [ 18 ]. PSS is a widely used instrument to measure overall stress in the past month [ 19 ]. Second, participants were asked if their own and peers’ (two separate questions) stress and anxiety increased, decreased, or remained the same because of the COVID-19 pandemic. For those who indicated increased stress and anxiety during the pandemic, we questioned their stress coping strategies and use of available mental health counseling services. We then elicited pandemic-specific stressors and their manifestations across 12 academic-, health-, and lifestyle-related categories of outcomes such as effects on own or loved ones’ health, sleeping habits, eating habits, financial situation, changes to their living environment, academic workload, and social relations. Students were also asked about the impact of COVID-19 on depressive and suicidal thoughts. These constructs were derived from existing literature identifying prominent factors affecting college students’ mental health [ 20 , 21 ]. Feedback on the severity of COVID-19’s impact on these aspects were elicited using a 4-point scale: 0 (none), 1 (mild), 2 (moderate), and 3 (severe). Participants were asked to elaborate on each response. Third, participants were guided to describe stressors, coping strategies, and barriers to mental health treatment during a typical semester without associating with the COVID-19 pandemic. Although multiple analyses of the collected data are currently under progress, PSS results and the COVID-19–related findings are presented in this paper.

Participants

Participants were recruited from the student population of a large university system in Texas, United States. This particular university closed all their campuses on March 23, 2020, and held all its classes virtually in response to the COVID-19 pandemic. In addition, the state of Texas issued a stay-at-home order on April 2, 2020. Most interviews were conducted about 1 month after the stay-at-home order in April 2020. Figure 1 illustrates the trend of cumulative confirmed cases and a timeline of major events that took place in the university and the state of Texas. Participants were recruited by undergraduate student researchers through email, text messaging, and snowball sampling. The only inclusion criteria for participation was that participants should have been enrolled as undergraduate students in the university at the time of the interviews.

A timeline of major events related to COVID-19 in the university and the state of Texas (source: Texas Department of State Health Services).

The interviews were conducted by 20 undergraduate researchers trained in qualitative methods and the use of the interview survey guide described above. None of the authors conducted the interviews. All interviews were conducted via Zoom [ 22 ] and were audio recorded. The recordings were later transcribed using Otter.ai [ 23 ], an artificial intelligence–based transcription service, and verified for accuracy manually. Prior to the interview, participants were provided an information document about the study approved by the university’s Institutional Review Board (No 2019-1341D). Upon verbal consent, participants were asked to respond to a questionnaire about their demographic information such as age, gender, year of college, and program of study before completing the interview. Participation was voluntary and participants were not compensated.

Data Analysis

First, descriptive statistics were compiled to describe participants’ demographics (eg, age, gender, academic year, and major) and the distribution of the ratings on PSS-10 survey items. A total PSS score per participant was calculated by first reversing the scores of the positive items (4-7, 9, and 10) and then adding all the ten scores. A mean (SD) PSS score was computed to evaluate the overall level of stress and anxiety among the participants during the COVID-19 pandemic. Second, participants’ answers to 12 academic-, health-, and lifestyle-related questions were analyzed to understand relative impacts of the pandemic on various aspects of college students’ mental health. Percentages of participants who indicated negative ratings (ie, mild, moderate, or severe influence) on these questions were calculated and ranked in a descending order. Qualitative answers to the 12 stressors and coping strategies were analyzed using thematic analysis [ 24 , 25 ] similar to the deductive coding step in the grounded theory method [ 26 ]. A single coder (CS), trained in qualitative analysis methods, analyzed the transcripts and identified themes using an open coding process, which does not use a priori codes or codes created prior to the analysis and places an emphasis on information that can be extracted directly from the data. Following the identification of themes, the coder discussed the codes with two other coders (XW and AS) trained in qualitative analysis and mental health research to resolve discrepancies among related themes and discuss saturation. The coders consisted of two Ph.D. students and one postdoctoral fellow at the same university. MAXQDA (VERBI GmbH) [ 27 ] was used as a computer software program to carry out the qualitative analysis.

Of the 266 university students initially recruited by the undergraduate researchers, 17 retreated and 249 participated in this study. There were 3 graduate students and 51 participants who had missing data points and were excluded, and data from 195 participants were used in the analysis. The average age was 20.7 (SD 1.7) years, and there were more female students (111/195, 57%) than male students (84/195, 43%). Approximately 70% of the participants were junior and senior students. About 60% of the participants were majoring in the college of engineering, which was the largest college in the university population ( Table 1 ). The mean PSS score for the 195 participants was 18.8 (SD 4.9), indicating moderate perceived stress in the month prior to the interview ( Table 2 ).

Participants’ demographic characteristics.

Mean score for each of PSS items.

a PSS: Perceived Stress Scale-10.

Challenges to College Students’ Mental Health During COVID-19

Out of 195 participants, 138 (71%) indicated that their stress and anxiety had increased due to the COVID-19 pandemic, whereas 39 (20%) indicated it remained the same and 18 (9%) mentioned that the stress and anxiety had actually decreased. Among those who perceived increased stress and anxiety, only 10 (5%) used mental health counseling services. A vast majority of the participants (n=189, 97%) presumed that other students were experiencing similar stress and anxiety because of COVID-19. As shown in Figure 2 , at least 54% (up to 91% for some categories) of participants indicated negative impacts (either mild, moderate, or severe) of COVID-19 on academic-, health-, and lifestyle-related outcomes. The qualitative analysis yielded two to five themes for each category of outcomes. The chronic health conditions category was excluded from the qualitative analysis due to insufficient qualitative response. Table 3 presents the description and frequency of the themes and select participant quotes.

Participants’ ratings on mental health aspects in an order of negative impacts (mild, moderate, and severe).

Categories and themes of college students’ mental health issues and selected participant quotes.

a Not every participant provided sufficient elaboration to allow for identification of themes, so the frequency of individual themes does not add up to the total number of participants who indicated negative impacts of the COVID-19 outbreak.

b The five-digit alphanumeric value indicates the participant ID.

c TA: teaching assistant.

Concerns for One’s Own Health and the Health of Loved Ones

A vast majority of the participants (177/195, 91%) indicated that COVID-19 increased the level of fear and worry about their own health and the health of their loved ones. Over one-third of those who showed concern (76/177, 43%) were worried about their families and relatives who were more vulnerable, such as older adults, those with existing health problems, and those who are pregnant or gave birth to a child recently. Some of the participants (26/177, 15%) expressed their worry about their family members whose occupation increased their risk of exposure to COVID-19 such as essential and health care workers. Some participants (19/177, 11%) specifically mentioned that they were worried about contracting the virus.

Difficulty With Concentration

A vast majority of participants (173/195, 89%) indicated difficulty in concentrating on academic work due to various sources of distraction. Nearly half of them (79/173, 46%) mentioned that their home is a distractive environment and a more suitable place to relax rather than to study. Participants mentioned that they were more prone to be interrupted by their family members and household chores at home. Other factors affecting students’ concentration were lack of accountability (21/173, 12%) and social media, internet, and video games (19/173, 11%). Some (18/173, 10%) stated that online classes were subject to distraction due to lack of interactions and prolonged attention to a computer screen. Additionally, monotonous life patterns were mentioned by some to negatively affect concentration on academic work (5/173, 3%).

Disruption to Sleep Patterns

A majority of participants (168/195, 86%) reported disruptions to their sleep patterns caused by the COVID-19 pandemic, with over one-third (38%) reporting such disruptions as severe. Half of students who reported some disruption (84/168, 50%) stated that they tended to stay up later or wake up later than they did before the COVID-19 outbreak. Another disruptive impact brought by the pandemic was irregular sleep patterns such as inconsistent time to go to bed and to wake up from day to day (28/168, 17%). Some (12/168, 7%) reported increased hours of sleep, while others (10/168, 6%) had poor sleep quality.

Increased Social Isolation

A majority of participants answered that the pandemic has increased the level of social isolation (167/195, 86%). Over half of these students (91/167, 54%) indicated that their overall interactions with other people such as friends had decreased significantly. In particular, about one-third (52/167, 31%) shared their worries about a lack of in-person interactions such as face-to-face meetings. Others (9/167, 5%) stated that disruptions to their outdoor activities (eg, jogging, hiking) have affected their mental health.

Concerns About Academic Performance

A majority of participants (159/195, 82%) showed concerns about their academic performance being impacted by the pandemic. The biggest perceived challenge was the transition to online classes (61/159, 38%). In particular, participants stated their concerns about sudden changes in the syllabus, the quality of the classes, technical issues with online applications, and the difficulty of learning online. Many participants (36/159, 23%) were worried about progress in research and class projects because of restrictions put in place to keep social distancing and the lack of physical interactions with other students. Some participants (23/159, 14%) mentioned the uncertainty about their grades under the online learning environment to be a major stressor. Others (12/159, 8%) indicated their reduced motivation to learn and tendency to procrastinate.

Disruptions to Eating Patterns

COVID-19 has also negatively impacted a large portion of participants’ dietary patterns (137/195, 70%). Many (35/137, 26%) stated that the amount of eating has increased, including having more snacks since healthy dietary options were reduced, and others (27/137, 20%) addressed that their eating patterns have become inconsistent because of COVID-19, for example, irregular times of eating and skipping meals. Some students (16/137, 12%) reported decreased appetite, whereas others (7/137, 5%) were experiencing emotional eating or a tendency to eat when bored. On the other hand, some students (28/195, 14%) reported that they were having healthier diets, as they were cooking at home and not eating out as much as they used to.

Changes in the Living Environment

A large portion of the participants (130/195, 67%) described that the pandemic has resulted in significant changes in their living conditions. A majority of these students (89/130, 68%) referred to living with family members as being less independent and the environment to be more distractive. For those who stayed in their residence either on- or off-campus (18/130, 14%), a main change in their living environment was reduced personal interactions with roommates. Some (9/130, 7%) mentioned that staying inside longer due to self-quarantine or shelter-in-place orders was a primary change in their living circumstances.

Financial Difficulties

More than half of the participants (115/195, 59%) expressed their concerns about their financial situations being impacted by COVID-19. Many (44/115, 38%) noted that COVID-19 has impacted or is likely to impact their own current and future employment opportunities such as part-time jobs and internships. Some (21/115, 18%) revealed the financial difficulties of their family members, mostly parents, getting laid off or receiving pay cuts in the wake of COVID-19.

Increased Class Workload

The effect of COVID-19 on class workload among the college students was not conclusive. Although slightly over half of participants (106/195, 54%) indicated their academic workload has increased due to COVID-19, the rest stated the workload has remained the same (70/195, 36%) or rather decreased (19/195, 10%). For those who were experiencing increased workloads, nearly half (51/106, 48%) thought they needed to increase their own efforts to catch up with online classes and class projects given the lack of in-person support from instructors or teaching assistants. About one-third of the participants (33/106, 31%) perceived that assignments had increased or became harder to do. Some (6/106, 6%) found that covering the remainder of coursework as the classes resumed after the 2-week break to be challenging.

Depressive Thoughts

When asked about the impact of the COVID-19 pandemic on depressive thoughts, 44% (86/195) mentioned that they were experiencing some depressive thoughts during the COVID-19 pandemic. Major contributors to such depressive thoughts were loneliness (28/86, 33%), insecurity or uncertainty (10/86, 12%), powerlessness or hopelessness (9/86, 10%), concerns about academic performance (7/86, 8%), and overthinking (4/86, 5%).

Suicidal Thoughts

Out of 195 participants, 16 (8%) stated that the pandemic has led to some suicidal thoughts with 5% (10/16) reporting these thoughts as mild and 3% (6/16) as moderate. There were 6 participants (38%) that attributed their suicidal thoughts to the presence of depressive thoughts. Other reasons were related to academic performance (1/16, 6%), problems with family as they returned home (1/16, 6%), and fear from insecurity and uncertainty (1/16, 6%).

Coping Mechanism During COVID-19

To cope with stress and anxiety imposed by COVID-19, college students reported seeking support from others but were mainly using various self-management methods.

Self-Management

The majority of the participants (105/138, 76%) with increased stress due to the outbreak of COVID-19 explained that they were using various means to help themselves cope with stress and anxiety during the pandemic. Some (24/105, 23%) relied on negative coping methods such as ignoring the news about COVID-19 (10/105), sleeping longer (7/105), distracting themselves by doing other tasks (5/105), and drinking or smoking (2/105). Approximately one-third (30/105, 29%) used positive coping methods such as meditation and breathing exercises (18/105), spiritual measures (7/105), keeping routines (4/105), and positive reframing (2/105). A majority of the participants (73/105, 70%) who used self-management mentioned doing relaxing hobbies including physical exercise (31/105), enjoying streaming services and social media (22/105), playing with pets (7/105), journaling (5/105), listening to music (4/105), reading (2/105), and drawing (2/105). Finally, some participants (15/105, 14%) stated that they were planning activities (eg, drafting to-do lists) for academic work and personal matters as a self-distraction method.

Seeking Support From Others

Approximately one-third of the participants (47/138, 34%) mentioned that communicating with their families and friends was a primary way to deal with stress and anxiety during COVID-19. Some explicitly stated that they were using a virtual meeting application such as Zoom frequently to connect to friends and family. Only 1 participant claimed to be receiving support from a professional therapist, and another participant was using Sanvello, a mobile mental health service app provided by the university.

Barriers to Seeking Professional Support During COVID-19

Despite the availability of tele-counseling and widespread promotion of such services by the university, a vast majority of participants who indicated an increase in stress and anxiety (128/138, 93%) claimed that they had not used school counseling services during the pandemic. Reasons for such low use included the condition not being perceived as severe enough to seek the services (4/128, 3%), not comfortable interacting with unfamiliar people (1/128, 0.8%), not comfortable talking about mental health issues over the phone (1/128, 0.8%), and lack of trust in the counseling services (1/128, 0.8%).

Principal Findings

College students comprise a population that is considered particularly vulnerable to mental health concerns. The findings of this study bring into focus the effects of pandemic-related transitions on the mental health and well-being of this specific population. Our findings suggest a considerable negative impact of the COVID-19 pandemic on a variety of academic-, health-, and lifestyle-related outcomes. By conducting online survey interviews in the midst of the pandemic, we found that a majority of the participants were experiencing increased stress and anxiety due to COVID-19. In addition, results of the PSS showed moderate levels of stress among our participants. This is in line with a recent pre–COVID-19 survey conducted in the United Kingdom (mean PSS score 19.79, SD 6.37) [ 28 ]; however, the administration of PSS as interview questions (compared to allowing participants to read and respond to the 10 questions) might have introduced bias and resulted in underreporting.

Among the effects of the pandemic identified, the most prominent was worries about one’s own health and the health of loved ones, followed by difficulty concentrating. These findings are in line with recent studies in China that also found concerns relating to health of oneself and of family members being highly prevalent among the general population during the pandemic. Difficulty in concentrating, frequently expressed by our participants, has previously been shown to adversely affect students’ confidence in themselves [ 29 ], which has known correlations to increased stress and mental health [ 30 ]. In comparison with stress and anxiety in college students’ general life, it appears that countermeasures put in place against COVID-19, such as shelter-in-place orders and social distancing practices, may have underpinned significant changes in students’ lives. For example, a vast majority of the participants noted changes in social relationships, largely due to limited physical interactions with their families and friends. This is similar to recent findings of deteriorated mental health status among Chinese students [ 10 ] and increased internet search queries on negative thoughts in the United States [ 31 ]. The findings on the impact of the pandemic on sleeping and eating habits are also a cause for concern, as these variables have known correlations with depressive symptoms and anxiety [ 20 ].

Although a majority of participants expressed concerns regarding academic performance, interestingly, almost half of the participants reported lower stress levels related to academic pressure and class workload since the pandemic began. This may be due, in part, to decisions taken by professors and the university to ease the students’ sudden transition to distance learning. For instance, this university allowed students to choose a pass/fail option for each course instead of a regular letter grade. Additionally, actions taken by professors, such as reduced course loads, open book examinations, and other allowances on grading requirements, could also have contributed to alleviating or reducing stress. Although participants who returned to their parental home reported concerns about distractions and independence, students might have benefited from family support and reduced social responsibilities. Therefore, the increased stress due to the pandemic may have been offset, at least to some extent.

Alarmingly, 44% (86/195) of the participants reported experiencing an increased level of depressive thoughts, and 8% (16/195) reported having suicidal thoughts associated with the COVID-19 pandemic. Previous research [ 32 ] reported about 3%-7% of the college student population to have suicidal thoughts outside of the pandemic situation. Furthermore, with the exception of high-burnout categories, depression levels among students, reported in several recent studies [ 33 - 35 ], have varied between 29% and 38%, which may suggest an uptick in pandemic-related depressive symptoms among college students similar to recent studies in China [ 10 , 11 ]. Although our participants specifically mentioned several factors such as feelings of loneliness, powerlessness, as well as financial and academic uncertainties, other outcomes that were perceived to be impacted by the COVID-19 pandemic may also act as contributors to depressive thoughts and suicidal ideation. In particular, both difficulty concentrating and changes in sleeping habits are associated with depression [ 20 , 29 , 36 ].

Our study also identifies several coping mechanisms varying between adaptive and maladaptive behaviors. The maladaptive coping behaviors such as denial and disengagement have been shown to be significant predictors of depression among young adults [ 37 ]. In contrast, adaptive coping such as acceptance and proactive behaviors are known to positively impact mental health. Our findings suggest that the majority of our participants exhibited maladaptive coping behaviors. Identifying students’ coping behavior is important to inform the planning and design of support systems. In this regard, participatory models of intervention development can be used, in which researchers’ and psychologists’ engagement with the target population to adapt interventional programs to their specific context has shown promise [ 37 , 38 ]. For instance, Nastasi et al [ 37 ] used a participatory model to develop culture-specific mental health services for high school students in Sri Lanka. Similar approaches can be adopted to engage college students as well to develop a mental health program that leverages their natural positive coping behaviors and addresses their specific challenges.

Participants described several barriers to seeking help, such as lack of trust in counseling services and low comfort levels in sharing mental health issues with others, which may be indicative of stigma. Perceiving social stigma as a barrier to seeking help and availing counseling services and other support is common among students [ 29 ]. One study showed that only a minor fraction of students who screened positive for a mental health problem actually sought help [ 39 ]. Although overcoming the stigma associated with mental health has been discussed at length, practical ways of mitigating this societal challenge remains a gap [ 40 , 41 ]. Our findings suggest that self-management is preferred by students and should be supported in future work. Digital technologies and telehealth applications have shown some promise to enable self-management of mental health issues [ 42 ]. For instance, Youn et al [ 43 ] successfully used social media networks as a means to reach out to college students and screen for depression by administering a standardized scale, the Patient Health Questionnaire-9. Digital web-based platforms have also been proposed to enhance awareness and communication with care providers to reduce stigma related to mental health among children in underserved communities [ 44 ]. For instance, one of the online modules suggested by the authors involves providing information on community-identified barriers to communicating with care providers. Technologies such as mobile apps and smart wearable sensors can also be leveraged to enable self-management and communication with caregivers.

In light of the aforementioned projections of continued COVID-19 cases at the time of this writing [ 45 ] and our findings, there is a need for immediate attention to and support for students and other vulnerable groups who have mental health issues [ 17 ]. As suggested by a recent study [ 46 ] based on the Italian experience of this pandemic, it is essential to assess the population’s stress levels and psychosocial adjustment to plan for necessary support mechanisms, especially during the recovery phase, as well as for similar events in the future. Although the COVID-19 pandemic seems to have resulted in a widespread forced adoption of telehealth services to deliver psychiatric and mental health support, more research is needed to investigate use beyond COVID-19 as well as to improve preparedness for rapid virtualization of psychiatric counseling or tele-psychiatry [ 47 - 49 ].

Limitations and Future Work

To our knowledge, this is the first effort in documenting the psychological impacts of the COVID-19 pandemic on a representative sample of college students in the United States via a virtual interview survey method in the middle of the pandemic. However, several limitations should be noted. First, the sample size for our interview survey was relatively small compared to typical survey-only studies; however, the survey interview approach affords the capture of elaboration and additional clarifying details, and therefore complements the survey-based approaches of prior studies focusing on student mental health during this pandemic [ 10 , 11 , 50 ]. Second, the sample used is from one large university, and findings may not generalize to all college students. However, given the nationwide similarities in universities transitioning to virtual classes and similar stay-at-home orders, we expect reasonable generalizability of these findings. Additionally, a majority of our participants were from engineering majors. Therefore, future work is needed to use a stratified nationwide sample across wider disciplines to verify and amend these findings. Third, although a vast majority of participants answered that they have not used the university counseling service during the pandemic, only a few of them provided reasons. Since finding specific reasons behind the low use is a key to increasing college students’ uptake of available counseling support, future research is warranted to unveil underlying factors that hinder college students’ access to mental health support. Finally, we did not analyze how student mental health problems differ by demographic characteristics (eg, age, gender, academic year, major) or other personal and social contexts (eg, income, religion, use of substances).

Future work could focus on more deeply probing the relationships between various coping mechanisms and stressors. Additionally, further study is needed to determine the effects of the pandemic on students’ mental health and well-being in its later phases beyond the peak period. As seen in the case of health care workers in the aftermath of the severe acute respiratory syndrome outbreak, there is a possibility that the effects of the pandemic on students may linger for a period beyond the peak of the COVID-19 pandemic itself [ 51 ].

Acknowledgments

This research was partly funded by a Texas A&M University President’s Excellence (X-Grant) award.

Abbreviations

Conflicts of Interest: None declared.

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As Students Struggle With Stress and Depression, Colleges Act as Counselors

By Brad Wolverton

• Feb. 21, 2019

The email set off alarms at Ithaca College.

“I’m literally fighting for my life but staying safe,” 22-year-old Christopher Biehn emailed a professor in late September. “I won’t be in class today (or perhaps for a bit) & just pray I won’t be hospitalized long-term.”

As Mr. Biehn prepared to check into a psychiatric ward four hours from campus, a crisis team from the private liberal arts college in central New York swung into action. Shortly after Mr. Biehn wrote to his professor, a campus safety officer went to his apartment to make sure he was O.K. A social worker from the college reached out to discuss academic options as he worked to manage his bipolar disorder.

Two weeks later, after returning to his home in Medford, N.J., for treatment, he applied for a medical leave of absence from the college — his sixth leave in four years.

In extensive interviews, Mr. Biehn recounted his experiences. He has also written about them in a blog and in Ithaca College’s student paper. He started a grass-roots social media campaign to promote acceptance for mood disorders, inspired to share his story in hopes of helping others.

His journey illustrates the intense struggles students can face and the increasing steps colleges are taking to manage what some experts are calling a mental health crisis on campus. (Ithaca officials said they could not discuss a student’s health records, citing federal privacy laws.)

Students and institutions are grappling with issues like the surge in school shootings and trauma from suicides and sexual assault. But it’s not just the crises that have shaken this generation — it’s the grinding, everyday stresses, from social media pressures to relationship problems to increased academic expectations.

More than 60 percent of college students said they had experienced “overwhelming anxiety” in the past year, according to a 2018 report from the American College Health Association. Over 40 percent said they felt so depressed they had difficulty functioning.

Money problems are exacerbating their worries. Mental health professionals say college students have experienced financial burdens on a different scale than many of their predecessors. They grew up during the Great Recession and have seen family members lose jobs and homes. They have great uncertainty about their career prospects and feel pressure to excel academically or risk losing job opportunities.

“There’s a much more radical feeling that you’re either a winner or a loser,” said Victor Schwartz, a psychiatrist and medical director of the Jed Foundation, which helps colleges improve their mental health programming. “That’s put tremendous pressure on college students and is feeding a lot of the anxiety we’re seeing.”

As students have encountered more mental health problems, they have sought help in record numbers. Between the fall of 2009 and spring of 2015, the number of students who visited campus counseling centers increased by more than 30 percent, while college enrollment climbed just 5 percent, according to a 2015 report by the Center for Collegiate Mental Health.

People of all ages, but young adults in particular, are increasingly comfortable sharing intimate details of their mental health conditions, right down to their dose of antidepressant. Many expect their colleges to help them cope.

“You want a college that treats you for the person you are and gives you the help you deserve,” said Katia Seitz, a 19-year-old high school senior from Houston, who has received treatment for an eating disorder. “You don’t want a college that shuts you off or feels like it’s not their responsibility to take care of you.”

Several admissions officials say they have seen a rise in inquiries regarding counseling and mental health services and accommodations from parents and prospective students.

Colleges have helped drive demand for mental health services, pouring money into education and training to help students identify problems and learn where to turn for help. But critics say many colleges have not adequately prepared for the increasing demand, leaving some students frustrated.

Nationwide, students typically have to wait almost seven business days for their first appointment with a college counselor, according to a 2017 report from the Association for University and College Counseling Center Directors. But at some colleges, it can be more than two months.

Three years ago, the counseling center at Queens College had 60 students on its waiting list (it does not require anyone experiencing a crisis to wait). Like many institutions, it began restricting the number of times students could see a counselor, from unlimited visits to 12. At the start of this semester, its waiting list was down to 30 students. But wait times can grow during peak periods.

“As we approach midterms, it feels like we’re running a crisis clinic rather than a counseling center,” said Barbara Moore, director of counseling, health and wellness. She would like to add more counselors, but doesn’t have the space.

Many colleges, however, are increasing their ranks. At least 155 counseling centers added new clinical positions from July 1, 2016, to June 30, 2017, according to the report by the association for counseling center directors.

Studies show that hiring additional therapists can help keep students healthy and enrolled, which can be a good return on investment for an institution.

“If your tuition is $50,000 a year and your counseling budget is $1 million, your counseling center doesn’t have to retain that many students to make up that cost,” said Greg Eells, director of counseling and psychological services at Cornell University.

A recent independent review of Ithaca College’s student health and psychological services center, which found gaps in senior leadership and access to care, prompted the college to create a senior-level position responsible for student wellness and to make other improvements. Since 2017, the college has added two positions to both its counseling and case-management staffs.

[Read more about what some schools have done to address students’ mental health .]

The 2007 mass shooting at Virginia Tech, which prompted universities to change how they deal with mental health issues, led many institutions to hire case managers, or “ ICare ” teams, like Ithaca’s, whose jobs include helping students in distress. Just 25 people attended the inaugural meeting of the Higher Education Case Managers Association , in 2008, the group said. By the end of this year, the association expects to have more than 900 members.

And although colleges have increased the size of their counseling staffs, many campuses are still straining to keep up, forcing some institutions to rethink their treatment strategies.

Daniel Eisenberg, a University of Michigan professor, said many colleges were also intrigued with the idea of online treatment, but were skeptical of its merits.

“One of the best parts of campuses is that we have this in-person community where we can support students, so why start doing things online? It’s a debate or question that’s hanging over higher education,” said Dr. Eisenberg, who is helping to lead a large study to better understand the effectiveness of online treatment.

Traumatic incidents have helped other institutions revamp their intake processes. A 2010 shooting at the University of Texas led its counseling center to develop a crisis-response system now used to assess all students seeking mental health treatment. The university’s “brief assessment and referral team,” or B.A.R.T., aims to identify students’ problems quickly and direct them to the right service.

U.T. refers many students to one of the 30 to 40 counseling groups it administers each semester. Among other things, the groups have helped survivors of sexual assault and students exploring different identities. The forums show students they are not alone, which can be a powerful message. They also help reduce the load on university counselors.

“We would love to provide all the resources to all the students,” said Christopher Brownson, associate vice president for student affairs and director of the university’s counseling and mental health center. “But the answer to all social and emotional problems in the world cannot be to go see your therapist.”

Other institutions have found success with modified counseling sessions. Penn State University has set up a half-dozen drop-in clinics at places like residence halls and student unions where students can consult with a licensed therapist without having to make an appointment.

“You drop in, get your answer and go on your way,” said Ben Locke, senior director for counseling and psychological services. “It fundamentally changes the interaction.”

Dozens of universities have placed therapists around their campuses, making it easier for students to find help in a convenient location. The University of Michigan has 12 “embedded” counselors, including psychologists and social workers, in its schools of engineering, dentistry and pharmacy. Other schools have placed full-time counselors in the athletic department, where they help players recover from head injuries or overcome mental performance blocks.

The University of South Florida has gathered data on the students who seek mental health counseling at its main campus, in Tampa. It has found that about a quarter of them don’t need a therapist. They often just need better time-management or anxiety-reducing skills, said Rita DeBate, associate vice president for health and wellness.

To help address those issues, the university created “relaxation stations” that include massage chairs, bean bags and nap pods — chairs that cost more than $10,000 each and have quickly become the most sought-after seats on campus.

“We’d love it if we had a lazy river,” Dr. DeBate says, referring to the ultimate student amenity. But once students sink into one of those chairs, letting the white noise settle over them, it’s almost as nice, she says.

Mr. Biehn, the Ithaca College student, has not found many relaxing moments since applying for his sixth medical leave last fall. The former high school class president, who was on a full academic scholarship at Ithaca, has tried dozens of medicines, but nothing seems to work. He hopes to finish his degree someday, but he has no plans to return to the college.

Late last month, after sounding hopeful on a phone call with a reporter, he slipped into a dark place, returning to the psychiatric ward for another week. At his lowest moments, he said, he lies in bed, feeling numb.

“I’m basically dead to the world,” he said, “even though there’s just enough breathing going on to call me alive.”

Managing Anxiety and Stress

Stay balanced in the face of stress and anxiety with our collection of tools and advice..

How are you, really? This self-guided check-in will help you take stock of your emotional well-being — and learn how to make changes .

These simple and proven strategies will help you manage stress , support your mental health and find meaning in the new year.

First, bring calm and clarity into your life with these 10 tips . Next, identify what you are dealing with: Is it worry, anxiety or stress ?

Persistent depressive disorder is underdiagnosed, and many who suffer from it have never heard of it. Here is what to know .

New research suggests people tend to be lonelier in young adulthood and late life. But experts say it doesn’t have to be that way .

How much anxiety is too much? Here is how to establish whether you should see a professional about it .

Writing College Essays about Mental Health in the Context of the Pandemic

Written by Vanessa Garrido on July 7th, 2022

• writing college essays ,
• mental health ,
• Weigh your pros and cons, which may look something like:
• Pro: You are providing the admission office and student services with a fuller picture of your needs and circumstances as they relate to your mental health. If a college doesn’t feel it can support you, the school is not going to be a great fit for you.
• Con: Reducing your mental health challenges down to a 650-word essay is not likely to capture the full complexity of your experience. Your essay will only reveal a sliver of this facet of your life and may be misread or misinterpreted.
• Ask yourself these questions if you’re considering writing about your mental health:
• Are you currently in the midst of your mental health challenges? The personal statement is intended to give you an opportunity to shine light on your growth. If you’re managing something as complex as depression or an eating disorder, it can be challenging to focus on the growth. Your college essay might not be the ideal place to process the relevant feelings and issues. You may want to explore a different topic and address your mental health through journaling, talk therapy, etc.
• What positive personal qualities do you want to highlight, and is this topic the best way to let these traits shine? Remember, this is the one story about you most admission officers will have access to. Is this the one story you want to share?
• What is your perspective? How might you share a story that will be a vibrant, authentic take on something that is affecting a large swath of the population?
• How have you changed? How has this experienced helped you become the person you are today? What do you want your readers to take away?
• Identify ACEs (Adverse Childhood Experiences)
• Mental Health Resources for Adolescents and Young Adults from SAHM
• SAMHSA (Substance Abuse and Mental Health Services Administration) Helpline and Resources
• National Institute of Mental Health
• Mental Health First Aid training for teens

When is the right time to get started? How can you keep my child on track? Get all the answers to your most pressing questions.

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Follow these pre-application steps to help your student stay on track for admissions success., related resources.

Read | Posted on November 17th, 2023

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Read | Posted on November 6th, 2023

4 Tips for Writing the University of California Essays

Read | Posted on September 21st, 2023

Speak Your Truth: Sharing Your Identity in College Essays

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• Open access
• Published: 08 June 2021

Impact of COVID-19 on the mental health of US college students

• Jenny Lee 1 ,
• Matthew Solomon 1 ,
• Tej Stead 1 ,
• Bryan Kwon 1 &
• Latha Ganti 2 , 3 , 4  

BMC Psychology volume  9 , Article number:  95 ( 2021 ) Cite this article

112 Citations

71 Altmetric

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Background/aim

In the beginning of 2020, the novel Coronavirus disease (COVID-19) caused by the SARS-CoV-2 virus, became a public health emergency in the U.S. and rapidly escalated into a global pandemic. Because the SARS-CoV-2 virus is highly contagious, physical distancing was enforced and indoor public spaces, including schools and educational institutions, were abruptly closed and evacuated to ensure civilian safety. Accordingly, educational institutions rapidly transitioned to remote learning. We investigated the impacts of the COVID-19 pandemic on domestic U.S. college students, ages 18–24 years.

Through Pollfish®’s survey research platform, we collected data from 200 domestic U.S. college students in this age range (N = 200) regarding the physical, emotional, and social impacts of COVID-19 as well as key background information (e.g. whether or not they are first-generation or if they identify with the LGBTQIA+ community).

Our results indicate that students closer to graduating faced increases in anxiety (60.8%), feeling of loneliness (54.1%), and depression (59.8%). Many reported worries for the health of loved ones most impacted their mental health status (20.0%), and the need to take care of family most affected current and future plans (31.8%). Almost one-half of students took to exercising and physical activity to take care of their mental health (46.7%). While a third did not have strained familial relationships (36.5%), almost one half did (45.7%). A majority found it harder to complete the semester at home (60.9%), especially among those who had strained relationships with family (34.1%). Seventy percent spent time during the pandemic watching television shows or movies. Significantly more men, first-generation, and low-income students gained beneficial opportunities in light of the pandemic, whereas their counterparts reported no impact. First-generation students were more likely to take a gap year or time off from school.

Conclusions

Although students found ways to take care of themselves and spent more time at home, the clear negative mental health impacts call for schools and federal regulations to accommodate, support, and make mental health care accessible to all students.

Peer Review reports

Introduction

The outbreak of the SARS-CoV-2 virus, originally from Wuhan, China, in December 2019 gave rise to an ongoing global public health crisis addressing the proliferation of the novel Coronavirus disease (COVID-19). The SARS-CoV-2 virus directly targets the respiratory system in humans with characteristic symptoms of cough, fever, sore throat, dyspnea, and fatigue [ 1 ]. As the virus continued spreading over 2020, more findings on the epidemiological characteristics of SARS-CoV-2 have been divulged to the public. A study showed that the COVID-19 disease presents varying lengths of incubation periods, typically an average of 5.2 days, and it is estimated to have a slightly higher basic reproduction number (2.24–3.58) than that of the original SARS-CoV virus [ 1 ]. According to the National Health Commission of China, the virus can be transmitted through aerosols, droplets, contacts, respiratory aspirates, and feces, with both animals (e.g., bats, pangolins) and humans being veritable modes of transmission [ 2 ]. Accurate and accelerated testing is necessary to control this extremely contagious disease in cities, communities, and hospitals.

Due to the sudden outbreak of COVID-19, most universities across the United States were forced to send their students home early for the 2019–2020 academic year to prevent spread and protect students as well as surrounding communities. The sudden change in students’ learning environment, the quality of their education, and other circumstances caused students to face unique challenges, adversely impacting their mental health. The loss of internships, on-campus jobs, and other opportunities also contributed to the stress and declining mental health of students. According to a study done on a cohort of students attending Dartmouth College, there were noticeable differences in behavioral and mental health over the course of the pandemic thus far, with a higher number of self-reported cases of depression and anxiety around final exams [ 3 ].

Other minority communities also faced particular hardship in light of the pandemic. For example, greater proportions of the lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) population do not have access to health insurance and struggle with poverty compared to the non-LGBTQ population [ 4 ]. Because of their health disparities and social disadvantages, the mental health of LGBTQ students is exacerbated due to the psychological trauma that can come with the COVID-19 pandemic. Furthermore, people of color and those in socioeconomically disadvantaged groups are more likely to be mentally overwhelmed due to the unequal burden of finances, illness, and death. In a study done at a hospital in northern California of COVID-19 patients, non-Hispanic African Americans were found to be 2.7 times more likely to be hospitalized compared to non-Hispanic white patients [ 5 ].

A study of college students from India [ 6 ] found that both anxiety and depression were prevalent in their cohort, with women being affected more. They also noted a disturbed sleeping pattern which aligns with both anxiety and depression. A study that used smartphone-based ecological momentary assessments of anxiety and optimism related to COVID-19 and other generic mental health variables 6 times daily [ 7 ] found widespread mental health impact, especially anxiety, in their cohort of 140 students. Yet another study of college students [ 8 ] found a significant decline in physical activity and mental health occurred as a result of the COVID-19 pandemic.

There are many variables that can further contribute to the mental health status of college students during the pandemic, including their identity, family life, and background. We aimed to investigate the emotional, physical and social impacts on domestic US college students ages 18–24 and determine whether these impacts were significant among particular groups.

Recruitment and data collection

Two hundred (N = 200) domestic U.S. college students ages 18–24 attending a 4-year university in person before the COVID-19 pandemic were surveyed through Pollfish®. Pollfish® is a survey research platform that uses organic sampling built on Random Device Engagement (RDE). [ 9 ] Using artificial intelligence (AI) to track unique respondent identification, RDE reaches users in their natural environments as they participate in their daily activities through any device. [ 10 ] Pollfish®’s partnerships with over 120,000 applications and more than 700 million global users allow for random recruitment of participants fitting the specific inclusion criteria via in-app incentives specific to each user’s real-time activity on their respective devices [ 9 ]. The advanced AI technology and algorithm prevents fraud from single users on multiple accounts (SUMA) and suspicious or illogical responses to specific questions [ 10 ]. Pollfish® uses weighting to match the univariate distributions of age, gender, and geographic region. All results reported use this weighting.

Two screening questions were used to determine survey eligibility. These questions inquired whether participants are male or female aged 18–24 years, and whether they attended a domestic four-year U.S. college or university. The survey then consisted of 14 multiple choice questions. For some of the questions, multiple selections amongst the multiple choices were allowed, so that percentage totals could exceed 100%. The first 3 questions of the 14 inquired about background, including the participants’ year in college, whether they are the first in their family to attend college, and if they identify with the LGBTQIA+ community. The subsequent questions honed in on the physical, emotional, and social impacts of the COVID-19 pandemic. The final question was an open-ended one designed to capture the students’ verbatim feelings.

Statistical analysis

Data were analyzed using JMP Pro 14.1 for Windows [ 11 ]. Participants with a household income less than $50,000 annually were considered “low-income”. For comparing 2 × 2 contingency tables, Fisher’s two-tailed exact test was used. For comparing ordinal data, Wilcoxon’s rank-sum test was used. Ninety-five percent confidence intervals (CI) for odds ratios are Wald-based. All results used weighting generated by Pollfish® to match the univariate distributions of age and gender.

Ethics committee approval

This study (# 2020-966) was considered exempt by our institutional review board manager HCA Centralized Algorithms for Research Rules on IRB Exemptions (CARRIE).

A total of 200 people responded, of whom 50.6% were female (after adding weighting). Twenty three and 3/10% were first-year students, 39.9% were second-year students, 17.8% were third-year, 12.6% were fourth-year (seniors), and seven and one half percent were taking additional semesters (fifth or higher year). Fifty eight percent were first-generation students, and 36% considered themselves to be “a member of the LGBTQIA+ community.” The distributions of responses to each question are summarized in the Appendix, and each question is explored in detail in this section.

How has COVID-19 impacted your mental health?

For this question, multiple responses were allowed. Increased anxiety, depression, and feeling of loneliness were found in 60.8%, 54.1%, and 59.8% of the weighted population, respectively (Fig.  1 ). More than eighty percent (83.8%) reported an increase in at least one of these three symptoms. On the other hand, decreased anxiety, depression, and feelings of loneliness were respectively found in only 9.1%, 5.3%, and 4.6% of the population. For 10.7%, their mental health was unaffected. Using Fisher’s exact test, we found no significant differences in the prevalence of having at least one increased mental health symptom across first-generation status, gender, or LGBTQIA+ status. A general trend of decreased prevalence of symptoms as students drew closer to graduation was noticed. Using Fisher’s exact test, academic year and prevalence of mental health symptoms are not independent, with p  < 0.0001.

Prevalence of mental health symptoms by academic year, and whether they increased

If you are not feeling at ease, what contributes MOST to your mental health status?

Twenty percent of respondents said that worries about the health of loved ones was their primary concern, 19.2% were most concerned about school/continuing education, 19.0% had anxiety about lack of proactivity, 15.9% were worried about finances, 10.8% were worried about future job offers, and 5.0% feared contracting the virus. Only 6.8% said that they were feeling at ease. Interestingly, there was no significant association between the proportion of respondents who were most worried about finances and income level (Fig.  2 ).

Causes of worry among students

Was it easier or harder to complete this semester away from campus?

Almost sixty-one percent of students found it harder to complete the semester away from campus, while 32.7% found it easier and 6.4% reported no change. There was no significant difference across age, gender, income level, LGBTQIA+ status, or first-generation status in this response.

How has COVID-19 affected your physical health?

Fifty percent of respondents indicated that they gained weight due to increased eating, while 20.2% reported that they felt/looked better due to exercise or dieting, 13.3% lost weight due to a lack of appetite, and 16.6% reported no changes. Among the students who reported an increased feeling of loneliness (59.8%), 57% reported that they gained weight, compared with just 39.4% of those who did not experience symptoms. Using Fisher’s exact test, this was significant with a p -value of 0.0301. The odds ratio (OR) is 2.04 (95% CI 1.15–3.62).

How has COVID-19 impacted your current and future plans?

COVID-19 disrupted the lives of most students, with only 26.4% stating the pandemic has not impacted their current or future plans. 27.1% lost an internship or job offer, 22.9% are taking a gap year or time off from school, and 31.8% need to support family. Only 16.6% say that the pandemic has given them other beneficial opportunities.

The groups of people most likely to have other beneficial opportunities due to the pandemic were men (OR 3.18, 95% CI 1.41–7.22, p = 0.0039), first-generation students (OR 2.27, 95% CI 0.99–5.19, p  = 0.0329), and low-income students (OR 3.05, 95% CI 1.35–6.99, p  = 0.0042). First-generation students were significantly more likely to take a gap year/time off from school (OR 2.42, 95% CI 1.17–5.02, p  = 0.0251).

On the other hand, the groups that were significantly more likely to report no impact on future plans were women (OR 2.05, 95% CI 1.07–3.92, p  = 0.0159), non-first-generation students (OR 3.12, 95% CI 1.62–5.97, p  = 0.0003), and non-low-income students (OR 3.77, 95% CI 1.89–7.53, p  < 0.0001). Given that these three groups correspond exactly to those which were least likely to say they gained beneficial opportunities, we investigated the rate at which gender, first-generation status, and low-income status affects having either a beneficial opportunity or no change in future plans. When performing this analysis, we found no significant differences across any of the three groups. Combined with the other evidence, this suggests that the key difference between demographic groups lies in the rate at which they gained beneficial opportunities in light of the pandemic.

How has COVID-19 impacted your relationships with your family?

29.4% of students had improved relationships with family, while 34.1% had strained relationships with family and 36.5% had no impact on relationships with family. The people who had strained relationships were significantly more likely to consider it harder to complete the semester at home (OR 2.59, 95% CI 1.36–4.94, p  = 0.0036) compared to those who had improved relationships or no change.

How has COVID-19 impacted your relationships with your friends?

27.8% of students had improved relationships with friends, while 45.7% had strained relationships with friends and 26.5% had no impact on relationships with friends.

How have you specifically taken care of your mental health amidst COVID-19?

29.0% of students engaged in mindfulness activities (meditation, yoga, journaling, etc.). 46.7% were exercising or engaging in physical activity, 22.0% were using a health app, 17.7% were obtaining mental health care from a professional, and 30.3% were not taking any specific actions to take care of their mental health. Of the people who were exercising, 35.9% gained weight while 32.0% said they felt/looked better due to exercise or dieting. In contrast, of those who were not exercising, 62.2% gained weight and only 9.8% said they felt or looked better. Using Fisher’s exact test, this effect was significant with p  < 0.0001.

At what point was your concern about COVID-19 heightened?

29.8% of students had their concern first heightened when college campuses sent students home, whereas 29.0% were first alarmed by states beginning lockdown guidelines. For 10.5%, they became more concerned when a friend or relative was diagnosed with COVID-19. For just 6.4%, the turning point was that friends or relatives were taking prevention measures seriously. Only 4.1% of the population indicated that they were not concerned about COVID-19. The distribution of responses was roughly equal across demographic groups.

How are you spending most of your time during the pandemic?

71.0% were watching TV shows or movies, 30.5% were reading books, 39.6% were exercising, 34.9% were learning new skills or picking up new hobbies, 33.6% were cooking or baking, 29.5% were working or interning, and 8.0% said they were not doing very much at all (Fig.  3 ). Note that the 39.6% figure of those exercising does not conflict with the 46.7% figure above, as some of the respondents may not be devoting very much time to exercise, and do not consider it a major use of their time during the pandemic.

How college students spent their time during the COVID-19 pandemic

Is there anything else you would like to share about the effect of COVID-19 on your mental health?

As this was a free-form text box, we used JMP’s text analysis suite to identify keywords. However, neither keyword identification nor singular value decomposition provided very much insight into the sentiments expressed. Given that this was an optional question, there was not enough information for numerical patterns to emerge. Instead, we have included a few quotes that demonstrate the range of ways that the COVID-19 pandemic has affected people’s mental health (not ordered by frequency).

“Everything has been so uncertain and has made me increasingly anxious”

“It is comforting to know that every college student in the country, and most around the world, are dealing with the same struggles that I am, and I am not alone in being fearful and anxious.”

“I smoke more”

“Its very hard to hold it together knowing the world as we once knew is no longer in existence..”

“Not getting help from my college financially has really drained me from even thinking about returning to college for FALL semester 2020.”

“One good thing is that it's given me more time to sleep, which has been one of the only benefits of the lockdown/pandemic.”

“It has increased productivity in approaching music & business”

The COVID-19 pandemic has brought severe educational and social repercussions, including the closure of college campuses as well as the introduction of online learning and social distancing at universities for the foreseeable future. College students were forced to abandon the social advantages of the so-called “college experience” (i.e. social gatherings, group studying, and in-person classes and meetings) to return home mid-semester. As reported by our survey, this triggered a decline in mental health measured by self-reported increased anxiety, depression, and loneliness. Consistent with these results, reports indicate that people of student status and ages 18–24 are at higher risk of anxiety and depression [ 12 ]. The stress associated with this abrupt social change, the disruptive factors that may exist at one’s home, and the fear of potentially contracting or spreading COVID-19 likely contributed to the development of trauma or stress-related disorders [ 13 ]. This accounts for the worsening mental health of domestic U.S. college students as shown by this survey, with significantly greater prevalence of symptoms among underclassmen that decreases with students closer to undergraduate completion. In line with the impacts we will discuss, this is likely due to the challenge of transitioning to college amidst a pandemic, the limited opportunities to form solid friendships, as well as a lack of human contact and in-person support.

Based on our survey’s results, the mental health status of the respondents has been most affected by their worries about the health of their loved ones amidst the COVID-19 pandemic. On top of that, many respondents feel uneasy about their plans for their continuing education, anxious about their lack of productivity at home, concerned about their finances and losing job and internship prospects, and worried about contracting the virus. These factors likely made it harder for students to complete the Spring 2020 semester at home, as many respondents have indicated. Indeed, most respondents indicated that their concern about the ongoing pandemic largely began when college campuses began to shut down or when states issued lockdown guidelines shortly after. These events evidently served as a turning point in the mental health of the respondents. As the pandemic ensued, the respondents reported that their lives were disrupted in significant ways. For instance, many reported to have lost an internship or job offer. Others reported the need to take a gap year. In addition, many respondents indicated that they now have the added responsibility of supporting their family in some way. Of the respondents who claimed that the COVID-19 pandemic strained family relationships, most admitted that it has been harder to work from home than at school. These results are summarized in Fig.  4 .

Ways in which COVID-19 has affected the mental health of college students

More than one third of first-generation students experienced increased anxiety and a quarter found it harder to complete the semester at home. Accordingly, significantly more first-generation students reported taking a gap year or time off from school. First generation students were more likely able to take advantage of opportunities due to the pandemic, indicating access to support systems that may have allowed these students to take time off from school in the first place. Men and low-income students were also more likely to benefit from opportunities due to the pandemic while women, non first-generation, and non low-income students were more likely to report no impacts. However, there were no significant differences across these three demographic statuses, indicating that the main differences were solely in whether or not they gained beneficial opportunities due to the pandemic. Taken together, it appears that first generation and low-income students likely sought out more support during the pandemic, which has helped them overcome pre-pandemic anxiety regarding communicating with campus faculty and staff and utilizing support services [ 14 ]. In regards to male students who benefitted from these opportunities, they likely took time off from school as the number of men who have enrolled in college this Fall 2020 declined by seven times compared to the number of women enrolled [ 15 ], potentially due to the increased mental health issues experienced by all. The key difference is that men are less likely to seek help for mental health difficulties compared to women even pre-pandemic [ 16 ].

On the other hand, there were mixed experiences (albeit statistically insignificant) for LGBTQIA+ students with regard to anxiety, with a quarter reported increased levels and a similar number reporting decreased levels of anxiety. There were similarly mixed experiences in completing the semester from home. This may be due to LGBTQIA+ students accessing necessary resources as sixty-two percent of U.S. colleges and universities have LGBTQIA+ support groups [ 17 ] that likely serve as a valuable resource for these students throughout the pandemic.

Presumably due to increased stress factors at home and distance barriers, most respondents indicated that the COVID-19 pandemic strained relationships with their friends. While communications with friends declined, most respondents reported to be spending most of their free time watching TV because of widespread state and local lockdown orders. According to a health survey in England from 2012, watching TV for two hours or more on a daily basis is associated with mental health disorders, measured by a poor performance on the General Health Questionnaire and Warwick-Edinburgh Mental Well-being Scale [ 18 ]. On the other hand, nearly 40% of respondents indicated that they spent time exercising. Physical exercise has been proven to alleviate anxiety and depression, while increasing one’s mood and cognitive function [ 19 ]. Roughly half of the respondents claimed that they used exercise to take care of their mental health. Of those people, most reported feeling better. However, over 30% of respondents admitted to not specifically taking care of their mental health. Most people reported that they gained weight, particularly those who reported increased loneliness. The isolation and lack of contact may have led affected students to seek comfort food or decrease their daily activity levels, whether it may be training on a sports team or walking to classes and other commitments.

Similar to our findings that the COVID-19 pandemic has led to an overall reduction in the mental health of US college students, a study in China reported that about 40% of female adolescents have suffered from depression. The study cited distance learning, concern about the pandemic, and a decrease in physical exercise and sleep as independent factors causing this increase in depression [ 20 ]. Undoubtedly, the pandemic has caused many to experience feelings of loneliness and isolation. Furthermore, it has caused many individuals’ pre-existing mental health conditions to deteriorate without access to the appropriate services [ 21 ].

These services are offered on most college campuses but are more difficult to access in the world of online learning. According to a study in the New York City metropolitan area, only about half of the surveyed colleges offered information about remote counseling on their website and less than 60% of college counseling websites even offered directions for students experiencing a mental health emergency [ 22 ]. Furthermore, many news outlets report that out-of-state students have been unable to receive mental health services from their schools due to state-dependent licensures—some of which require psychologists to apply for a temporary license or receive special permission to practice [ 23 ]. Although some policies have been relaxed, students still face geographic, time, and financial barriers to access these necessary mental health services [ 23 , 24 , 25 ]. Additionally, the flexibility extended for telemedicine providers due to the pandemic being a public health emergency began to expire in Fall 2020, and navigating these policies is time-consuming and confusing for healthcare providers [ 25 ]. All of these obstacles have contributed to out-of-state students losing their mental health support completely in the face of the clear decline in mental health we have found, as supported by recent similar studies [ 26 , 27 , 28 , 29 ].

To combat the mental health challenges experienced by many US college students amidst the COVID-19 pandemic, colleges and universities across the country could take steps to expand access to virtual mental health resources and professional guidance. Some institutions have taken to a 24/7 crisis support line as well as virtual resources and emergency funding provided by the CARES Act distributed through the Higher Education Emergency Relief Fund [ 30 ]. Some universities were able to refund costs from room and board, which likely contributed to easing financial distress [ 31 ]. At the federal level, the PSYPACT agreement was passed—allowing interstate practice within the fourteen states it has been enacted in [ 32 ]ーand the TREAT Act that would allow healthcare professionals to render services anywhere during the COVID-19 pandemic was proposed but has yet to be implemented [ 33 ].

Limitations

The survey results are limited by the fact that only students who are registered with Pollfish® as publishers have the opportunity to participate in this survey. Potentially due to the monetary incentive given by Pollfish® to the respondents of their surveys, first generation and low income students are slightly overrepresented. In this survey, 61.0% of students are first generation, 35.5% being low income which is higher than the national average of 56.0% first generation students [ 34 ]. However, a study by Haenz et al. at the University of California, Los Angeles reports that roughly 50.0% of first generation students are low-income [ 35 ], which may be accounted for by the additional 10.5% of students who preferred not to reveal their income status in our study. Additionally, there are more students who identify as a member of the LGBTQIA+ community (36.5%) compared to the national average of 18.2% [ 36 ]. Our slightly disproportionate sample indicates that our findings may not be fully representative of all U.S. college students.

Future avenues of investigation include looking into specific experiences of these groups as well as other factors, such as the experiences of international students, of associate degree program students, community college students, or students completing online degrees and areas of improvement for the specific support systems in place at these educational institutions for these students since the pandemic.

The outbreak of COVID-19 has taken a universal toll on almost all aspects of life. As cases rapidly increased with great incidence, dense areas and indoor public spaces were closed and physical distancing as well as other preventative measures were enforced. These safety measures led to abrupt closures of schools and educational institutions, and a rushed transition to remote learning. Many reported worries for the health of loved ones most impacted their mental health, and the need to take care of family most affected current and future plans. Given that most students’ concerns were heightened when college campuses sent students home as well as the detrimental effects of the COVID-19 pandemic on students’ mental health, it is crucial for colleges as well as federal regulations to provide the appropriate accommodations and access to mental health care to ensure well-being and safety are prioritized as much asーif not more thanーeducation.

Availability of the data and materials

The datasets used and/or analyzed during the current study available from the corresponding author on reasonable request.

Abbreviations

Confidence interval

2019 Novel Coronavirus

Lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual or allied

Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Agender, Asexual and other queer-identifying community

Psychology Interjurisdictional Compact, an interstate compact facilitated by the Association of State and Provincial Psychology Boards (ASPPB)

Coronavirus Aid, Relief, and Economic Security Act, S.3548 bill introduced in 19 March 2020 by Senator McConnell

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Acknowledgements

This research was supported (in whole or in part) by HCA Healthcare and/or an HCA Healthcare affiliated entity. The views expressed in this publication represent those of the author(s) and do not necessarily represent the official views of HCA Healthcare or any of its affiliated entities.

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Contributions

The survey was designed by JL, MS, TS and BK. MS managed data capture. TS performed the statistical analysis. JL designed the infographic. LG supervised the conduct of the research. All authors read and approved the final manuscript.

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Correspondence to Latha Ganti .

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. Appendix listing survey questions.

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Lee, J., Solomon, M., Stead, T. et al. Impact of COVID-19 on the mental health of US college students. BMC Psychol 9 , 95 (2021). https://doi.org/10.1186/s40359-021-00598-3

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Should You Talk About Mental Health in College Essays?

This article was written based on the information and opinions presented by Shravya Kakulamarri in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

What are you required to disclose in your application.

• Should You Include Mental Health History in Your Application?

How to Talk about Mental Health in College Applications

Taking care of your health in college.

Many students wonder if they should discuss mental health or disability in their college applications. Mental health history or a disability might be an integral part of who a student is, but that doesn’t necessarily make it relevant to a college application. Keep in mind that it is actually illegal for colleges to ask for these types of details about your life because it can be considered discrimination. So, colleges will never directly ask if you’ve had any sort of mental health issue or if you’ve ever had a disability. Based on this reason alone, you are not required to disclose mental or physical health concerns on your application. 

Disclosing your mental or physical health is strictly a matter of personal choice. If you leave out this information, it is not lying and 100% within your legal right to do so. 

Should You Include Mental Health History in Your Application? 

Before you choose whether to disclose your history of mental health or disability, you should think about the purpose of a college application. Everything that you put in your college application should contribute to an overall positive image of who you are as a student and member of the community. 

You usually don’t want to hide integral parts of who you are, but you also don’t want to be sharing challenges that are not going to strengthen your application. This is true not only for mental health or disabilities but also for academics, extracurriculars, and other experiences. Normally, students don’t bring up the time that they got a C or D in a class on their application. Everything that you include on your application should paint the most positive image of you possible. You always want to put your best foot forward and keep the focus on your strengths. 

You don’t want colleges to doubt your ability to succeed and perform well under pressure. If you mention any mental health concerns, they might use that as a way to question if you will do well at their school and be able to handle their rigorous course load. While colleges are supportive of their students’ mental health challenges and provide resources and services, you don’t want their first impression of you on your application to be something that makes them uncertain of your abilities. So, keep this in mind when deciding whether to disclose your mental health history. 

If you decide to include your mental health or disability history in your application , there are specific aspects of your experience that you should focus on. Rather than talking about the mental illness itself, focus more on the recovery and management aspects and what you have learned from the experience. 

Discuss things like how you have grown and the coping methods that you have cultivated due to the experience. These will give the admissions officer an idea of the types of strategies that you’ll likely use in college anytime that you encounter a stressful situation. 

Overall, if you choose to talk about mental health in your applications, focus on the learning and growth that you’ve gained because of it. 

Mental health is an important part of your well-being, and it’s essential to start good habits in high school . This way, you’ll be better prepared to cope when you face new challenges in college. You’ll likely be experiencing living on your own for the first time and have new responsibilities without the same support system that you had at home. It’s crucial to learn how to take care of your mental health early.

Fortunately, most students will have many resources at college to help them through mental health challenges. If you’re dealing with any mental health struggles, there is usually an office of wellness where you can schedule a time to see a therapist. This is usually provided with your school’s health insurance. If this is something that you are concerned about for your college experience, make sure to look into what mental health resources each college provides before applying. 

Related CollegeVine Blog Posts

Addressing Mental Health in the Classroom

Explore more.

• Managing Yourself
• Perspectives
• Student Support

W hen students experience depression or anxiety, it affects their mood, energy level, and ability to concentrate. This can lead to struggles with their academics and create challenges for educators in their efforts to accommodate them.

Earlier this year, we heard from several students who spoke candidly about their mental health and offered insight into their feelings of overwhelm, stress, and panic. With this understanding, we asked you, their educators, to open up about the biggest challenges you face in addressing student mental health.

Specifically, we asked, What are the biggest challenges you face in addressing student mental health? What experiences have stood out to you?

Here, we are featuring the answers of six educators who chose to share their struggles in the classroom and what troubles them most. In reading their experiences, we hope you take comfort in knowing you are not alone if you, too, face similar issues striking a balance between teaching and providing students with emotional support.

Uma Gupta, associate director of business analytics and associate professor at the University of South Carolina Upstate, United States: The biggest struggle I have is the fear of inadvertently violating the boundaries of student privacy. This is a highly nuanced area. I worry that a student might get upset that I thought something was amiss or complain that a faculty member asked personal questions.

Students are often reluctant to speak out, share their struggles, or even hint that there might be something wrong. I want to help, but I am not always sure of the best way to do that. I care deeply about my students because I am a parent. If my child was struggling with something, I would hope a faculty member would be there for them.

Alessandro Pirisinu, adjunct professor of economic and statistical sciences at the University of Cagliari, Italy: The first (and the biggest) challenge teachers in Italy face is students’ lack of self-esteem. Our students feel uncertain about their own futures, particularly about the lack of jobs. In Italy, at least a third of young adults under 24 are unemployed.

The biggest challenge for teachers is getting students to focus on what we’re doing in class. Too many students seem as if they are blocked by some unknown fear, and they fail to get a good education because of it. This is a major source of worry for the future of Italy.

A FRAMEWORK FOR TALKING ABOUT MENTAL HEALTH IN CLASS

During a recent Harvard Business Publishing webinar , Carin-Isabel Knoop and Bahia El Oddi presented a framework for how educators can think about and prepare for mental health conversations in the classroom. We’ve outlined the framework below; for more from Knoop and El Oddi on this topic, access the full webinar recording here .

The CARE Framework

C: Check. If we want to bring change and support students through their mental health challenges, we first need to check our own assumptions. We must reflect on the biases and stereotypes we may bring to the classroom and understand how they impact the way we speak about topics, says El Oddi.

It’s important to educate ourselves in this space by reading up on major health issues and their prevalence in our geographical areas. Consult a glossary of concepts related to mental health to be more aware of the language you use—and encourage students to use the right language as well.

A: Act. Actively identify and address students’ signals of emotional distress and make yourself approachable.

To identify signs of distress, look for inflection points, such as family and social issues, financial troubles, the loss of a loved one, elder care obligations, and bullying—or student-focused stressors such as assignment deadlines and exams, job searching, or a change of career or university. You can also look for micro signals in your students, such as lateness, missed deadlines, or changes in personality.

Take the time to get to know your students and invite them to be open in sharing their concerns. Be kind in approaching a student to ask how they are feeling. And be prepared—the student may not want to talk, and that’s OK. The point is to identify those signals and address them within your boundaries and control.

R: Recognize. Think about ways you can weave mental health themes into your curriculum. For example, you can include mental health dimensions in case discussion by inviting students to think about the impact of a decision on a protagonist’s mental health.

Be sure to avoid major pitfalls when discussing mental health issues in class, such as dramatizing, minimizing, and generalizing.

E: Empower. Empower students to take responsibility for their own mental health. This starts with providing a space for them to practice. El Oddi suggests creating group sessions for students to share their experiences and allowing students to complete assignments in pairs to decrease stress.

Regina Milan, associate teaching professor at the University of Massachusetts Lowell, United States: The sheer number of students suffering from mental health issues is my biggest challenge. It is unmanageable to teach and be a mental health counselor. My university has over 15,000 students and not enough counselors considering that almost one in two college students report feelings of anxiety and depression. It is difficult to advocate for so many students.

Teaching is becoming impossible. I am very flexible, but at some point, students must do the work or withdraw and seek treatment. A bigger crisis happens at the end of the semester if they don’t.

Civi Jacobsen, instructor at Georgian College, Canada: There are so many students with high anxiety levels. I spend more than a third of my time teaching basic coping skills, like calming, so they can listen effectively and successfully complete assignments. I feel like I am not teaching them the “real” stuff, and it can feel discouraging and exhausting.

I noticed my students were not asking questions during class or in their small groups and later learned that it was because students think asking questions is rude or could make them look inept. I was constantly getting panicked emails from students (who were in class and reviewed the materials) asking me to clarify instructions so they wouldn’t “get it wrong.” It seems like a vicious cycle—students worry so much they can’t effectively listen to instructions, don’t ask questions, and don’t do well on the assignment.

To help my students develop the skill of asking open-ended and close-ended questions, I first introduce a game called 20 Questions to work on close-ended (yes or no) questions. In a subsequent class, I have students share a link to their favorite (instrumental) inspirational song with the intention of building community and having students ask each other open-ended questions about their choices.

These skill-building activities are not in the curriculum, but I have to normalize asking questions; demonstrating the difference between open-ended and closed-ended questions is relevant to the course and the entire program.

Yvette Mucharraz y Cano, director of the Research Center for Women in Senior Management (CIMAD) and human resources professor at IPADE Business School, Mexico: One of the main challenges I observe both in my research and in my students is the effect of burnout. I have groups of full-time MBA, executive MBA, and executive education students and, especially with female executives, I’ve noticed increased levels of burnout over the last several years. The impact on women has been more significant, as they are in many cases also primary caregivers and responsible for household activities—areas in which the workload has also increased.

Burnout was a pre-existing condition; but adapting to the changing circumstances during the pandemic required a different set of skills, including the development of resilience and flexibility and the ability to navigate through uncertainty. All this while addressing personal and family challenges and understanding the hybrid world. Burnout has become a chronic condition that is reflected in exhaustion, depersonalization, and reduced levels of professional efficacy.

Hybrid work allows for more flexibility and seems to alleviate some of the tensions derived from entering the complex work-life system. More than ever, it seems new working structures require reconciling organizational and individual expectations to engage talent and maintain high levels of productivity.

Nellie El Enany, assistant professor in the department of management at The American University in Cairo, Egypt: Experiencing a mental health challenge is not easy for any of us. For students who are transitioning through higher education and finding their sense of self, it can be extremely difficult to focus on studies and plan for the future while still managing to find the emotional bandwidth to socialize and stay healthy and happy.

Open conversations about mental health are critical. It should not have taken the COVID-19 pandemic to get us all talking more about mental health in higher education. These conversations should have been happening a long time ago. Perhaps the silver lining is that it has pushed us all to talk more openly about mental health, which has always carried stigma and awkwardness. At least now we have a green light to say, “I’m not feeling mentally OK.” And like I say to my students, “It’s OK not to feel OK all the time.”

Over my 15 years working in higher education, I’ve had a lot of students struggling with panic attacks, depression, anxiety, self-harm, and psychogenic epilepsy and have referred them to our institution’s Center for Student Well-Being when needed.

As educators, we are essentially on the front line, and we must create a psychologically safe space where students are comfortable talking about how they feel, because often they are experiencing the same feelings of shame, helplessness, isolation, and fear. We wear many hats, and one of those is someone who is always there to listen without judgment, to share our own experiences, to be relatable, and to take action when needed.

To Support Your Students, First Take Care of Yourself

Educators today have the difficult task of considering their students’ mental health struggles while continuing to teach and, in many cases, also dealing with their own mental health. Although there is no one right way to support students who are struggling, start on the right foot by candidly discussing mental health and regularly promoting self-care and mindfulness.

Small gestures have large ripple effects. Even if you feel powerless as an educator, you do have the ability to support your students by taking care of yourself first. Once you do, you’ll be better equipped to have authentic and meaningful conversations about mental health with your students and accommodate them more appropriately.

If you or someone you know is struggling with mental health, reach out to your institution’s mental health services or seek crisis support in your country.

These Course Explorer resources feature materials on mental health topics you can incorporate into your curriculum.

Well-Being and Mental Health at Work

The disruption of the pandemic caused many to rethink management practices and use advances in brain science and technology to offer solutions to promote employees’ well-being, mental health, and productivity. This collection offers ways to check in on yourself and coworkers.

Mental Health Care in Business

This module enables instructors and students to discuss the importance of mental health at work and provides tools to help individuals support themselves and their teams.

Uma Gupta is an associate director of business analytics and associate professor at the University of South Carolina Upstate, United States.

Alessandro Pirisinu is an adjunct professor of economic and statistical sciences at the University of Cagliari, Italy.

Regina Milan is an associate teaching professor at the University of Massachusetts Lowell, United States.

Civi Jacobsen is an instructor at Georgian College, Canada.

Yvette Mucharraz y Cano is a human resources and communication professor at IPADE Business School in Mexico. She is also the director and board member of the Women’s Research Centre (CIMAD) at IPADE. Her practitioner’s experience has been as a Human Resources and Organizational Development executive for more than 20 years. Her research is focused on organizational disaster resilience and sustainability.

Nellie El Enany   is an assistant professor in the School of Business at The American University in Cairo. El Enany teaches human resource management, entrepreneurship and innovation, international business, and entrepreneurial leadership for solving critical global issues. El Enany’s research interests center on issues of identity, including identity construction, stigma, legitimacy, and identity work.

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Mental Health among College Students Essay Sample

Mental Health is overlooked among college students. Many students suffer from mental health problems, some go unnoticed and untreated. This has a striking impact on students and their academic performance. College students are vulnerable to a variety of serious mental diseases; addiction, stress, anxiety, eating disorders, are just a few of the issues that students face. Many students suffer throughout college because they are unaware of their mental illnesses and do not receive appropriate care. 

Stress is a common word in today’s society. Many people have different analyses of the term stress. For some, stress has a positive message, for others, it's a negative one. Every person has had experiences with stress in their lives, whether it be positive or negative. Due to one’s feelings and how they are in certain situations, stress varies from person to person. College students,  in particular, are subjected to a wide range of stress. Stress factors affecting the student depend on the person and how they manage stress. Students take a lot of direction from coaches, family, and friends. Some of the comments are positive, but the majority are negative. Because a student-athlete already has so much going on outside of their sport, negative comments could easily cause stress. According to a 2015 NCAA survey, 30% of college student-athletes said they were “Intractably overwhelmed in the past month”.College is the first time a young adult is away from their parents' support and is expected to continue to perform at that high level without that constant support system. The increased stress levels of student- athletes are said to be due to their high demands of time requirements, pressure to perform, and burnouts. 

For women, one of the negative aspects of sports at the college level is physical exhaustion, eating disorders , and weight restrictions. Exhaustion is obtained when student-athletes overdo it and don’t follow accepted dietary guidelines, and do not get enough sleep.  College women athletes usually do not follow proper eating habits while in school(LaFountaine, 2007.) This is usually a result of a frantic schedule and the demand that comes with being a student-athlete. A more serious impact on female students who are athletes is the overall strain, stress, and extreme exercise put on their bodies. Exercise harms male athletes in relation to participation in substance abuse with illegal substances and performance enhancement drugs. Includes supplements, stimulants , and other substances that are often tied with affecting male athletes’ hormones. Athletes involved in the use of substances are more probable to experiment with other substances like tobacco, illegal drugs, and alcohol. The most common substance in student-athletes is Marijuana. Using this substance can lead to a decrease in athletic performance. Marijuana also has a significant effect on muscle fatigue and recovery. The use of any illegal substance can lead to the end of his or her career as an athlete and overall health. One negative impact for both male and female student- athletes is what's called a burnout. Burnouts affect students' emotions, physical energy, and their overall capability to learn. Burnout is expressed as being exhausted, resentment towards sport , and poor performance. 

Sports positively affect college student-athletes emotionally when it comes to their confidence levels. Athletes will display higher levels of confidence when in a motivational environment. This environment is a place where student-athletes are being encouraged in their sport with constructive criticism and receiving the support system they need to improve not only as athletes in their daily lives as well. This environment can be developed by teammates, team captains, coaches, and family. What student-athletes can accomplish in their sport is a determining factor in how their confidence is developed. In other words, if the athlete performs well in their sport, his/her confidence will increase. However, if the athlete doesn’t perform well, their confidence will decrease. This confidence travels over into academics, daily life, relationships, and the basis of the athlete's future. 

The negative impact of mental health on student-athletes has been a persistent problem around the world and has been a topic of interest in research for many years. Mental health has caused symptoms of depression and anxiety, helplessness, and loneliness. In student-athletes, these levels of stress are forced on individuals for several reasons. For example, student-athletes need to have success in both the field and the classes. Maintains the required average grade and playing time can be physically as well as mentally demanding.

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Anxiety and Depression Among College Students Essay

Introduction, methods section.

Education is expected to have appositive importance on the student’s life by enhancing their capability to think and improving their competency. However, it often acts as a source of stress that affects students’ mental health adversely. This causation of academic stress often emanates from the need to have high grades, the requirement to change attitude for success, and even pressures put by various school assignments. These pressures introduced by education can make the student undergo a series of anxiety, depression, and stress trying to conform to the forces. The causes of academic stress are well-researched but there is still no explanation why the rate of strain increases despite some measures being implemented to curb student stress. This research explores this niche by using 100 participants who study at my college.

Nowadays there are many reasons that cause stress among growing number of students who might not know they are going through the condition most of the time. Hence, undiscovered discouragement or uneasiness can cause understudies to feel that they are continually passing up unique open doors. It prompts substance misuse; self-destruction is the second most typical reason for death among undergrads. The main hypothesis of this article is that college and university students have higher depression rates.

Problem Statement

This proposal undercovers how the problem of anxiety and depression is progressing if not addressed. With such countless youngsters experiencing undiscovered tension, it may be challenging for them to appreciate school. Understudies’ emotional well-being is risked when pressure and trouble go unnoticed, which can prompt social and educational issues (Nelson & Liebel, 2018). Educators might battle to perceive uneasiness since these circumstances manifest themselves contrastingly in different people.

Anxiety and depression are complicated disorders with numerous elements that impact people differently. Teachers and staff must be well trained to deal with these unforeseen events. Understudies coming to college come from various financial foundations, which can prompt an assortment of psychological wellness chances (Li et al., 2021). Additionally, current works will be evaluated to differentiate the risk factors associated with stress among university undergraduates worldwide.

There are various reasons which might cause the onset of anxiety and depression. It can be absence of rest, terrible dietary patterns, and lack of activity add to the gloom in undergrads (Ghrouz et al., 2019). Scholarly pressure, which incorporates monetary worries, strain to track down a decent profession after graduation, and bombed connections, is sufficient to drive a few understudies to exit school or more awful.

Numerous parts of school life add to despondency risk factors. For example, understudies today are owing debtors while having fewer work prospects than prior. Discouraged kids are bound to foster the problems like substance misuse (Lattie et al., 2019). For adaptation to close-to-home trouble, discouraged understudies are more inclined than their non-discouraged companions to knock back the firewater, drink pot, and participate in unsafe sexual practices.

Hypothesis on the Topic

The central hypothesis for this study is that college students have a higher rate of anxiety and depression. The study will integrate various methodologies to prove the hypothesis of nullifying it. High rates of anxiety and depression can lead to substance misuse, behavioral challenges, and suicide (Lipson et al., 2018). Anxiety is one of the most critical indicators of academic success, it shows how students’ attitudes change, reflecting on their overall performance.

Participants

The study will use college students who are joining and those already in college. The research period is planned to last six months; college students are between the ages of 18 and 21 and life is changing rapidly at this age (Spillebout et al., 2019). This demography will come from the college where I study. The participants will be chosen randomly, the total number will be 100, both female and male, and from all races.

Apparatus/ Materials/ Instruments

Some of the materials to be used in the study will include pencils, papers, and tests. Paper and pencil are typical supplies that students are familiar with, so using them will not cause additional stress. It will be used during the interview with the students and throughout the study will be in effect (Huang et al., 2018). These have been applied in various studies before, and, hence, they will be instrumental in this study.

The study will follow a step-wise procedure to get the required results. First, the students’ pre-depression testing results would be researched and recorded. Second, the students would undergo standardized testing in the same groups. Scholarly accomplishment is impacted by past intellectual performance and standardized testing (Chang et al., 2020). Third, the students’ levels of depression and anxiety would be monitored along with their test results.

The study will use a descriptive, cross-sectional design with categorical and continuous data. The sample demographic characteristics were described using descriptive statistics. Pearson’s proportion of skewness values and common mistake of skewness was utilized to test the ordinariness of the persistent factors. The distinctions in mean scores between sociodemographic variables and stress will be examined using Tests (Lipson et al., 2018). The independent variable will be essential because it will provide the basis of measurement.

The 100 participants had different anxiety levels, as seen from the Test taken and the various evaluations. Forty-five of the participants had high levels, 23 had medium levels, while the remaining 32 had low levels (Lipson et al., 2018). The correlation and ANOVA, which had a degree of era margin of 0.05, were allowed (Lipson et al., 2018). This finding aligns intending to have clear and comprehensive outcomes.

Significance of the Study

If the results would be not significant, it means that students are not subjected to more pressure on average. If the study results in significant outcomes, this would mean that there is much that needs to be done to reduce student’s anxiety. The idea that scholarly accomplishment is indispensable to progress is built up in higher instructive conditions (Nelson & Liebel, 2018). Many colleges devote money to tutoring, extra instruction, and other support services to help students succeed.

APA Ethical Guidelines

The study will have to follow the APA ethical guidelines because it involves experimenting with humans. Some of the policies include having consent from the participant, debriefing the participant on the study’s nature, and getting IRB permission (Nelson & Liebel, 2018). Ethical guidelines should comply with proficient, institutional, and government rules. They habitually administer understudies whom they likewise instruct to give some examples of obligations.

Limitations

The study also had some limitations, making it hard to get the desired outcomes. It was not easy to detect the population-level connections, but not causality. This case hardened the aspect of confounding and getting the relevant random assignment needed for the study had to access (Nelson & Liebel, 2018). For the right individuals for the investigation to be identified, the sampling was not easy.

This study would be essential as it will create a platform for future studies. The result that was gotten shows that many college students are undergoing the problem of anxiety and depression without knowing that it is happening. Educators will have awareness on what aspects of academics they need to modify to ensure their students are not experiencing mental health challenges. Hence, it makes it possible for future researchers to conduct studies to provide possible solutions.

Chang, J., Yuan, Y., & Wang, D. (2020). Mental health status and its influencing factors among college students during the epidemic of COVID-19. Journal of Southern Medical University , 40(2), 171-176.

Ghrouz, A. K., Noohu, M. M., Manzar, D., Warren Spence, D., BaHammam, A. S., & Pandi-Perumal, S. R. (2019). Physical activity and sleep quality in relation to mental health among college students. Sleep and Breathing Journal , 23(2), 627-634.

Huang, J., Nigatu, Y. T., Smail-Crevier, R., Zhang, X., & Wang, J. (2018). Interventions for common mental health problems among university and college students: A systematic review and meta-analysis of randomized controlled trials. Journal of Psychiatric Research , 107, 1-10.

Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019). Digital mental health interventions for depression, anxiety, and enhancement of psychological well-being among college students: A systematic review. Journal of Medical Internet Research , 21(7), e12869.

Li, Y., Zhao, J., Ma, Z., McReynolds, L. S., Lin, D., Chen, Z.,… & Liu, X. (2021). Mental health among college students during the COVID-19 pandemic in China: A 2-wave longitudinal survey. Journal of Affective Disorders , 281, 597-604.

Lipson, S. K., Kern, A., Eisenberg, D., & Breland-Noble, A. M. (2018). Mental health disparities among college students of color. Journal of Adolescent Health , 63(3), 348-356.

Nelson, J. M., & Liebel, S. W. (2018). Anxiety and depression among college students with attention-deficit/hyperactivity disorder (ADHD): Cross-informant, sex, and subtype differences. Journal of American College Health , 66(2), 123-132.

Spillebout, A., Dechelotte, P., Ladner, J., & Tavolacci, M. P. (2019). Mental health among university students with eating disorders and irritable bowel syndrome in France. Journal of Affective Disorders , 67(5), 295-301.

The following table shows the significant issues that affect the mental health state of most college students. Based on Huang et al.’s research, the biggest concern for most students included stress about their loved ones. Additionally, the authors found that worrying about one’s academics and schooling was the second depressing experience among most college students.

The following figure shows how on top of the current stressors for students, COVID-19 affects their mental health. Li et al.’s research demonstrates that COVID-19 placed more financial burden than before, especially on students with part-time jobs who often face anxiety and stress due to lack of tuition fees (Li et al., 2021). Generally, the research shows that the financial consequences of coronavirus affect the mental state of most college students.

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• Chicago (A-D)
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Supporting College Students During a Mental Health Crisis

It’s time we change the mental health landscape for today’s youth..

Posted May 22, 2024 | Reviewed by Davia Sills

• Why Education Is Important
• Find a Child Therapist
• A growing concern for college students and their families is the mental health support available on campus.
• College students are at increased risk of mental health problems, including stress, depression, and suicide.
• Awareness and knowledge of mental health services at higher education institutions is crucial.

When families and students explore their college and university options, they consider factors such as a school’s academics, co-curricular activities, student-body makeup, social life , and job placement for alumni.

Today, however, amid the growing mental health crisis in the U.S., an additional consideration has entered the fray—an institution’s track record and resources when it comes to supporting the mental health and well-being of its students. As part of Mental Health Awareness Month, we, as a society, need to recognize this escalating trend and commit to doing more to address the stigma that surrounds mental health, especially as it impacts our young people, and ensure that students have increased access to mental health support.

The need for increased support and awareness is urgent. The current generation of college students includes young adults who are coming of age in the wake of a pandemic, which entailed a worldwide shutdown and its ensuing isolation. Add to that landscape the prevalence of social media and the social expectations that come with it, and it is no surprise that students are facing an unprecedented array of mental health challenges.

According to a 2023 study by Gallup and the Lumina Foundation , 41 percent of students were considering dropping out of college or university, citing emotional stress and personal mental health as the top two reasons. A separate study in the spring of 2022 from the American College Health Association’s National College Health Assessment found that 75 percent of students reported moderate or serious psychological distress. Further, about 1,100 college students commit suicide each year, according to the National Institutes of Health . A student’s suicide has a significant impact on their family as well as their peers, faculty, staff, and administrators.

As U.S. Surgeon General Vivek Murthy said during a Senate hearing in June 2023, due to the “stubborn and pervasive stigmatization of mental health” that prevents young people “from seeking help and receiving the long-term recovery supports they need,” America needs to invest in “local-level programs, policies and physical elements of a community that facilitate bringing people together.”

While local-level programming is certainly needed to combat the stigma and connect young adults with increased resources, even more important is the establishment of a national framework that puts mental health at the forefront of student needs. This initiative should increase awareness and knowledge of mental health services at higher education institutions throughout the United States and continually encourage the expansion of this support. It is essential that prospective students and their families are equipped with comprehensive knowledge and data points about the availability of the services and forms of mental health support that they may need on campus. Yet, to date, this crucial information has been glaringly absent for families when they are researching their options.

In an effort to address this problem, one recently launched initiative saw the Ruderman Family Foundation team up with The Princeton Review to create a comprehensive database on the availability of mental health resources on college and university campuses nationwide. As a society, we need to ensure that mental health needs are a priority across the board for today’s youth; only then will that filter down to a greater commitment from our colleges on the local level.

Institutions are also making strides in creating a more supportive culture and environment, even before students begin their first class. Bennington College faculty and staff, for example, assist first-year students with managing their ideas and expectations of college life. The array of initiatives emphasizes purposeful work in the world, activities promoting well-being, access to mental health counseling, an emphasis on restorative justice, and building closer connections to faculty and peers. It also attempts to empower students through arts, events, and programs to become more resilient , better attuned to their own needs, and more aware of available resources.

It is imperative that we guide students through the process of making informed decisions about their mental health in an environment void of any stigmatization or prejudice , while providing leadership , faculty, and staff with evidence-based approaches and recommendations for promoting a campus culture of caring when it comes to mental health.

More is being done than ever before to ensure that mental health support is a priority for our institutions of higher education, yet much more needs to be done to reach students before, during, and after a crisis. No one should feel ashamed or belittled or isolated because they are dealing with anxiety , depression , stress, loneliness , or any other mental health challenge. We must not stigmatize anyone who reaches out for help.

This Mental Health Awareness Month, our message is this—it’s time we change the landscape of how mental health is addressed and prioritized for today’s youth and revolutionize the way schools address the issue of mental health on their campuses.

Sharon Shapiro is Trustee and Community Liaison at the Ruderman Family Foundation. Laura Walker is the eleventh president of Bennington College.

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Helping Your College Student Manage Stress and Mental Health

May 28, 2024 | Education

College can be an exciting yet challenging time for students. It’s a period of significant transition, often marked by newfound independence, academic pressures, and social changes. As a parent, you want to support your college students in navigating these challenges while maintaining their mental health. Here’s a comprehensive guide to help your college student manage stress and mental health effectively.

Understanding the Causes of College Stress

College students face a myriad of stressors that can impact their mental health. Understanding these causes is the first step in helping them manage stress.

Academic Pressure

One of the most significant sources of stress for college students is academic pressure. The demands of coursework, exams, and the desire to achieve high grades can be overwhelming. Without the help of the Canadian PapersOwl , it can be challenging for learners to deal with academic pressure. These essay writing services can provide valuable assistance in managing college workloads, allowing learners to focus on their mental health. Students often feel the need to perform well to secure future career opportunities, leading to heightened stress levels.

Social Adjustments

Transitioning to college involves significant social adjustments. Making new friends, dealing with roommates, and being away from family can be daunting. These social challenges can contribute to feelings of loneliness and anxiety.

Financial Concerns

For many students, college comes with financial burdens. Tuition fees, textbooks, and living expenses can add up, causing financial strain. Students who work part-time jobs to support themselves may find it challenging to balance work and studies, leading to increased stress.

Uncertainty About the Future

The uncertainty of future career prospects can be another significant stressor. Students often worry about finding jobs after graduation and establishing successful careers. This fear of the unknown can exacerbate anxiety and stress.

Recognizing Signs of Stress and Mental Health Issues

It’s crucial to recognize the signs of stress and mental health issues in your college student. Early intervention can make a significant difference in their well-being.

Behavioral Changes

Noticeable changes in behavior, such as withdrawing from social activities, changes in eating or sleeping patterns, and a lack of interest in previously enjoyed activities, can indicate stress or mental health issues.

Emotional Signs

Look out for emotional signs such as persistent sadness, irritability, or mood swings. If your student frequently expresses feelings of hopelessness or talks about being overwhelmed, it’s essential to take these emotions seriously.

Physical Symptoms

Stress can manifest physically through symptoms like headaches, stomachaches, and fatigue. If your student complains of frequent physical ailments, it might be linked to their mental health.

Academic Performance

A sudden drop in academic performance or a lack of motivation to attend classes and complete assignments can be red flags. Stress and mental health issues can impact cognitive functions, making it difficult for students to focus and perform academically.

Practical Strategies to Support Your College Student

As a parent, there are several strategies you can employ to help your college student manage stress and maintain mental health.

Encourage Open Communication

Maintain open lines of communication with your student. Encourage them to talk about their experiences and feelings without fear of judgment. Active listening and providing a supportive space can help them feel understood and valued.

Promote a Healthy Lifestyle

Encourage your student to adopt a healthy lifestyle. Regular exercise, a balanced diet, and sufficient sleep are crucial for maintaining mental health. Physical activity can be a great stress reliever, and proper nutrition and rest can improve overall well-being.

Suggest Time Management Techniques

Help your student develop effective time management skills. Creating a study schedule, prioritizing tasks, and taking regular breaks can prevent burnout. Encourage them to find a balance between academic responsibilities and leisure activities.

Advocate for Campus Resources

Most colleges offer mental health resources, such as counseling services and support groups. Encourage your student to take advantage of these services if they feel overwhelmed. Familiarize yourself with the resources available on their campus so you can guide them appropriately.

Coping Mechanisms for Stress

Teaching your student healthy coping mechanisms can empower them to manage stress effectively.

Mindfulness and Relaxation Techniques

Mindfulness practices, such as meditation and deep breathing exercises, can help reduce stress and improve mental clarity. Encourage your student to incorporate these techniques into their daily routine to promote relaxation.

Engage in Hobbies and Interests

Encourage your student to engage in activities they enjoy. Hobbies and interests can provide a much-needed break from academic pressures and serve as a form of self-care. Whether it’s playing a musical instrument, painting, or participating in sports, these activities can enhance their overall well-being.

Build a Support Network

Having a strong support network is vital for managing stress. Encourage your student to build relationships with friends, join clubs or organizations, and stay connected with family. A robust support system can provide emotional support and reduce feelings of isolation.

Seeking Professional Help

There are times when professional help is necessary to manage stress and mental health issues. Recognizing when to seek help is crucial for your student’s well-being.

When to Seek Help

If your student’s stress or mental health issues persist despite using coping strategies, it may be time to seek professional help. Signs that professional intervention is needed include persistent sadness, extreme anxiety, suicidal thoughts, or an inability to perform daily tasks.

Finding the Right Professional

Help your student find the right mental health professional. This could be a counselor, therapist, or psychiatrist. Many colleges have on-campus counseling services, but off-campus options are also available if preferred. Ensure the professional is a good fit and your student feels comfortable with them.

Support During Treatment

Support your student throughout their treatment. Be patient and understanding as they navigate therapy or medication. Regular check-ins and encouragement can make a significant difference in their recovery process.

Supporting your college student in managing stress and maintaining mental health is multifaceted. By understanding the causes of stress, recognizing signs of mental health issues, and implementing practical strategies, you can help your student thrive during their college years. Remember, open communication, promoting a healthy lifestyle, and encouraging the use of campus resources are key. Teaching coping mechanisms and knowing when to seek professional help are essential to ensuring your student’s well-being. Your college student can navigate this challenging time with your support with resilience and confidence.

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7 Mental Health Tips for International Students

International students have access to support services at U.S. colleges to help them adjust and maintain balance.

Mental Health Tips

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Being far away from home in a new academic and social environment can affect international students in different ways, so, it's important for students to know what support is available.

Carl Morel, a biology premed major at Berea College in Kentucky, says mental health was not really something that was discussed back home in Cameroon – and those who did bring it up were sometimes ridiculed as weak.

“The initial months at college presented challenges,” Morel says. “Academic pressure, adapting to a new culture and the experience of living alone for the first time – this really took a toll on my mental health.”

Some colleges discuss these services before students set foot on campus. For example, accepted international students at the University of Minnesota—Twin Cities are given a mandatory online orientation that covers issues that international students often face, like cross-cultural adjustment, stress and loneliness, says Alisa Eland, associate director for counseling and advising at the university's International Student and Scholar Services office.

"The orientation also includes an introduction to the types of support students can receive, including counseling, and informal options like how to connect with other students," Eland says.

Here are seven ways international students can look after their mental health at a U.S. school:

• Respond to school outreach.
• Join social clubs and groups.
• Volunteer and participate in community service.
• Consider meditation or prayer.
• Explore counseling services.
• Get outdoors.
• Understand what works.

Respond to School Outreach

Some institutions regularly perform mental health checks with international students to ensure their well-being.

"Schools share lots of resources via email, and it's important for students to read these on a regular basis," says Corrine Williams, associate vice president for student wellbeing at the University of Kentucky . She recommends students check email at least once a day.

Eland says students should pay attention to communication from their academic program, the international student office and student services office.

“University offices are working hard to help you connect with other students, activities and resources," Eland says.

Join Social Clubs and Groups

Experts say students should consider joining groups related to a student's major, interests or hobbies, culture, language and religion to minimize social isolation – or consider starting their own new group.

“Participating in the African Student Association on campus has been invaluable, providing a sense of community and understanding with other students from Africa,” Morel says.

He also joined a soccer group on campus, which he says brought a refreshing break from academics. “Spending a few hours a week running behind the ball with friends helped me to de-stress.”

Information about clubs and groups can often be found on a school's website. For example, the University at Buffalo—SUNY lists seven councils and more than 170 undergraduate student clubs with contact information.

Volunteer and Participate in Community Service

Whether it's supporting a food drive or raising funds for humanitarian relief, doing good can make you feel good, experts say.

"Volunteering creates an excellent opportunity to get engaged and give back, which can create positive feelings. An extra benefit is getting to know others who have similar interests," Williams says.

Eland says getting involved in community activities can also be a great way to learn about what is going on off campus and make connections with people outside of their academic program.

"Performing service can be a way to regain a sense that what we do makes a difference," says Ian Kellems, a licensed psychologist and executive director of counseling and psychological services at Oregon State University .

Consider Meditation or Prayer

Many schools have prayer and meditation rooms set aside for students, which can help them manage their stress and well-being. Interfaith centers and religious staff are also available to students.

“The campus Christian center played a crucial role in maintaining (my) mental balance,” Morel says. “Through prayer, meditation and sermons about resilience , I found the courage to keep pushing. Hearing testimonials from fellow students navigating similar challenges provided a sense of solidarity.”

The University of Kentucky, for instance, has a relaxation room available for students on a drop-in basis and a meditation space in the student center. The Ohio State University has an interfaith prayer and reflection room while The Pennsylvania State University—University Park , Rutgers University—New Brunswick in New Jersey and Northwestern University in Illinois have prayer facilities.

Explore Counseling Services

At some schools, students can access an interpreter for counseling services or request a counselor from their ethnic background. The University of Maryland—College Park ’s counseling center has a diverse staff, including therapists who speak Arabic, Gujarati, Hindi, Korean, Mandarin Chinese, Spanish, Cantonese, Russian and Ukrainian, according to a school spokesperson.

Some colleges have website pages specifically for international students about their school’s mental health support services, such as Texas Tech University 's mindfulness resources page and Cornell University in New York's health page.

Many schools, like Oregon State, offer counseling services for individuals, group counseling and after-hours crisis support. Kellems says the university understands that studying in another country can be a big transition, and has counseling center staff who were international students and understand what kind of support is needed.

"International students have unique needs, and it is our responsibility to support them here so that they can succeed academically and personally," Kellems says.

Get Outdoors

For international students, being outdoors means being able to explore more of the U.S. and its terrain.

"We know that nature is healing and calming," Kellems says.

Spending time in nature or around city greenery can support wellness and mental health, Eland says. "Try to get outside for a walk or other activity every day. Research shows that being around nature helps calm our nervous systems and (helps us) feel more relaxed and happy."

Getting out for five to 10 minutes can allow a person's brain to focus on something new, Williams says, which can be refreshing and a great way for international students to make connections with new people.

Understand What Works

The coping mechanisms that worked at home may not be available, but students can find new options.

“I would encourage students, particularly early on, to consider trying new strategies. It is important to find what works for you in your new environment,” Williams says.

This can include using shared residence hall kitchens to cook a meal with flavors from home or exploring parts of campus for good places to study or relax, she says.

Morel has found what works for him to maintain good mental health.

“In general, socializing beyond the classroom has become a vital component of my coping strategy,” he says.

By "implementing some key healthy behaviors," Williams says, "students can do their best to prevent serious mental health issues, but it's also important to seek help early. Know that you're not alone, and if you start feeling differently, reach out and talk to someone."

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Too many college students are working long hours and try to get by with online notes

We have a problem with low class attendance, poor engagement and declining student mental health. no wonder the drop-out rate is high.

Latest official data shows almost 60 per cent of 25-34-year-olds in Ireland have a third level qualification compared to an EU average of 41 per cent. Photograph: iStock

Latest official data shows almost 60 per cent of 25- to 34-year-olds in Ireland have a third-level qualification compared to a European Union average of 41 per cent. Based on our record outflow of graduates, Ireland’s performance presents as spectacularly successful.

However, there is a dangerous complacency regarding persistently low student attendance by many full-time enrolled students driven by paid work commitments, with knock-on effects on their quality of education, mental health and dropout rates.

The reality, I find, is that many full-time students these days do not attend classes on a full-time basis and resemble “hybrid worker-students”. These Generation Z students are juggling the pressures of economic life – high rents, tuition costs and rising living costs – with their studies. Latest research indicates basic living cost for students are €6,000-€14,000 a year , depending on whether they live at home or rent.

But there are significant lifestyle-based economic pressures, too. Many postmillennial students have been brought up in an era of glittering Instagram lifestyles and helicopter parenting, and have been nurtured to believe that only the best is good enough for them.

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Many students have high expectations for living their best lives and equally high expectations for their careers. They also expect the best from their lecturers and bosses. Some have been nurtured by parents that their needs need to be at the centre of everything.

[  Lecturers ‘under pressure’ to pass foreign students due to financial concerns  ]

Work and lifestyle, in many cases, seem to take as much priority, and often more, than their full-time course of study.

This requires more income from work. An Irish League of Credit Unions study from 2016 found that 68 per cent of students worked while at college and the average number of hours per week was 17. I believe the figures is a lot higher today. In fact, I have observed many full-time students with full-time jobs.

My experience is that students in many cases give work a higher attendance priority than attending lectures, with average attendance at on-site lectures quite low as a result. Published attendance data for third level colleges is very rare. A study by Kelly on University College Dublin, published in 2010, estimated average in-class attendance at about 50 per cent but, from my experience, this is the maximum average in-class attendance rate.

A UK survey in 2022, published in the Times Higher Education Supplement, showed that 55 per cent of lecturers believed in-class attendance ranged from 21-60 per cent. The same publication quoted a life sciences lecturer in Ireland, who said “attendance in her lectures had dropped below 20 per cent”, said her students were “taking paid work during timetabled lectures before catching up on studies at night-time”.

The obvious consequences of low attendance is its negative impact on the quality of learning. There is a strong consensus within published educational research that more class attendance at lectures, workshops, etc, leads to higher levels of course engagement, successful completing of learning outcomes, higher grades and higher completion rates.

Most students, as a result, are engaged in ‘crisis’ learning or cramming, with minimal in-class attendance, and predominantly relying on online resources

From my experience as a lecturer, a significant proportion of students are working 20-30 hours per week and are absent from on-site classes much of the time. They may believe they can rely on online notes, videos, lecture recordings and the abundance of online data sources to bridge the gap, but it doesn’t work for all. Students who fail, repeat or drop out are predominantly those who don’t attend class.

It is harder to bridge the gap caused by absence in some courses, generally courses that have more in-class, practice-based modules. This causes significant failure rates, repeat exams and high numbers dropping-out.

Most students, as a result, are engaged in “crisis” learning or cramming, with minimal in-class attendance, and predominantly relying on online resources. Many students don’t remember in the second semester what they learned a few weeks earlier in the first semester. There is a considerable lack of deep, reflective, retained and meaningful learning. The learning experience for students lacks interest and enjoyment. It is just jumping through hoops.

The juggling act of students in paid work, completing a full-time course, while attempting to pay necessary bills and also funding the consumption and living patterns of a full-time working adult, is stressful. It is no surprise so many are reporting mental health problems.

Increased student dependence on online notes and recorded lectures to bridge the gap of non-attendance at classes, alongside poor learning habits and low engagement, is posing a serious risk to the quality of learning. Add in the availability of AI, where student assessments can be completed within minutes, and risks are higher still.

In order to stem the tide, university managers are focusing on delivering more student learning supports, while actively encouraging lecturers to complete more teaching qualifications. These are positive steps, but also costly and don’t deal with the underlying problem of low class attendance, poor engagement, rising student dropout rates and declining student mental health. An urgent reality check among stakeholders is badly needed.

Dr Tom O’Connor is an economist, sociologist and former lecturer at Munster Technological University

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NCAA signs off on deal that would change landscape of college sports — paying student-athletes

A major change could be coming for college athletes — they may soon start getting paid.

A tentative agreement announced Thursday by the NCAA and the country’s five biggest conferences to a series of antitrust lawsuits could direct millions of dollars directly to athletes as soon as fall 2025.

The nearly $2.8 billion settlement, which would be paid out over the next decade to 14,000 former and current student-athletes, “is an important step in the continuing reform of college sports that will provide benefits to student-athletes and provide clarity in college athletics across all divisions for years to come,” NCAA President Charlie Baker said in a joint statement Thursday night with the commissioners of the ACC, the Big 10, the Big 12, the Pac-12 and the SEC.

The federal judge overseeing the case must still sign off on the agreement, but if it is approved, it would signal a major shift in college sports in which students would play for compensation, not just scholarships, exposure and opportunities.

“This landmark settlement will bring college sports into the 21st century, with college athletes finally able to receive a fair share of the billions of dollars of revenue that they generate for their schools,” said Steve Berman, one of the lead attorneys for the plaintiffs. “Our clients are the bedrock of the NCAA’s multibillion-dollar business and finally can be compensated in an equitable and just manner for their extraordinary athletic talents.”

The NCAA and power conferences called the settlement a “road map” that would allow the uniquely American institution to provide unmatched opportunity for millions of students and write the “next chapter of college sports.”

The case, which was set to go to trial early next year, was brought by a former and a current college athlete who said the NCAA and the five wealthiest conferences improperly barred athletes from earning endorsement money. Former Arizona State swimmer Grant House and Sedona Prince, a former Oregon and current TCU basketball player, also contended in their suit that athletes were entitled to a piece of the billions of dollars the NCAA and those conferences earn from media rights agreements with television networks.

Michael McCann, a legal analyst and sports reporter at Sportico , told NBC News in an interview on Top Story with Tom Llamas the case has two components that “move away from amateurism” — one that deals with how players are paid for the past loss of earnings, including money they could have made for name, image and likeness.

“The going forward part is that colleges can opt in, conferences can opt in, as well, to pay players, to share revenue with them, to have direct pay, and that would be of course a radical from the traditions of college sports,” McCann said, adding many would say that change is warranted. “Now the athletes, at least at some schools, will get a direct stake.”

Terms of the deal were not disclosed, though some details have emerged in the past few weeks. They signal the end of the NCAA’s bedrock amateurism model that dates to its founding in 1906. Indeed, the days of NCAA punishment for athletes driving booster-provided cars started vanishing three years ago when the organization  lifted restrictions on endorsement deals  backed by so-called name, image and likeness, or NIL, money.

Now it is not far-fetched to look ahead to seasons when a star quarterback or a top prospect on a college basketball team not only is cashing in big-money NIL deals but also has a $100,000 school payment in the bank to play.

A host of  details are still to be determined . The agreement calls for the NCAA and the conferences to pay $2.77 billion over 10 years to more than 14,000 former and current college athletes who say now-defunct rules prevented them from earning money from endorsement and sponsorship deals dating to 2016.

Some of the money would come from NCAA reserve funds and insurance, but even though the lawsuit specifically targeted five conferences that comprise 69 schools (including Notre Dame),  dozens of other NCAA member schools  would get smaller distributions from the NCAA to cover the mammoth payout.

Schools in the Big Ten, the Big 12 and the Atlantic Coast and Southeastern conferences would end up bearing the brunt of the settlement at a cost of about $300 million apiece over 10 years, the majority of which would be paid to athletes going forward.

The Pac-12 is also part of the settlement, with all 12 current schools sharing responsibility even though Washington State and Oregon State will be the only league members left by this fall after the 10 other schools leave.

Paying athletes

In the new compensation model, each school would be permitted but not required to set aside up to $21 million in revenue to share with athletes per year, though as revenues rose, so could the cap.

Athletes in all sports would be eligible for payments, and schools would be given the freedom to decide how the money is divvied up among sports programs. Roster restrictions would replace scholarship limits by sport.

McCann said the back pay would disproportionately go to some sports — such as football and basketball.

“The schools that I think that are certainly big football schools will probably opt in because they’re going to want to compete, they’re going to want to get the best players, because college football generates a lot of revenue,” he said. 

Whether the new compensation model is subject to the Title IX gender equity law is unknown, along with whether schools would be able to bring NIL activities in-house as they hope and squeeze out the booster-run collectives that have sprouted up in the last few years to pay athletes. Both topics could lead to more lawsuits.

“There are all sorts of areas of turbulence that could present themselves,” McCann said of roadblocks that could arise.

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Other cases

The settlement is expected to cover two  other antitrust cases  facing the NCAA and major conferences that challenge athlete compensation rules. Hubbard v. the NCAA and Carter v. the NCAA are also in front of judges in the Northern District of California.

A fourth case, Fontenot v. NCAA, creates a potential complication, as it remains in a Colorado court after a judge  denied a request  to combine it with Carter. Whether Fontenot becomes part of the settlement is unknown, and it matters because the NCAA and its conferences don’t want to be on the hook for more damages should they lose in court.

“We’re going to continue to litigate our case in Colorado and look forward to hearing about the terms of a settlement proposal once they’re actually released and put in front of a court,” said George Zelcs, a plaintiffs’ attorney in Fontenot.

Headed in that direction

The solution agreed to in the settlement is a landmark but not surprising. College sports have been trending in this direction for years, with athletes receiving more and more monetary benefits and rights they say were long overdue.

In December, Baker, the former governor of Massachusetts who has been on the job for 14 months,  proposed creating a new tier of Division I athletics  in which the schools with the most resources would be required to pay at least half their athletes $30,000 per year. That suggestion, along with many other possibilities, remains under discussion.

The settlement would not make every issue facing college sports go away. There is still a question of whether athletes should be  deemed employees  of their schools, which Baker and other college sports leaders  are fighting.

Some type of federal legislation or antitrust exemption would most likely still be needed to codify the terms of the settlement, protect the NCAA from future litigation and pre-empt state laws that attempt to neuter the organization’s authority. As it is,  the NCAA still faces lawsuits  that challenge its ability to govern itself, including setting rules limiting multiple-time transfers.

“This settlement is also a road map for college sports leaders and Congress to ensure this uniquely American institution can continue to provide unmatched opportunity for millions of students,” the joint statement said. “All of Division I made today’s progress possible, and we all have work to do to implement the terms of the agreement as the legal process continues. We look forward to working with our various student-athlete leadership groups to write the next chapter of college sports.”

Federal lawmakers have indicated they would like to get something done, but while  several bills have been introduced , none have gone anywhere.

Despite the unanswered questions, one thing is clear: Major college athletics is about to become more like professional sports than ever before.

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Rx for Success

Early intervention helps students find success in the classroom

The first year of pharmacy school can be daunting. The transition from an undergraduate program into a professional program requires students to adapt to a higher level of learning.

LaShaunda Rutledge helps those students find ways to improve their learning ability – from time management and organization to connecting with others and understanding the importance of self-care.

Rutledge joined the College of Pharmacy a little more than a year ago as program coordinator for Academic Services and Assessment. In her role, she identifies students having trouble navigating their first year of classes and provides them with tools to ensure their success as pharmacy students.

“When a student is referred for early intervention, I provide an assessment to the student and help them to identify barriers that are causing them issues in the classroom,” Rutledge says. “We look at things like scheduling, study time, tutoring and outside work requirements, even their social time.”

This is not academic coaching in the sense of teaching the material, but it is coaching to show them how to be successful in the classroom. And that inevitably becomes a life lesson.

While the program initially launched for first-year students, it is now available to second- through fourth-year students who request an appointment.

“I do not have a pharmacy background,” she says. “This is not academic coaching in the sense of teaching the material, but it is coaching to show them how to be successful in the classroom. And that inevitably becomes a life lesson.”

Rutledge calls herself a cheerleader for the students and an advocate for their mental health.

“Pharmacy school is not easy, and these students face a tremendous amount of pressure,” she says. “We want to celebrate all your successes, even the small ones. The students learn that they can lean on me and, more importantly, lean on each other.”

Available services for students:

• Time management
• Study skills
• Test-taking anxiety
• Well-being and self-care
• Note taking
• Stress management

Topics: Pharm.D. Program , Student Experience , Outcomes and Accreditation

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