Chapter 1 of 6 of Catch Me Studying
Student Mental Health Awareness
Education has shifted drastically throughout the years, especially with the pandemic and technological advancement, resulting in a surge of mental health issues and challenges for students.
This week, we discussed Student Mental Health Awareness in more detail, covering important subtopics:
1. Common Student Mental Health Issues
Let’s get into it!
Common Student Mental Health Issues
Taking a look at research revolving around student mental health, there are plenty of studies that show the concerning high prevalence of various mental health issues faced by students.
In three studies observing the prevalence of depression, approximately one-third or more of students were found to have experienced depression.1 2 3 Karyotaki et al. suggest that depressive symptoms correlate to stress experienced by students in different life areas.4 Their study revealed three main life areas in which students face the most distress: problems experienced by their loved ones, their financial situations, their love life, and their health.4 Concerningly, Eskin et al. found that almost 29% of participants in their study spanning 12 countries reported having experienced suicidal thoughts.5
A study by Naser et al. identified the prevalence of anxiety among students to be 15.8%, with most experiencing mild anxiety (46.4%).3 Other mental issues that students face include Attention Deficit/Hyperactivity Disorder (ADHD), Bipolar I-II Disorder (BPD), and Alcohol-Use Disorder (AUD).3
These studies suggest that with the high prevalence of mental health issues faced by students, there should be more consideration of services available for students to improve their mental health and well-being.
Barriers to Seeking Help
One of the reasons for the high prevalence of mental health issues among students is the lack of proactiveness in seeking professional help. Some studies suggest the necessity for sufficient mental health services on campuses to respond to student needs.6
A study by Ebert et al. revealed that most first-year students struggle to seek help for emotional problems.7 48% are more willing to turn to family and friends, and 32.2% are embarrassed to seek help.7 In the survey, 28.6% of students stated that they would definitely not seek treatment, even though 18.6% of them have experienced major depressive episodes and 16.1% experienced generalised anxiety disorder.7
These findings suggest that students hesitate and face barriers in seeking treatment for their emotional problems. The paper suggests that digitally delivered self-help approaches may help make students feel more comfortable seeking help as the mode by which help is offered could be an issue.7
Findings from another study by Sontag-Padilla et al. propose improvements to student knowledge and awareness of mental health through the implementation of peer organisations.6 More specifically, Sontag-Padilla et al. mention using “a combination of educational, contact-based, large-scale programs, and small-group activities” on top of traditional education as a strategy.6
Coping Mechanisms
Coping mechanisms vary from person to person. Let’s explore some coping strategies shared in a study by Jensen et al.8
The study categorised coping mechanisms into emotion-focused coping and problem-focused coping strategies.8
Emotion-focused coping strategies include:
– Avoidant strategies
– Social support
– Switching activities
Avoidant strategies revolve around engaging in activities that distract the student from feelings of distress, such as cleaning, eating, sleeping, using social media, and socialising.8 A student in the study mentioned that this temporary relief “does not reduce the stress afterwards.” 8
Another emotion-focused coping strategy is seeking social support; the study shows students found calmness through seeking comfort from their support network upon finding new perspectives on the tasks at hand.8
Jensen et al. suggest that the most effective strategy is switching activities, which allows the student to schedule time away from the task to relieve stress by engaging in other activities and returning to the task with less stress.8 Taking breaks is an effective task to “relieve mental weariness rather than simply to avoid task-related stress.” 8
Problem-focused coping strategies include:
– Substance use
– Planning, organising, monitoring, and reward strategy
– Exercise
– Academic support
Substance use, including cognitive-enhancing substances and dietary supplements, as a study aid, was observed to be the most common problem-focused coping strategy.8 Some participants of the study use substances with cognitive enhancing substances for long-term or general health benefits, and others use multiple substances such as energy drinks or prescription stimulants.8
Planning, organising, monitoring and reward, outlined by the study, are strategies for stress moderation, allowing students to predict potential times of stress and plan around them.8 For instance, a common theme in the study was students planning their tasks around the difficulty and time consumption for each task.8 Being organised to stay on top of their tasks improved the students’ execution of their plans, typically done by listing a step-by-step process required for each task, resulting in reduced stress.8 Monitoring performance and rewards reinforce the habit of planning and organising tasks.8
The most effective strategies in both categories seem to be switching activities and planning, organising, monitoring, and reward strategies respectively.
Understanding Burnout
Are you burning out? You’re not alone.
A study by Salmela-Aro & Read found that over 30% of student participants were exhausted and engaged simultaneously, more commonly in the earlier stages of higher education.9 An increase in study burnout and a decrease in study engagement have been identified as studies continue in higher education. 9
A study by Leiter & Maslach explores the three basic dimensions established by Maslach, Jackson & Leiter in the Maslach Burnout Inventory (MBI) to assess the burnout experience:10 11
– Exhaustion, which is defined by the feelings of being drained mentally and physically
– Cynicism and detachment, which is defined by the feelings of detachment, irritation, and withdrawal from responsibilities or tasks
– Inefficacy, which is defined by the lack of achievements and the feelings of unproductivity and incapability
Leiter & Maslach conducted two tests on almost 2,000 participants to identify patterns in burnout correlating to the three basic dimensions of the MBI.10 They found that, against the popular belief that exhaustion is the only proxy to burnout, high cynicism appears to result in a higher burnout rate.10
The big question is, how does burnout affect the productivity levels of graduated students? A study by Robins, Roberts & Sarris looked at Australian health profession students and suggested that the stress of final papers, exams, or placements could result in low professional efficacy and decreased confidence in their work.12
All in all, Robins, Roberts & Sarris highlight that student burnout significantly contributes to work burnout, “beyond the effect of underlying individual vulnerabilities that might be accountable for both student and work burnout.” 12
Where to Find Support
As a student, there are many ways to seek professional help.
In most Australian institutions, there are mental health services available on campus. Here are a few potential examples:
- Counselling Services and Psychological Services Referrals
- Workshops for Mental Health Education and Awareness
- Mental Health Programs for Further Education and Training
- Peer Support Programs and Groups
- Online Resources
- First Aid Training
- Accessibility and Disability Services
Off-campus, there are organisations focused on supporting your mental health online and in person, such as:
- ReachOut Australia
- Beyond Blue
- Black Dog Institute
- Blue Knot Foundation
- Headspace
And so much more.
If you prefer phone calls, there are helplines available that offer 24/7 mental health help:
For emergencies and if someone is in immediate danger: 000
Lifeline for crisis counselling, support, and suicide prevention, 24-hours: 13 11 14
Suicide Call Back Service if you or someone you know is feeling suicidal: 1300 659 467.
Many more services are available to you close to where you are. You are never alone, and you matter. Put yourself first and give love to your mental health.
References
- Ibrahim, AK, Kelly, SJ, Adams, CE & Glazebrook, C 2013, ‘A systematic review of studies of depression prevalence in university students’, Journal of Psychiatric Research, vol. 47, no. 3, pp. 391–400.
↩︎ - Akram, U, Ypsilanti, A, Gardani, M, Irvine, K, Allen, S, Akram, A, Drabble, J, Bickle, E, Kaye, L, Lipinski, D, Matuszyk, E, Sarlak, H, Steedman, E & Lazuras, L 2020, ‘Prevalence and psychiatric correlates of suicidal ideation in UK university students’, Journal of Affective Disorders, vol. 272, pp. 191–197, viewed 5 April 2024, https://pubmed.ncbi.nlm.nih.gov/32379615/.
↩︎ - Naser, AY, Alwafi, H, Amara, NA, Alhamad, H, Almadani, MA, Alsairafi, ZK & Salawati, EM 2021, ‘Epidemiology of depression and anxiety among undergraduate students’, International Journal of Clinical Practice, vol. 75, no. 9.
↩︎ - Karyotaki, E, Cuijpers, P, Albor, Y, Alonso, J, Auerbach, RP, Bantjes, J, Bruffaerts, R, Ebert, DD, Hasking, P, Kiekens, G, Lee, S, McLafferty, M, Mak, A, Mortier, P, Sampson, NA, Stein, DJ, Vilagut, G & Kessler, RC 2020, ‘Sources of stress and their associations with mental disorders among college students: Results of the world health organization world mental health surveys international college student initiative’, Frontiers in Psychology, vol. 11, no. 1759.
↩︎ - Eskin, M, Sun, J-M, Abuidhail, J, Yoshimasu, K, Kujan, O, Janghorbani, M, Flood, C, Carta, MG, Tran, US, Mechri, A, Hamdan, M, Poyrazli, S, Aidoudi, K, Bakhshi, S, Harlak, H, Moro, MF, Nawafleh, H, Phillips, L, Shaheen, A & Taifour, S 2016, ‘Suicidal Behavior and Psychological Distress in University Students: A 12-nation Study’, Archives of Suicide Research, vol. 20, no. 3, pp. 369–388.
↩︎ - Sontag-Padilla, L, Dunbar, MS, Ye, F, Kase, C, Fein, R, Abelson, S, Seelam, R & Stein, BD 2018, ‘Strengthening College Students’ Mental Health Knowledge, Awareness, and Helping Behaviors: The Impact of Active Minds, a Peer Mental Health Organization’, Journal of the American Academy of Child & Adolescent Psychiatry, vol. 57, no. 7, pp. 500–507, viewed 11 March 2024, https://www.sciencedirect.com/science/article/pii/S0890856718302247.
↩︎ - Ebert, DD, Mortier, P, Kaehlke, F, Bruffaerts, R, Baumeister, H, Auerbach, RP, Alonso, J, Vilagut, G, Martínez, KU, Lochner, C, Cuijpers, P, Kuechler, A, Green, J, Hasking, P, Lapsley, C, Sampson, NA & Kessler, RC 2019, ‘Barriers of mental health treatment utilization among first‐year college students: First cross‐national results from the WHO World Mental Health International College Student Initiative’, International Journal of Methods in Psychiatric Research, vol. 28, no. 2, p. e1782.
↩︎ - Jensen, C, Forlini, C, Partridge, B & Hall, W 2016, ‘Australian University Students’ Coping Strategies and Use of Pharmaceutical Stimulants as Cognitive Enhancers’, Frontiers in Psychology, vol. 7.
↩︎ - Salmela-Aro, K & Read, S 2017, ‘Study engagement and burnout profiles among Finnish higher education students’, Burnout Research, vol. 7, pp. 21–28.
↩︎ - Leiter, MP & Maslach, C 2016, ‘Latent burnout profiles: A new approach to understanding the burnout experience’, Burnout Research, vol. 3, no. 4, pp. 89–100.
↩︎ - Maslach, C, Jackson, SE & Leiter, MP 1997, ‘Maslach Burnout Inventory: Third edition.’, Evaluating stress: A book of resources, Scarecrow Education, pp. 191–218.
↩︎ - Robins, TG, Roberts, RM & Sarris, A 2017, ‘The role of student burnout in predicting future burnout: exploring the transition from university to the workplace’, Higher Education Research & Development, vol. 37, no. 1, pp. 115–130.
↩︎
Leave a Reply