Prioritise mental health among tertiary students

Overall quality of life has worsened for many people during these times of the Covid-19 pandemic given the increased limitations on movements and access to certain places, as well as the need to work from home.

University students are not spared this decline in the quality of life. It is something that is observed the world over. Research on how the pandemic has affected tertiary students revealed a rise in anxiety, depression and also suicidal ideation.

For the typical tertiary student, there is pressure to perform well academically. Coupled with the general anxiety of financial security, contracting the deadly virus, and significant disruptions to activities of daily living, this pressure can become unbearable.

For many, existing tensions at home due to various reasons that commonly arise in situations where families are cooped up together for extended lengths of time, are a daily struggle. For students who are away from family, either living with house mates or in solitary dwelling, they have different sets of worries.

Either way, they all need to adapt to the new normal of online learning, which is a difficult situation to get used to. Some students are forced to defer their studies due to reasons such as financial difficulties, lack of access to online facilities, and mental health issues.

• “Studying online is challenging. I don’t get to see my friends. There are so much uncertainties being apart from my peers and instructors.
• “Studying at home with two other siblings and parents who also work from home drives me mad. There’s so much stress!
• “WiFi connection is a problem. Everyone’s worrying about something serious - finances, studies, work and more.
• “Too much noise, so difficult to concentrate! It’s so frustrating. I don’t know how much longer I can last.”

The above narration is representative of many tertiary students’ grievances.

Research shows that any prolonged experience in such situations increase the risk of developing serious mental health problems. As such, higher education institutions (HEIs) play a very significant role in helping to address the mental well-being of their students.

It is very important to recognise that mental health is very much part of one’s learning ability and productivity. So, part of education should include support for mental well-being. In these challenging times, mental health support is crucial, given all the risk factors brought about by the pandemic.

Initiatives on the part of the HEIs are to adopt preventive measures, step in for interventions and also assist with recovery. Preventive measures mainly involve reducing anxieties due to uncertainties. These can be carried out by a guide I call the 5Cs: Communication, Coordination, Creativity, Compassion and Cash.

Communication involves frequently providing updated information and instructions on as many platforms as possible, that give structure or a scaffolding for students to depend on for daily decision-making.

Knowing about helpful resources, procedures to follow, updated policies – generally the “what, where, how, who and why” information – can help settle worries and provide a sense of empowerment. An example would be where to go for help and how to access the help.

A very important component of communication is also listening. Therefore, students would need platforms to be heard, acknowledged and validated.

Coordination is important to ensure that all units within the HEIs are well connected in regard to operational, administrative and communication matters, so that processes are in place to help students with maximum efficacy.

Creativity is needed to innovate new solutions to new problems we face in the current new normal. Approaching how we communicate and coordinate with compassion helps to understand what students go through and how we as HEIs can reduce their struggles.

And part of the struggle is financial, it is integral to provide some financial support where available, or to at least acknowledge financial difficulties and address them in ways that would benefit the students.

While mental health problems are preventable, many students are bound to have some sort of issue that would need intervention. This is where HEIs provide student support through their student support services that typically include counselling and welfare services.

During the movement control order, telecounselling services can be provided to students who need access to emotional support or therapy. Welfare help would involve providing practical support such as accommodation and daily living arrangements, as well as financial assistance where possible.

Apart from tackling mental health problems, proactive intervention should also be carried out. It includes capacity-building and the development of adaptive skills.

Promoting grit and resilience, as well as essential adaptive skills such as communication and socialisation, provide students with protective factors that can buffer against mental health problems.

Recovery and continued empowerment are also what HEIs can contribute to, beyond just prevention and intervention. The sustainability of the HEI rely on the continued growth of the students’ well-being.

Support for recovery go beyond just student support services, but also within the structure of academic departments, and organised peer support. Academic staff can be mentors while trained peers can form social support. These are usually already in place in most HEIs.

Lastly, providing a safe and secure environment both online and physically is the responsibility of the HEIs in promoting the well-being of students. The sense of security helps in prevention, intervention as well as the recovery process. It is hoped that all HEIs focus on actively engaging students in ways that address their well-being.

Previously published in TheStar - Live&Learn, 6 September 2020.