importance of mental health in college students essay

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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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Ginger Abbot is the writer, founder and Editor-in-Chief behind Classrooms. Through her work, she hopes to inspire students, grads, and educators on their own journey through learning. Find her professional portfolio here: https://classrooms.com/professional-portfolio-of-ginger-abbot/

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Why is Mental Health Important?

(Note: This article discusses suicide and other serious issues pertaining to mental health.)

Whether through a minor bump in your journey or a full-blown crisis, you may have struggled with your mental health in some capacity in the last few years. Faced with a seemingly endless onslaught of bad news on top of life’s usual challenges, it can be difficult to prioritize yourself while pursuing educational and professional goals. Focusing on your mental health is perhaps the most powerful step you can take to improve your overall quality of life.

According to the National Institute of Mental Health (NIMH), 1 in 5 adults now lives with a moderate to severe mental health condition. The Centers for Disease Control and Prevention (CDC) further notes that over 50% of Americans will be diagnosed with mental illness in their lifetime. But what exactly is mental health, and why is it so important?

What is Mental Health?

“When in a state of good mental health, a person has a general positive outlook, can accomplish daily tasks, maintain relationships and engage in meaningful recreation,” said Dr. Darleen Dempster , a Southern New Hampshire University (SNHU) clinical faculty member in the clinical mental health counseling program . “This includes a sense of balance and empowerment to set boundaries and address life and work goals, step by step.”

In addition to the impact that mental health has on your day-to-day life, serious mental health issues can affect your relationships, career, education and long-term goals. As rates of mental illness increase worldwide, addressing your mental health challenges as they arise can change —or even save — your life.

Why is Mental Health Important for Students?

The World Heath Organization (WHO) reports a sharp rise in the number of people experiencing mental illness in recent years, with the COVID-19 pandemic exacerbating mental health problems throughout the world. For students, it is more important than ever to address your mental health issues to stay mentally healthy and keep up with your educational and personal goals.

Even before the pandemic, mental health was a prominent concern for students. In 2019, the National College Health Assessment (NCHA) noted that many students reported feeling exhausted, lonely and overwhelmed, among other symptoms and difficulties ( NCHA PDF Source ). Of the surveyed students, 20.2% reported experiencing depression and 27.8% reported experiencing anxiety that affected their studies in the preceding year.

“College can be a stressful time as you manage academic demands on top of other life demands,” Dempster said. “However, just as many students can learn to be successful academically, you can also learn to manage and improve mental health outcomes, including managing stress.”

Ways to Cope with Stress

Stress management can be a vital aspect of student success, especially for busy students who may also be working or caring for others. Dempster and the CDC recommend several methods to help manage stress:

• Adequate sleep
• Avoidance of alcohol and substance abuse
• Breaking down large tasks into smaller, more manageable tasks
• Cultivating healthy relationships
• Eating well
• Meditation, breathing exercises and other self-care activities

“At times, it is necessary also to set boundaries, to communicate needs, to be flexible to changing circumstances and to let go of perfectionistic standards,” Dempster said. “There should be no shame in seeking out mental health care as needed, just as one would not feel shame in seeking medical care for a persistent medical issue.”

Some colleges have free, real-time mental health services for students—for example, students at SNHU can access the school’s HelpU program. If you are a student struggling with mental health, look into what resources are available through your school.

How is Mental Health Connected to Physical Health?

The NIMH reports that some mental illnesses like depression and anxiety can cause physical symptoms that are otherwise unexplained. The CDC also reports that mental illness can increase the risk of diabetes, stroke and heart disease and has recognized that severe mental illness can increase the likelihood of a person becoming seriously ill after contracting COVID-19. At the same time, chronic physical health issues can also contribute to mental health issues.

“Factors like proper diet, sleep and exercise can positively impact our mental health. Conversely, lack of sleep, poor diet and lack of exercise can impede our ability to manage stress and life’s demands,” Dempster said. “Sometimes mental health symptoms can lead to somatic symptoms due to tension, worrisome thoughts or other reactions. Therefore, there is a circular loop between mental and physical symptoms.”

What Are Examples of Mental Health Problems?

Mental health problems can affect your life in various ways, depending upon the issue or disorder. The following are examples of different mental health problems and their corresponding challenges and symptoms.

Anxiety and Depression

Anxiety disorders are a leading mental health issue globally, and the NIMH approximates that almost 1 in 3 people will experience an anxiety disorder in their lifetime. Symptoms of anxiety can range from tenseness or nervousness to panic attacks and physical illness. Anxiety can refer to generalized anxiety disorder, social anxiety, separation anxiety, specific phobias and other anxiety-based disorders.

Depression is another common disorder with the capacity to severely impact a person’s life, according to NIMH. Symptoms typically include persistent sadness, emptiness, irritability, impaired motivation, guilt or feelings of low self-worth. People with depression also may have difficulties focusing, aches, pains, digestive issues or changes in their sleep and eating habits.

Some of the most serious symptoms of depression are suicidal thoughts and actions. Suicide is the 12th leading cause of death in the United States overall—yet it is the 2nd leading cause of death among individuals between the ages of 10-14 and 24-34 and the 3rd leading cause of death for Americans 15-24 years old, per the NIMH. The CDC reports that suicide rates rose 30% between 2000 and 2020.

Trauma and Addiction

The psychological impact of a traumatic event or experience can lead to post-traumatic stress disorder (PTSD). Symptoms of PTSD include flashbacks, unwanted memories, nightmares and panic attacks. Although the disorder is often associated with war veterans, a wide variety of traumatic experiences can lead to PTSD, like assault, abuse, serious accidents and loss.

Addiction is another mental health concern that has been on the rise in recent years, with drug overdose deaths having rapidly increased since the 1990s according to the CDC. Alcohol is the most abused substance, with 5.3% of deaths worldwide attributed to alcohol consumption, according to the National Institute on Alcohol Abuse and Alcoholism. Addiction is a complex disease that many are only able to overcome with professional help.

Other Disorders

Psychotic disorders are among the most stigmatized in our society, which only serves to further alienate people living with psychosis and seeking treatment, according to the National Alliance on Mental Illness (NAMI). Psychosis is defined as a disconnect from reality by way of auditory/visual hallucinations, disorganized thinking or delusions. Some psychotic disorders include schizophrenia and schizoaffective disorder . Despite misconceptions regarding psychosis and violence, the World Psychiatry Journal notes that experiencers of psychosis are far more likely to be victims of violence than perpetrators.

Other common psychiatric disorders include Obsessive Compulsive Disorder (OCD), eating disorders like anorexia and bulimia, personality disorders like borderline personality disorder, and mood disorders like bipolar disorder . Each mental health disorder has its own set of challenges—and its own set of treatments.

What Are Warning Signs and Risk Factors of Mental Illness?

Some mental illnesses may be hereditary, while others are developed. Dempster notes a variety of warning signs that signal mental health issues as well as additional risk factors that can lead to mental health problems.

Some warning signs of mental illness are:

• Appetite changes
• Disruption of sleep
• Engaging in risky behaviors (self-harm, sexual acting out, disordered eating or other compulsive behaviors)
• Mental distress (worrisome thoughts, tension, insecurity)
• Negative impacts on relationships (isolating, arguing, etc.)
• Substance abuse
• Suicidal thoughts

Other risk factors of mental illness include:

• Adverse childhood experiences
• Past or present trauma
• Present or past experiences of being abused or assaulted
• Sudden loss

If you are experiencing warning signs of mental illness, consider reaching out to a professional for help. If someone you know is struggling with any of these symptoms, Dempster recommends the “QPR” approach.

“A great way to help a loved one into care is to remember the acronym QPR, which stands for Question, Persuade, Refer,” Dempster said. “ Question : Directly ask the individual you are concerned about how they are doing, sharing your care and concern. Persuade: Talk to the person about the benefits of seeking out care with a mental health professional who can provide support and resources to address overwhelming thoughts and feelings. Refer: Support the individual in seeking out care by helping them to find available care, helping them to make an appointment or even taking them to the appointment.”

What Mental Health Treatments and Resources Are Available?

A variety of treatment options exist for different mental health issues. “There are times that some mental health problems can be treated by increasing self-care, accessing one’s support system and by careful problem-solving and communication,” Dempster said. “However, there are other times that professional mental health care, including therapy, medication or some other form of treatment offered by a professional can help to address mental health problems much more expediently through evidence-based methods.”

Many patients visit multiple mental health providers–for example, seeing a psychiatrist regarding medications and a therapist for more frequent counseling sessions. Consult the Mayo Clinic’s guide to finding a mental health provider , and reach out to your health insurance provider to find mental health services near you. You can also use Psychology Today’s expansive directory to help locate a provider in your area, and Findtreatment.gov offers a substance abuse treatment locator tool. For serious mental health concerns, The National Substance Abuse and Mental Health Services Administration (SAMHSA) has an early serious mental health treatment locator tool to find treatment centers in the United States.

“Historically, there has been a stigma with seeking mental health care that is not evident in seeking care for physical problems, and this stigma prolonged the suffering of many needlessly and has even cost lives,” Dempster said. “Seeking out care for mental health concerns is a sign of strength and there is robust evidence that demonstrates that mental health care is effective.”

If you or someone you know needs help now, consult these resources or contact a professional mental health provider. In the event of an emergency, please call 911.

• 988 Suicide and Crisis Lifeline : 988
• Substance Abuse and Mental Health Services Administration : 1-800-662-HELP (4357)
• National Action Alliance for Suicide Prevention
• Veterans Crisis Line
• National Strategy for Suicide Prevention

Mars Girolimon '21 is a writer and student at Southern New Hampshire University, pursuing a master's in English and creative writing. Connect with them on LinkedIn .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

Students Get Real About Mental Health—and What They Need from Educators

Explore more.

• Perspectives
• Student Support

M ental health issues among college students have skyrocketed . From 2013 to 2021, the number of students who reported feelings of depression increased 135 percent, and the number of those with one or more mental health problems doubled. Simply put, the well-being of our students is in jeopardy.

To deepen our understanding of this crisis, we asked 10 students to speak candidly about their mental health. We learned that the issues they face are uniquely theirs and yet collectively ours. We hope these responses will inform your teaching and encourage you to create safe classroom spaces where students feel seen and supported.

Students Share Their Mental Health Struggles—and What Support They Need

We asked these students and recent graduates, In what ways has your mental health affected your college experience, and how can professors better support you? Here’s what they had to say.

Elizabeth Ndungu, graduate student in the School of Professional Studies at Columbia University, United States: My mental health has affected me deeply, and I have sought therapy (which is a big thing for me, as I was born and raised in Africa and therapy is a “Western” concept). I’m a caregiver, so unexpected medical emergencies happen a lot, which mentally stresses me out. However, my professors have given me the time I need to perform my best. They’ve listened.

In general, I think professors can better support students by

Observing and reaching out to students if they notice a pattern of behavior.

Being kind. Giving a student a second chance may very well change their life for the better.

Being supportive. Remember students’ names, learn one unique thing about them that’s positive, or connect with them on LinkedIn or other social media platforms and show them that they have a mentor.

I think schools can better support students by

Admitting diverse students. Don’t just say it—do it. Seek out ways to make the school population more DEIA (diversity, equity, inclusion, accessibility) friendly, especially at historically white colleges. Inclusivity should be everywhere.

Making DEIA initiatives a priority. If you are educating organizations’ next leaders, make sure DEIA initiatives are in each program and cohort. Each of our classes should be tied to knowledge, strategy, and DEIA and its impact.

Raising awareness around mental health. Provide onsite and remote resources for mental assistance, automate low complexity tasks that will cause stress to students, invest in your staff and resources, and ensure that they are happy. Because dealing with unhappy staff will make unhappy students.

Pritish Dakhole, sophomore studying engineering at Birla Institute of Technology and Science, Pilani, India: Mental health is still stigmatized in India. We do not have easy access to therapy sessions, and it is a difficult topic to talk about with family. Thankfully, the scenario is changing.

I have been affected both positively and negatively by my mental health. Positively, because I have become more open-minded and perceptive. Negatively, because it has drained my will to continue, made me tired from all the overthinking, and made me turn to harmful addictions to distract myself from the pain.

Professors and schools could provide better support through

Webinars and meetings that make students aware of the issues they face and how to tackle them.

Group sessions—preferably anonymous—to remove fear.

Feedback systems so that the college is made aware of the problems that lead to a bad mental state.

Flexible education systems that allow students to take breaks during periods of excessive burnout.

Ocean Ronquillo-Morgan, Class of ’21, studied computer science and business administration at the University of Southern California, United States: In February 2021, I called 911 twice in the span of two weeks. I thought I was dying. I felt confused, felt like my body was about to give way, then I called the paramedics. They hooked me up to an EKG and checked my pulse. It was the first time in my life that I experienced panic attacks.

I don’t think anything else could have been done at the classroom level besides extending deadlines in extenuating circumstances. That’s the unfortunate nature of post-education institutions—you still need to make it “fair” for all students.

Alberto Briones, Class of ’22, studied operations and information management at Northern Illinois University, United States: Mental health can be a touchy subject. I have experienced depression and anxiety, but just thinking about all the things I could miss in life if I gave up is what gave me the strength to keep going.

Something professors can do to support students’ mental health is give students time to study between tests. Sometimes professors schedule tests on the same day, and suddenly students must study for three or four exams, all in the same day. It becomes overwhelming and they have to prioritize what tests they need to study more for.

Anjali Bathra Ravikumar, sophomore studying management information systems at The University of Texas at Austin, United States: It is stressful to be an international student at a competitive university in a competitive major. I often find myself having breakdowns and calling my parents in a panic about my future. The relatively restricted job opportunities because of my visa status and uncertainty about whether I’ll be able to forge the career that I want are major reasons behind this.

I have noticed that a lot of my international-student friends are constantly hustling as well, since we feel that we always need to be 10 steps ahead and cannot afford to slow down.

The best thing that a professor can do for me is provide as much guidance as possible in their respective field. Most of my professors have done that. This helps weed out some of the doubts that I have about potential career paths and gives me better clarity about the future. I feel that I cannot ask for more since I don’t expect everyone to be informed of what life is like for an international student.

Schools, on the other hand, can do a lot for us, such as tailor career management resources, offer international student group counseling (I attended one session and it was very liberating), provide financial relief (this is the absolute best thing that can be done for us) during rough times such as COVID-19. For example, when millions of international students had to take online classes during the pandemic, schools could have offered reduced tuition rates.

Something else that can seem small but goes a long way is using inclusive language in university announcements and communication. Most of the emails that we receive from the university feel more tailored to or are directly addressing in-state students (especially when major changes were happening at the beginning of the pandemic), and it is natural for us to feel left out. It might be a simple thing, but a couple of lines at the end of each email announcement with links addressing our specific concerns would make a lot of difference to us since we wouldn’t have to do our own research to figure out what it means for us.

EDUCATE YOURSELF BEFORE DIVING INTO MENTAL HEALTH TALKS

Starting a mental health conversation with students before we are prepared can be harmful. Here’s some advice from “ It’s Time We Talk About Mental Health in Business Classrooms ” by Bahia El Oddi, founder of Human Sustainability Inside Out, and Carin-Isabel Knoop, executive director of the Case Research and Writing Group at Harvard Business School, on how to get ready for these critical conversations.

Learn to talk about mental health. Enhance your mental health literacy through free resources such as the Learn Mental Health Literacy course (specifically for educators), the World Health Organization , and the National Institute of Mental Health . Consult the CDC for language about mental and behavioral health and the American Psychiatry Association for ways to describe individuals presenting with potential mental health disorders .

Reflect on your own biases. Consider how your own story—being raised by a parent with a mental health disorder, for example—may influence how you react and relate to others. Determine your level of openness to discussing the struggles you or your loved ones face or have faced. While it is possible to discuss mental health in the classroom without these anecdotes or personal connections, the courage to be open about your own past can have a transformative effect on classroom discussion.

Understand students may need extra support. Make yourself accessible and approachable to your students from the start so you can establish trust early. Advise them to seek professional help when necessary.

Nick Neral, Class of ’18, studied marketing management at the University of Akron, United States: At the end of my first year of college, I decided to stop participating in Division I athletics and my mental health plummeted. After calling our campus counseling center and waiting six weeks for my first intake appointment, I was told I couldn’t start therapy for two more months, but I could get medication within a couple of days.

After getting prescriptions for an SSRI and Xanax, I never heard from another clinician at my school again. They had no clue if I got the meds, if I took them, how I was doing, and whether I was on campus every day.

When my mental health was at its poorest, I was very disconnected from my classes. I went to, I think, five or six out of 30 finance classes I had during the semester.

I think professors are in this mindset that 20 percent of the class will naturally excel, a majority will do well enough, and a small chunk probably can’t be saved. Sometimes we don’t need saving in the classroom, we just need professors looking out for our well-being. There’s more to the story when a kid doesn’t show up to 80 percent of their classes.

My experience—and seeing others go through similar events—led me to create a platform where therapists can create content and free resources at forhaley.com . Anyone can filter through the content based on how they’re feeling and what’s going on in their life without paying anything or creating an account.

Shreyas Gavit, Class of ’20 in the MBA program at Oakland University, United States: Mental health has affected me because I’ve been depressed and feel trapped; I can’t just go to my home country and come back to the United States whenever I need to. Instead, I have to wait on visa dates, which are a total mess.

Schools and professors could provide more guidance in understanding how immigration has been affected due to COVID-19.

Nigel Hammett, Class of ’19, studied industrial and systems engineering at North Carolina Agricultural & Technical State University, United States: Throughout college I faced mental stress—not only from school, like everyone, but also from many constant family issues going on back home that required my energy. At times, I learned how to push through my feelings and submerge myself in my schoolwork, although I should have unpacked my trauma and handled it in a more mature way.

Students need an environment that encourages inclusive, candid dialogue around how we are feeling. There’s a correlation between social and mental health to overall success in our respective careers.

Alek Nybro, Class of ’21, studied marketing at St. Edward’s University, United States: Anxiety shows up differently for every person. I consider myself to be high functioning. This means when the going gets tough, I dig down and keep pushing, but often to extents that aren’t physically, emotionally, or mentally healthy.

In school, I didn’t know when to step back and take a break. That’s probably my biggest regret about my college years.

Professors could help students by making everything iterative. There shouldn’t be a final grade for assignments or projects. If you want to go back and revise something for a better grade, you should be able to do so.

Patrick Mandiraatmadja, first-year graduate student studying technology management at Columbia University, United States: There are times when I have felt overwhelmed by the number of deadlines and exams crammed into a specific week or few days. I always want to put in my best effort to study, which can lead to less sleep and more anxiety. Then college becomes more about getting through assignments and exams just for the sake of it and less about the learning.

Because of the amount of work or busy work, I have less opportunity to go out and do the things that make me feel alive and excited about life—whether it’s being with friends, exploring my city, exercising, involving myself with professional and social networks outside of school, or simply taking a walk and enjoying my day.

Students want to know that our professors and schools care. Part of that is providing an environment where we can talk about our personal struggles. I also think professors and schools should update the policies on homework, assignments, and exams. Sometimes we may push through and neglect our mental health, not taking the time to care for ourselves, just to get through that homework or finish that exam. The added pressure causes us increased anxiety; it’s no wonder today’s young people are some of the most anxious and unmotivated compared to previous generations.

What We Learned from These Students

These students and young alumni offer an honest glimpse into how mental health struggles have affected their college experiences. Although every student faces their own unique—and sometimes complicated—challenges, we are learning that sometimes the best response is the simplest one.

We must show our students that we care. So lend an empathetic ear, offer that deadline extension, and turn your classroom into a safe haven for open discussion. Your students need it.

Special thanks to Justin Nguyen , founder of Declassified Media , for connecting HBP to these students and young alumni who volunteered to share their experiences.

Help shape our coverage: These students spoke candidly; now it’s your turn. What are the biggest challenges you face in addressing student mental health in and out of the classroom? What experiences have stood out to you? Let us know .

Elizabeth Ndungu is a graduate student in the School of Professional Studies at Columbia University.

Pritish Dakhole is a sophomore studying engineering at Birla Institute of Technology and Science in Pilani, India.

Ocean Ronquillo-Morgan is a member of the University of Southern California’s Class of ’21.

Alberto Briones is a member of Northern Illinois University’s Class of ’22.

Anjali Bathra Ravikumar is a sophomore at The University of Texas at Austin.

Nick Neral studied marketing management at the University of Akron and is a member of the Class of ’18.

Shreyas Gavit studied in the MBA program at Oakland University and graduated as a member of the Class of ’20.

Nigel Hammett studied industrial and systems engineering at North Carolina A&T State University and graduated as a member of Class of ’19.

Alek Nybro studied marketing at St. Edward’s University and graduated as a member of the Class of ’21.

Patrick Mandiraatmadja is a first-year graduate student studying technology management at Columbia University.

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School Life Balance , Tips for Online Students , Tips for Students

The Importance of a Sound Mental Health in College Students’ Lives

Updated: January 6, 2023

Published: September 20, 2021

Becoming a college student or making your way through college can be filled with decisions, stress, and responsibilities. It will call for special attention to your emotional state and the need to find outlets and ways to deal with unwanted/overwhelming feelings. Mental health in college is an extremely important aspect of your experience, whether you’re attending an online college or visiting a campus.

To better understand why mental health matters and how you can take care of yours, read on.

What is Mental Health?

Mental health refers to emotions and how you approach situations in life. With good or healthy mental health, you’ll be able to approach challenges, minimize stress, and overcome obstacles. Your mental health will also impact how you socialize and your motivation in relation to your academics.

Mental health is affected by a variety of factors, including one’s genetics, family history, experiences, environment, and more. Regardless of the current state of your mental health, there are things you can practice within your control to improve your mental health (more on this soon).

What are Common Mental Health Issues for College Students?

According to the National Alliance on Mental Illness, over 75% of mental health conditions start before the age of 24. Given that this is likely to occur during college, it’s helpful to understand what to look out for. Common mental health problems include (but are not limited to):

• Depression: Depression looks and feels different for everyone, but some of its common symptoms are: uncontrollable emotions, fatigue, thoughts of death or suicide, and an overarching sense of hopelessness or sadness.
• Suicidal thoughts: Suicidal thoughts don’t occur with symptoms. If you feel trapped or unable to carry on, ask for help. If you know someone who needs help, reach out for them. The National Suicide Prevention Lifeline can be reached at: 1-800-273-8255.
• Anxiety: Anxiety is an all too common emotion, but with rising pressure and stress, anxiety may get out of control. Some symptoms of anxiety include: sweating, irregular heartbeat, headaches, trouble concentrating, feelings of stress, upset stomach, shortness of breath, or irritability.

Reasons to Prioritize Mental Health in College

When you are in college, it’s a good idea to make your own mental health a priority. Not only will this set a foundation for you for the rest of your life, but the experiences you have during college are once in a lifetime. So, you’ll want to make the most of it while being able to deal with whatever life throws your way.

Additionally, when you’re in college, you have a support network for your mental health available. Whether this is through student services and mental health counseling, mentors , parents, peers, or professors, there are people all over that are ready and willing to help you with whatever you may need.

Your mental health in college will have an impact on:

• Your overall health
• Your college experience
• Your academic outcomes

How to Support Strong Mental Health in College

Along with relying on support networks, you can work to strengthen your own health while in college (or at any other point in your life). Here are a few ideas of how you can support your mental health:

Time management

Working on your time management can help you alleviate stress, which can cause anxiety. Time management is a practice and discipline. There are different ways to boost your time management. Some of these include: setting achievable goals, creating time limits for certain tasks, being organized, scheduling your day in time blocks, planning ahead, and creating a to-do list based on prioritization. At the end of each day, you can review what you accomplished and set your list up for the next day’s events.

Organization

Being organized can also impact your mental health. Disorganization may play a role in stress and depression. When you leave things undone or cluttered, it can become draining. With better organization, you could benefit from less stress, better sleep, reduced depression, and wiser decision-making.

Support network

Developing a support network can be a game changer when it comes to mental health. When you feel alone, you can reach out to peers, colleagues, friends, neighbors, or even professors. That way, if you need to make a hard decision or are going through difficult thoughts, you have someone by your side to help you through it.

Volunteering and helping others can increase your endorphins, which make you happy and reduce stress. While you may already feel like you have too much on your plate, if you’re able to set some time to volunteer, it could be worthwhile. Also, there are ways to volunteer without having to dedicate much time to the project at hand. For example, you can donate to a food drive or raise money for a foundation.

Without the right amount of sleep, your hormones can go out of whack. Sleep cycles aid in the regulation of hormones like serotonin and dopamine which are necessary to ward off anxiety and depression. If you’re having a hard time falling asleep or staying asleep, try natural remedies like: creating a bedtime routine, powering down electronics, making the room very dark, taking a bath, or meditating.

Any type of exercise is better than no exercise! Take up whatever form of activity you enjoy, be it swimming, walking, jogging, biking, pilates, etc. When you work out, you increase blood circulation and can boost your mood naturally.

Take breaks

No matter how productive you are and how strong your time management skills can be, you need to take breaks to recuperate. You can take breaks in increments when studying or choose to take a break after you complete certain items on your to-do list.

Meditation is a guided way to reduce the thoughts in your head and quiet your mind. You can begin by meditating for as little as one or five minutes a day and gradually work your way up. Meditation can improve your physical and emotional well-being.

Final Thoughts

Mental health in college students is of great importance, but the truth is, mental health is necessary at every age. While some of your mental health may be out of your control, these aforementioned techniques can help to improve your overall well-being!

Related Articles

Mental Health and College Students

By amaya j murriel, research essay.

Starting college means the beginning of acquiring new responsibilities, such as, time management, making your own decisions as far as declaring a major, what you decide to devote your free time to. These are responsibilities you might have not been exposed to before entering the college atmosphere. This can easily become overwhelming especially to those who are new to it. Maintaining a healthy mind is important because it is a key component to making it through these very stressful four years. Mental Health can be simply defined as a person’s well being in regards to their emotions and psychological state. Mental illness can disrupt this state and if left untreated can lead to deeper health issues. Depression is the most common mental illness and can be easily treated with antidepressants. The only obstacle is that those suffering from it are sometimes unaware they are suffering from the disease. They don’t take the symptoms seriously and often avoid speaking to someone about the symptoms they are experiencing. Another common disease amongst college students is anxiety disorders. Since you are overwhelmed with a number of things its normal to have anxiety but if the attacks continue to happen more frequently this can be a sign of a serious problem. Bipolar disorder can also be common on college campuses, also a result of the overwhelming responsibility that you are faced with while in school. Bipolar disorder is when your emotions and action tend to change within an instant, making it impossible to control them. All of these can be a result of a raise in stress level, something you can thank college for. Maintaining a healthy mind is the first part of guaranteeing that you will be successful in your college career.

Depression is a common disease that can affect those of all ages, often the symptoms of depression are very mind making them almost impossible to distinguish. Those being affected often ignore the symptoms or they attempt to deny them in hopes that they will go away. In reality this could be doing more harm to you. Seeking help when first signs begin to appear is the best thing you can do for yourself this will keep the disease from becoming more serious and leading to later health complications. Depression is the most common mental illness on college campuses because of the tremendous amount of stress they are forced to endure over the months while in school. It is often common to feel as though you won’t be able to complete assignments on time or that you will struggle to perform well on exams. These feelings can lead to depression. Depression can become very serious when you start to have bigger symptoms such as suicidal thoughts or lack of motivation and an inability to complete assignments resulting a  decline in your grades.

Often when overwhelmed my responsibility many students turn to substance abuse to help cope with their feelings.  the most common substances being alcohol and drugs such as marijuana and over-the-counter prescription pills. The use of these substances can be the beginning deeper problems, when combined with depression can result a permanent damage. “In this context, many college students experience the first onset of mental health and substance use problems or an exacerbation of their symptoms.” (Pedrelli, 2015) Especially on college campuses, it is easy to gain access to drugs which makes them highly depended on by students. They provide an escape from the stress they’re enduring and this escape can become addicting and this is the beginning of an addiction. When treated, treatment can become addicting as well, which makes it hard to treat, often those who attempt to treat it say they feel worse while on medication so they refuse to take it.

Those suffering from these diseases seek help from mental health facilities on their campuses. All campuses provide services to all students, such as counseling and advising. This provides students with a safe and comfortable environment to be able to discuss the problems they may be facing. A Center for Collegiate Mental Health report found that college student’s use of counseling center resources increased by an average of 35 percent over a five-year period, while the average enrollment increased by 5 percent during that time. Meanwhile, the number of students receiving counseling for anxiety rose from 18 to 30 percent over the past four years, according to the 2017 CCMH annual report. This proves that the amount of students suffering from mental diseases such as depression is becoming more common and schools aren’t doing enough to support those in need. Students are beginning to rely on their centers to help get them through this time and they most wouldn’t be able to make it through the years without this kind of support. “Previous researchers have documented a high prevalence of mental health concerns and a steady high demand for counseling services among today’s college students ( Fink, 2014 ; Kirsch, Doerfler, & Truong, 2015 ). Students present complex concerns that are disruptive to their college experience ( Fink, 2014 ). In fact, an estimated 10.4% of today’s students visit college counseling centers for mental health needs—and many of these students might be unlikely to achieve successful academic outcomes without counseling support ( Gallagher, 2013 ). Therefore, we undertook the current study to more fully understand counseling center outcomes on student academic experiences.” (Floss, 2018) Providing counseling and support for students has shown an increase in the students ability to perform both socially and academically. But, many do not offer the kind of support students many need.

When I began to plan for this paper I had an idea on how I would get the best information to support my claim. I went to visit the student center at City College to meet with a counselor hoping that I could speak to someone who I could interview. My plan was to ask a few questions about what services the school provided for student who needed help.  I was greeted by a woman sitting at the front desk, I informed her of my plan and she told me I had to email the office to see if there was a concealer available to be interviewed. That same day I sent a detailed email discussing what kind of meeting I would like to arrange. I never received an email back. The failure to respond to my email made me question if those who are reaching out for help get the same treatment. Are they greeted the same ? Are they told to send an email stating what they’re struggling with? Are they ignored? These are all questions that should be answered because this can be someone’s decision to give up on their responsibilities because of the lack of support from their school community. Even though my email clearly stated that this was a source for a paper I was writing that lack of acknowledgment is alarming and made me think of how other schools handle their students who suffer from diseases like this one. Most of the other CUNY websites have a similar layout to City College. “The professional counseling and student development staff can help you with many issues—questions about the College, academic or personal problems or other concerns which may be interfering with your success at City Tech.” (City Tech website, 2019) similar to what is said on City colleges website. It is hard to distinguish which college is truly providing the most amount of support to its students until you have an encounter with the counseling center.

It is important that colleges make it aware to students that they have the support they need to make it through the toughest times. Mental Health is something that is often overlooked and not take seriously but its real and millions of students face it worldwide. I’ve recently had my own battle with mental health and it caused a bump in my academic career, and it’s like a ripple effect and often leads to an imbalance in your life, and without knowing there are people who are there to support you and guide you back to your path it can lead to permanent damage. It is also important for students to utilize the services being provided to them as much as possible. You should never feel embarrassed or ashamed to admit that you need help or someone to talk to. Making counseling more accepted in society will lead to more students admitting they need help. This starts with us being more accepting and supporting those who might face these issues making them feel comfortable with being open about their problems. This starts by ensuring that counselors are available at all times for college students.

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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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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

Why Is Mental Health Education Important for Students?

While students focus on academic success, mental well-being tends to slip down their list of priorities. In reality, mental health is an important prerequisite for achieving their goals in a healthy way. A greater focus on mental health in higher education can help students invest in their well-being while also lending more understanding and support to their classmates.

What Is Mental Health Education?

Mental health education seeks to raise awareness around mental health issues, informing people about common challenges and conditions, coping strategies, and resources available to help. A better understanding of mental health can remove the stigma around this topic and help students take a more proactive approach to managing struggles like depression and anxiety.

Mental health education comes in various forms. Some students focus heavily on these topics in their college courses if they choose a major such as social work or psychology. But no matter what a person studies, they can learn about mental health through public information campaigns, messages from college administrators and advisors, and online resources like this one!

Mental Health Challenges for College Students

In 2022, 52 percent of college students said they experienced moderate psychological distress, and 25 percent said they experienced serious psychological distress. That means more than three-quarters of students know firsthand what it means to struggle with mental health while in college. In fact, 55 percent of students who have considered dropping out of college cite emotional stress as the reason why they might leave.

It’s important to understand that mental health conditions are not purely circumstantial. The reasons behind them can be physiological. However, circumstances often contribute to common mental health challenges. 

Young students and adult learners can experience distress for various reasons, spanning their personal, professional, and academic lives. Some common examples include:

• Feeling pressure to be a high achiever or maintain a standard of perfection.
• Shifting personal values or beliefs.
• Questioning their purpose or rethinking their future.
• Experiencing friction in family or romantic relationships.
• Losing a loved one.
• Having difficulty making or maintaining friendships.
• Experiencing imposter syndrome and feeling inadequate.
• Juggling school, work, and home life.

Any combination of these factors can degrade a person’s mental health and make college more challenging.

Fortunately, mental health challenges do not have the final say in overall well-being—there are measures college students can take to enjoy positive mental health.

Shifting the Narrative on Mental Health hbspt.cta._relativeUrls=true;hbspt.cta.load(21297549, 'a2ca6158-1156-42e7-9f51-7392bcabe113', {"useNewLoader":"true","region":"na1"});

Educating students on mental health starts with simply talking about it. The more we talk about mental health, the more we can remove the stigma around this topic. 

Imagine how you would feel telling a friend you were going to physical therapy to work on rebuilding strength after a sports injury. Now imagine how you would feel telling the same friend you’re seeing a counselor or psychologist to work through a mental health condition like generalized anxiety. If you would feel comfortable with the first scenario but not the second, you’re not alone. Many people feel embarrassed about seeking mental health services because they worry they’ll be seen as weak or abnormal.

In a 2021 survey , 45 percent of college students said they believe that “[m]ost people would think less of someone who has received mental health treatment,” and yet, only 6 percent said they would think less of someone for receiving treatment. In other words, we’re more afraid of what others think than we should be. In reality, other students are likely experiencing many of the same challenges. But even if they’re not, they would not think less of someone for prioritizing their mental health.

By educating the public, mental health advocates (including college administrators, staff, and students) and mental health professionals are actively trying to change the negative mental health narrative that has kept people from seeking help or discussing their challenges openly. Rather than a taboo topic to shy away from, mental health should be acknowledged and embraced as central to our daily lives. 

This understanding extends to all of our relationships. Even when someone is struggling with something that a person can’t relate to firsthand, they can still validate their experience and offer a listening ear or encouragement to help them feel valued and supported.

Raising Awareness of Mental Health Resources

In addition to combatting stigmas and misconceptions, mental health education also informs students of coping strategies and resources to help them improve their mental health.

For example, this might include counseling services (either in-person or online) or spiritual enrichment opportunities. In some cases, students may need to see a clinical social worker or psychiatrist to receive a diagnosis for a mental health condition and begin treatment through methods such as:

• Talk therapy
• Prescription medications
• Support groups

When a learner experiences distress due to circumstantial factors, some resources may help them directly address these root causes. Academic advisors, career advisors, and others can help students overcome obstacles and answer questions, leaving them feeling more confident and less stressed. For example, a career advisor can help students think through their goals and passions to ensure they’re on the right career track.

More flexible college programs can also give students the freedom to work on coursework on their own time and avoid overloading themselves. This can help them balance priorities while working steadily toward their goals.

Choose a Learning Community That Values Your Well-Being

Mental health is a vital aspect of a person’s overall well-being. No matter a person’s stage of life or circumstances, struggles like stress, depression, or anxiety can affect anyone. Mental health education can help everyone—college students included—legitimize these struggles, have empathy for others, and seek resources and treatment to help.

At MVNU, we believe in supporting the whole learner, which means helping you prioritize your mental well-being. Our on-campus and online learners are part of a compassionate, supportive community of peers, administrators, and instructors. You can also access resources to help you succeed academically, personally, and professionally. No one should have to go it alone. 

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Why Is Mental Health Important for Students?

It’s no secret that university students are under a lot of pressure. You are constantly being asked to perform at your best level. You must study for exams, write papers, and complete dissertations, all while juggling classes, work, and other obligations. So, it’s no surprise that mental sanity is a major concern for students today.

But why does mental soundness matter? The truth is that your mental state can affect every aspect of your life. Struggling with mental soundness issues may affect your ability to perform well in school or even enjoy being there! If you feel overwhelmed by schoolwork and responsibilities outside of school, purchasing dissertations can be your best option – just fill in the order form to buy a dissertation online. 

Keep reading to understand the importance of mental health for students.

What is mental health?

Mental health is a state of psychological, emotional, and social well-being in which individuals can cope with the demands and pressures of everyday life. It is essential to an individual’s overall health, impacting physical health, cognitive functioning, and social behaviour. In addition, mental sanity is influenced by various factors such as genetics, life experiences, and the environment.

Mental sanity isn’t just about feeling happy or sad; it’s about coping with stressors in your life without letting them get out of control. Things will always stress you out in school – from tests to relationships with friends or family.

Mental issues among students can range from mild to severe and include depression, anxiety, substance abuse, schizophrenia, and eating disorders. And if they are not addressed, they can adversely affect an individual’s life. As such, students need to have mental health strategies to help them cope with everyday life’s pressures.

The Importance of mental he alth for students

Here are the benefits of good mental sanity for students.

Reduces stress and anxiety

Students face various challenges, including academic pressure, social relationships, and financial concerns. These stressors can take a toll on their mental sanity and can lead to feelings of anxiety and distress.

Mental health strategies, such as practising relaxation techniques and engaging in physical activity, can help students cope with stress and anxiety healthily. This can improve their overall mental well-being and allow them to focus on their studies. Also, you can order dissertations online to reduce academic pressure and get time to relax.

Improves concentration and focus

Concentration and focus are essential to academic success. But when students are feeling overwhelmed, anxious, or depressed, it can be difficult for them to focus on tasks like writing dissertations. This can lead to lower grades and a less enjoyable academic experience. If that’s you, you can purchase a dissertation from online tutors and give yourself a break. 

By prioritising their mental health, students can better regulate their emotions and manage stress, which can help them stay focused and achieve their academic goals. Generally, students who are emotionally healthy and have higher levels of concentration and focus are more likely to be engaged in the learning process.

Improves academic performance

A sound mind is critical for students to achieve their academic goals and perform to their fullest potential. Mentally healthy students are more likely to feel motivated and engaged in their studies, which can lead to higher levels of academic achievement.

In contrast, mental conditions such as depression and anxiety can interfere with a student’s ability to concentrate, remember information, and complete assignments. It is, therefore, essential for students to develop and maintain good mental soundness to ensure their academic success.

And if you feel stressed by school work, you can purchase dissertation paper from experts at an affordable price. 

Boosts creativity

Mental sanity and creativity are closely linked. Students with sound minds are more likely to feel confident, open-minded, and open to new ideas. These qualities can help students think creatively and develop innovative solutions to problems.

Creativity can, in return, boost mental soundness, as studies suggest that creativity can increase emotional well-being. Generally, creative people are happier and more satisfied with their lives than those who aren’t. Creativity also helps students cope with difficult emotions such as anger and sadness.

As a result, students need to prioritize their mental health to foster creativity and problem-solving skills. You can buy dissertation papers online to get free time to focus on creative activities such as painting, expressive writing, or visiting art exhibits and museums.

Improves relationships with peers

Good mental health can help students develop self-awareness, self-esteem, and emotional intelligence, which are all critical components for successful relationships. Students with good mental sanity are better able to communicate, empathize and collaborate with others effectively. Thus, they can build positive relationships with their peers and teachers. 

In contrast, mental soundness issues such as anxiety and depression can make it difficult for students to interact with others, leading to social isolation and difficulty forming close relationships. If you feel overwhelmed by your dissertation, you can purchase online academic writing services for your dissertation at a low cost.

Enhances physical health

There is a strong link between mental and physical health. A sanity mind can positively impact physical health and vice versa. When students are mentally healthy, they are more likely to engage in healthy behaviours such as exercising, eating a healthy diet, and getting enough sleep. These behaviours can help students maintain good physical health and prevent various health problems.

On the other hand, soundness issues such as stress and anxiety can take a toll on physical health. These conditions can lead to physical symptoms such as headaches, stomach problems, and difficulty sleeping, which can impact overall physical health.

Enhances sense of well-being

Good mental sanity fosters a sense of well-being and resilience in students. It allows them to enjoy their studies and other activities and to feel positive and hopeful about the future. This can be important for students trying to make sense of their place in the world and their future.

In addition, mental well-being allows learners to approach things from a more positive perspective and helps them cope with any challenges that come their way.

Moreover, the confidence and sense of well-being from a sound mind enable students to concentrate on their studies, making them more likely to succeed in school and beyond.

Strategies for improving mental health

Here are tips to improve your mental well-being: 

• Take breaks often. When studying or working on an assignment, take frequent breaks – even if it’s just five minutes – to do something relaxing or fun. You’ll be better able to concentrate and focus if you give yourself frequent opportunities to refresh your mind. You can also buy assignments or a dissertation online without spending much money and give yourself a longer break.
• Get enough sleep. Getting adequate sleep is an effective strategy for students to maintain their mental sanity. You should get 7–9 hours of sleep per night. It is important to develop a consistent sleep schedule and stick to it. You can purchase academic papers online so that you don’t stay late into the night working on them.
• Engage in physical activity. Exercise has been shown to improve mood and reduce stress and anxiety. Find an activity you enjoy, whether going for a walk, joining a fitness class, or playing a sport.
• Connect with others. One of the best ways to improve your mental health is to connect with others. Whether it’s through a support group or one-on-one relationships, having someone who understands what you’re going through can make all the difference in your life.
• Seek support. If you are struggling with a mental soundness issue like stress, it can be helpful to talk to a health professional, trusted friend, or family member. You can also seek help from your school’s counselling centre or other resources on campus.

Final thoughts

The importance of mental health for students cannot be overstated. By prioritising mental sanity, students can improve their concentration and focus, sense of well-being, academic performance, relationships with peers, physical health, and ability to manage stress and anxiety.

Zuella Montemayor did her degree in psychology at the University of Toronto. She is interested in mental health, wellness, and lifestyle.

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Mental Health Issues in College Students

Mental health, for me, is the most important subject a person should research and have a deep inner conversation with himself later. Society has now generally accepted the idea of life not being travel from point A to point B, but a journey full of obstacles and overcoming. Even though mental health issues had stigma and fear surrounding them in the 20th century, we can now address them right away. While some mental health issues are widely known as people face them in everyday life, judging from personal experience, college students may also encounter mental health struggles in their academic activities.

Although some types of mental health issues a college student usually faces might come from childhood traumas, some of them are appropriated in the grown-up period, as happened in my case. Furthermore, the real problem with mental health issues is that they are initially unnoticeable. A person would probably not address that something is wrong with him unless another individual points it out.

Probably the most common secluded mental health issue nowadays amongst young people is anxiety. Despite some may confuse nervousness with anxiety, they are quite easy to tell apart for me. For example, nervousness only connects to stress and occurs on occasional events like presenting a project; it usually goes away right after the event and does not stay for a long time. Finals is the usual time for me to get anxiety because it appears from continuous stress and forms gradually. Physical symptoms like heart palpitations could distinguish anxiety, body trembling, and breath shortage; it might feel like the mind suddenly goes blank. A good method of overcoming the issue that I have learned is called the 3-3-3 rule; it distracts the mind from stress for a short time. The 3-3-3 rule helps me to let go of worries and quickly restore the breathing shortage.

A frequent result of continuous worries and mental exhaustion a student could face is called academic burnout. Academic burnout’s symptoms include fatigue, insomnia, lack of motivation, loss of self-confidence, inability to concentrate, and sensitivity to critique. Academic burnout may cause serious problems with student’s academic scores if not treated properly and in time. From personal experience, the prevention method is the key in this case, especially for students majoring in mathematics, as numbers and digits studies are easily tiresome. The prevention method includes physical exercises, spending more time outside, and following a well-managed schedule with the right balance of studying and social activities.

Meanwhile, due to pandemic and distant education, following a schedule and spending time outside became troublesome. Loneliness and lowered self-esteem, as well as the inability to interact socially, became my main concerns. The aftermath of the lockdowns and social distancing included a lack of attention, motivation, and concentration. While the therapy for those cases is not well defined yet, it is highly advised to stay in the positive lane of thinking, spend more time busy and away from the phone and social media. I, personally, try to abstract from negative thoughts and put all of my frustration into energy for studying.

In conclusion, there is a huge variety of mental health issues a college student may face in academic activities. Thinking that the obstacles that I must overcome during my studying years will shape me into a high-class professional makes it easier for me. Besides, everything a person puts into the world around him and into his work comes from within, and that is why mental health and inner peace are highly important for professionals. While being a math major takes plenty of time and effort, positive thoughts about professional success in the future and a high motivational level keep my mental health safe.

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Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions

Joanne deborah worsley.

1 Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom

Andy Pennington

2 Department of Public Health and Policy, University of Liverpool, Liverpool, United Kingdom

Rhiannon Corcoran

Associated data.

The authors have provided detailed information regarding their search strategy and the articles that were found. The information necessary to replicate the study is in the Supporting information files.

The review of reviews had three aims: (i) to synthesize the available evidence on interventions to improve college and university students’ mental health and wellbeing; (ii) to identify the effectiveness of interventions, and (iii) to highlight gaps in the evidence base for future study.

Electronic database searches were conducted to identify reviews in English from high-income OECD countries published between 1999 and 2020. All review-level empirical studies involving post-secondary students attending colleges of further education or universities that examined interventions to improve general mental health and wellbeing were included. Articles were critically appraised using an amended version of the AMSTAR 2 tool. Evidence from the included reviews were narratively synthesized and organised by intervention types.

Twenty-seven reviews met the review of reviews inclusion criteria. The quality of the included reviews varied considerably. Intervention types identified included: mindfulness-based interventions, psychological interventions, psychoeducation interventions, recreation programmes, relaxation interventions, setting-based interventions, and stress management/reduction interventions. There was evidence that mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology were effective when compared to a passive control. Some evidence suggested that the effects of CBT-related interventions are sustained over time. Psychoeducation interventions do not appear to be as effective as other forms of intervention, with its effects not enduring over time.

Conclusions

The review of reviews located a sizeable body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions. The evidence suggests that these interventions can effectively reduce common mental health difficulties in the higher education student body. Gaps and limitations in the reviews and the underlying body of evidence have been identified. These include a notable gap in the existing body of review-level evidence on setting-based interventions, acceptance and commitment training, and interventions for students attending colleges in UK settings.

Introduction

Poor mental health of further and higher education students is a growing public policy concern [ 1 , 2 ]. Recent research indicates that levels of common mental health difficulties, self-harm, and suicide are increasing among young people, especially young women [ 3 – 5 ]. There have been particular concerns about university students, with research and official figures suggesting that there has been an increase in the number of students experiencing mental health problems over recent years. Data on young people aged 16 to 24 years from three UK National Psychiatric Morbidity Surveys (2000, 2007, and 2014) highlighted that the prevalence of common mental health problems, suicide attempts, and self-harm was similar in students and non-students [ 6 ]. Between 2007 and 2014, however, the prevalence of common mental health problems increased in female students but not in female non-students. Although the prevalence of non-suicidal self-harm increased between 2000 and 2014 in both students and non-students, a smaller proportion of students than non-students reported suicide attempts [ 6 ]. US college students are also increasingly reporting common mental health problems and suicidality [ 7 ]. It is, therefore, important for educational institutions to offer accessible and effective interventions for their students.

Research suggests that young people’s mental health is poorer during university study than before entry. In a UK study, anxiety and depression were found to be higher at mid-course compared to one-month pre-entry into university [ 8 ]. Similarly, a UK cohort study found that levels of psychological distress increase on entering university and levels of distress did not return to pre-registration levels [ 9 ]. Other studies have also demonstrated that students’ mental health is poorer during their first year of study compared to pre-entry into university [ 10 ].

Concern around students’ mental health has prompted recent focus on mental health provision [ 11 ]. Services offered within educational institutions typically include either individual or group counselling. Although these services are well-positioned to provide mental health care, many college counselling centres across the US are under-resourced and operate at full capacity during much of the year [ 12 ]. According to an online survey of UK student counselling services, there was an increase in demand for support services over a three-year period in further education sectors [ 13 ]. Similarly, there has been an increase in the number of students seeking support from university counselling services [ 14 ]. Despite this increase, the capacity of professional services to offer 1 to 1 support to large numbers of students is limited [ 2 ]. Although requests for professional support have increased substantially [ 15 ], only a third of higher education students with mental health problems seek support from counselling services in the UK [ 16 ]. Many students do not seek help due to barriers such as stigma or lack of awareness of services [ 17 – 19 ]. Without formal support or intervention, there is a risk of further deterioration.

Given the increase in mental health problems among students and the surge in demand for formal support [ 1 , 20 , 21 ], reactive services alone cannot effectively support student mental health and wellbeing [ 11 ]. Educational institutions have recognised the need to move beyond traditional forms of support and provide alternative, more accessible interventions aimed at improving mental health and wellbeing. Such institutions have unique opportunities to identify, prevent, and treat mental health problems because they support multiple aspects of students’ lives. Although interventions exist to improve general mental health and wellbeing of students, research on the effectiveness of the various interventions has not been effectively synthesised to date. To address this, we conducted a review of review-level evidence to capture the largest body of existing research on general mental health and wellbeing interventions for college and university students. As there was a substantial body of reviews to be synthesised, the purpose of our review of review-level evidence was to summarise and synthesise this evidence and identify remaining gaps and limitations in the evidence base. This review of reviews aimed to: (i) synthesize the available evidence on interventions to improve college and university students’ mental health and wellbeing; (ii) identify the effectiveness of interventions, and (iii) highlight gaps for future study. The review of reviews explored two questions:

• What is the current evidence on interventions to improve the general mental health and wellbeing of college and university students?
• What does the evidence tell us about the effectiveness of current interventions and what interventions are likely to be the most effective?

Study identification

Search strategy.

We conducted a search of English language peer-reviewed literature of MEDLINE and MEDLINE In Process and other Non-Indexed Citations (via OVID) ; PsycINFO (via EBSCOhost) ; Social Science Citation Index (via Web of Science) ; and CINAHL Plus (via EBSCOhost) , from 1999 (01/01/1999) to 2020 (31/12/2020), which reflects review-level evidence of interventions before the global COVID-19 pandemic. Reference lists of all eligible reviews were hand-searched in order to identify additional relevant reviews (citation ‘snowballing’). Examples of each search strategy can be found in S1 File .

Inclusion and exclusion criteria

We included all review-level empirical studies (reviews of Randomised Controlled Trials [RCTs] and/or Non-Randomised Studies of Interventions [NRSIs]) involving post-secondary students attending colleges of further education or universities that examined interventions to improve general mental health and wellbeing. Both universal and indicated interventions aimed at improving mental health were included. Universal interventions are aimed at students without any pre-existing mental health problems, whilst indicated interventions are aimed at students who meet criteria for mild to moderate levels of mental health problems or have acknowledged an existing mental health problem, such as depression or anxiety. Thus, studies were included involving both general student populations and students with mental health problems. Studies were excluded if they examined interventions to address specific, pre-existing neurodevelopmental conditions (e.g., attention deficit hyperactivity disorder) or focused on non-health or wellbeing outcomes (e.g., educational performance outcomes). The search was limited to English language literature. Only peer-reviewed reviews published from year 1999 onwards from high-income countries of the Organisation for Economic Co-operation and Development (OECD) were included.

Titles and abstracts of publications were independently screened by two reviewers (JW and AP). Full-text copies of relevant reviews were obtained and assessed independently for inclusion by two reviewers (JW and AP). Any queries or disagreements were resolved by discussion or by recourse to a third reviewer (RC).

Assessment of methodological quality

All reviews that met the inclusion criteria were critically appraised using an amended version of the AMSTAR 2 tool [ 22 ]. The tool was amended to make it sensitive enough to differentiate between the various methodological standards of this particular body of evidence (see S2 File ). The reviews were quality assessed independently by two reviewers. Based on the results of the critical appraisal, reviews were then categorised as: (i) higher methodological quality (score 10 or above); (ii) moderate methodological quality (score 6 to 9); or (iii) lower methodological quality (score 0 to 5). This is a rating/categorisation of relative methodological quality across this body of evidence.

Data extraction and synthesis

The following data was extracted by the first author and checked for accuracy by the second author: aims, primary study design, setting/country, type of intervention, comparator (if any), population, outcomes reported, main findings in relation to the review questions, limitations, and conclusions specified by authors. Key findings from the reviews were tabulated and narratively synthesised [ 23 ]. Findings were grouped by intervention category, with evidence from higher methodological quality reviews reported first and in greater detail [following 24 , 25 ].

The search generated 4,006 records. Title and abstract screening resulted in 44 articles that met the study inclusion criteria. Full-text screening resulted in the inclusion of 27 reviews. Seventeen reviews were excluded as not meeting inclusion criteria (see S3 File ). A summary of our study selection process is presented in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Flow Diagram ( Fig 1 ).

Characteristics of the included reviews

The characteristics of included reviews are summarised within Table 1 . Information on setting (country) should be provided within Table 1 ; however, very few reviews specified the country in which interventions took place.

Overview of quality of included reviews

As shown in Table 1 , the methodological quality of the reviews varied. Using the AMSTAR 2 quality assessment tool, eleven reviews were categorised as higher methodological quality, ten reviews were categorised as moderate methodological quality, and seven reviews were categorised as lower methodological quality.

Findings of included reviews

1. mindfulness-based interventions.

A systematic review and meta-analysis of RCTs (rated as higher methodological quality) of different interventions for common mental health problems in 3396 university and college students found that MBIs were effective in reducing both depression and generalized anxiety disorder in the short term but were not durable [ 26 ]. In their meta-analysis, the authors found evidence that MBIs led to statistically significant reductions in depression (pooled effect size: -0.52, 95% CI: -0.88 to -0.16). Art, exercise and peer support interventions (-0.76, 95% CI: -1.19 to -0.32), and cognitive-behavioural related interventions (-0.59, 95% CI: -0.72 to -0.45) led, however, to greater reductions. They found no evidence that the effects of MBIs on depression were sustained over time. They also found evidence that MBIs significantly reduced anxiety (-0.49, 95% CI: -0.84 to -0.15) but, again, other interventions such as peer support and music (-0.84, 95% CI: -1.19 to -0.49) and CBT related interventions (-0.39, 95% CI: -0.55 to -0.22) led to greater reductions.

Another systematic review and meta-analysis of RCTs, which was graded as higher quality, examined the effectiveness of MBIs for mental health outcomes in 4211 post-secondary students [ 27 ]. Halladay and colleagues found evidence that MBIs significantly reduced symptoms of depression (Standardised Mean Difference [SMD] -0.49, 95% CI: -0.68 to -0.30), anxiety (SMD -0.53, 95% CI: -0.78 to -0.29), and perceived stress (SMD -0.39, 95% CI: -0.50 to -0.27) when compared to a passive control group (receiving no intervention/on waiting list). There was, however, no significant difference between the MBI intervention group in levels of depression, anxiety or perceived stress when compared to an active control group receiving health education, relaxation, physical activity, or other approaches including CBT.

Halladay et al. [ 27 ] also analysed the impacts of different lengths of intervention. They found that there was no significant difference in effects, for depressive symptoms, anxiety and stress, between brief and longer interventions. They also analysed the impact of traditional compared to adapted interventions (i.e., Mindfulness-Based Stress Reduction [MBSR] versus Mindfulness-Based Cognitive Therapy [MBCT] versus other or adapted MBIs), and found that MBCT (SMD: -1.21, 95% CI: -1.76 to -0.66) was more effective than both MBSR (SMD = -0.44, 95% CI: -0.72 to -0.16, p = 0.01) and other MBIs (SMD = -0.29, 95% CI: -0.45 to -0.12, p<0.01). When compared to no intervention, MBCT was found to be the most effective type of MBI.

Studies examining whether effects were sustained over time (follow-up studies) were split by type of intervention. Halladay et al. [ 27 ] found that MBCT interventions demonstrated sustained reductions in depression one month after (post-) intervention in two studies with a total of 64 participants (Mean Difference [MD] on the Beck Depression Inventory -5.06, 95% CI: -6.52 to -3.59). Other MBIs did not demonstrate sustained reductions in depression at one month or 2–3 months post-intervention in three studies (with a total of 374 participants), although reductions in depression were found at 4–5 months post-intervention in two studies (with a total of 191 participants; SMD -0.43, 95% CI: -0.72 to -0.14). MBCT interventions also demonstrated sustained reductions in anxiety symptoms at both 1-month in two studies (with a total of 66 participants; MD on Beck Anxiety Inventory [BAI] -7.12, 95% CI: -8.23 to -5.97) and 6 months in two studies post-intervention (a total of 65 participants; MD on BAI -5.95, 95% CI: -10.78 to -1.13). Other MBIs demonstrated significant reductions 1-month post-intervention in one study using a different measure (with a total of 33 participants; MD Hamilton Anxiety Scale -9.50, CI: -17.27 to -1.73).

A systematic review and meta-analysis of RCTs (rated as higher methodological quality) of MBIs for mental and physical health in university students found that MBIs were effective in reducing distress, depression and state anxiety when compared to passive controls [ 28 ]. In their meta-analysis, the authors found evidence that MBIs led to significantly significant reductions in distress (SMD -0.47, 95% CI: -0.60 to -0.34), depression (SMD -0.40, 95% CI -0.57 to -0.24), and state anxiety (MD -3.18, 95% CI -5.51 to -0.85) when compared to a passive control (receiving no intervention/waiting list). MBIs led to improvements in wellbeing (SMD 0.35, 95% CI 0.21 to 0.50) when compared to a passive control. Effects of MBIs lasted beyond three months for distress (SMD -0.32, 95% CI -0.50 to -0.13). When compared with active control groups, MBIs significantly reduced distress (SMD -0.37, 95% CI -0.56 to -0.18) and state anxiety (MD -5.95, 95% CI -9.49 to -2.41), but not depression (SMD -0.19, 95% CI -0.43 to 0.05) and wellbeing (SMD -0.08, 95% CI -0.43 to 0.27).

Ma and colleagues conducted a meta-analytic review of RCTs (rated as higher methodological quality) of MBIs [ 29 ]. They found that MBIs were effective in reducing depressive symptoms in university students (effect size: 0.52, 95% CI 0.39 to 0.65). The authors found evidence that universal MBIs (effect size: 0.41, 95% CI 0.28 to 0.55), selective MBIs (effect size: 0.44, 95% CI 0.18 to 0.70), and indicated MBIs (effect size: 0.88, 95% CI 0.64 to 1.11) led to significant reductions in depressive symptoms.

Bamber and Morpeth’s [ 30 ] review, graded as moderate quality, included a meta-analysis of evidence on the effects of MBIs on anxiety in 1492 college students. A number of primary study designs were included: studies with two-group comparisons (e.g., MBI versus control) and studies with pre-test and post-test analysis of MBI (one-group MBI). They found MBIs significantly reduced anxiety, compared to no-treatment controls (ES 0.56, 95% CI: 0.42 to 0.70, p<0.001). MBI groups’ pre and post intervention comparisons showed large significant reductions in anxiety. There was, however, a small but significant reduction in control group anxiety pre/post comparisons. They also found that higher numbers of sessions (number not specified) increased the effects of MBIs (p = 0.01), with more sessions leading to greater reductions in anxiety.

Fenton et al. [ 31 ] conducted a moderate quality systematic review of evidence on the impacts of different recreation programmes, including MBIs, on mental health outcomes in post-secondary students in North America. Randomised controlled trials, non-randomised with control, and non-randomised no control studies were all included. They found that mindfulness interventions reduced depression, anxiety, stress, and negative mood.

Conley et al. [ 32 ] conducted a moderate quality review and meta-analysis of evidence on the impact of universal mental health prevention programmes including MBIs for higher education students. The review included two study designs: quasi-experimental and random designs. They found that skill-training programmes with supervised practice were significantly more effective than both skill-training programmes without supervised practice and psychoeducation in reducing depression, anxiety, stress, and general psychological distress. Conley and colleagues found that relaxation interventions demonstrated the most overall benefit in terms of effectiveness, followed by mindfulness interventions and cognitive-behavioural interventions that did not differ from each other.

Regehr et al. [ 33 ] conducted a review and meta-analysis (rated as lower methodological quality) of evidence on the effectiveness of preventative interventions in reducing mental health outcomes in 1431 university students, including randomised and parallel cohort designs. Regehr and colleagues found that mindfulness-based interventions focussing on stress reduction significantly reduced symptoms of anxiety and depression. In their meta-analysis, mindfulness-based interventions were assessed for their impact on anxiety. They found that mindfulness-based interventions led to significant improvements, compared to control groups (SMD -0.73, 95% CI: -1.00 to -0.45).

Conley et al. [ 34 ] reviewed evidence on the effectiveness of 83 (controlled) universal promotion and prevention interventions (rated as lower methodological quality). These authors explored whether skill-orientated interventions were more effective with or without supervised skills practice. The authors also examined the effectiveness of different strategies employed in skill-oriented interventions such as cognitive-behavioural interventions, mindfulness interventions, relaxation interventions, and meditation in quasi-experimental and random designs. They found that skill-oriented interventions were more effective with supervised practice, and that supervised skills practice interventions reduced depression, anxiety, and stress. They found mindfulness interventions to be the most effective form among the skill-oriented programmes containing supervised practice. Mindfulness interventions were significantly more effective in comparison to other interventions (the proportion of all significant post-intervention outcomes combined was 78.8% for mindfulness, in comparison to psychoeducation [12.5%], cognitive behavioural [43.4%], relaxation [27.1%], meditation [13%], and other interventions [21.9%]).

Bamber and Schneider [ 35 ] explored the effects of MBIs such as Mindfulness Based Stress Reduction (MBSR) and Mindfulness Meditation (MM) on mental health outcomes including anxiety and stress in college students (rated as lower methodological quality). Both MBSR and MM were found to significantly reduce symptoms of anxiety and stress.

2. Psychological interventions (e.g., cognitive-behavioural interventions)

Huang et al. [ 26 ] conducted a systematic review and meta-analysis of RCT evidence (rated as higher methodological quality) on the effectiveness of interventions for common mental health difficulties in 3396 university and college students. They found that cognitive behavioural therapy (CBT) had significant positive effects on depression and generalized anxiety disorder. Meta-analysis results showed that cognitive-behavioural-related interventions led to greater reductions in depression (-0.59, 95% CI: -0.72 to -0.45) than mindfulness-based interventions (-0.52, 95% CI: -0.88 to -0.16) and attention/perception modification (-0.46, 95% CI: -1.06 to 0.13). Other interventions (art, exercise, and peer support) led to a greater reduction in depression (-0.76, 95% CI: -1.19 to -0.32). The follow-up (pooled) effect size of cognitive-behavioural related interventions (-0.75, 95% CI: -0.95 to -0.54) had a greater significant effect (the follow-up ranged from 2 weeks to 7 months post intervention).

CBT related interventions were associated with significant (pooled) reductions in anxiety (-0.39, 95% CI: -0.55 to -0.22). The pooled effect of other interventions (peer support and music; -0.84, 95% CI: -1.19 to -0.49) and mindfulness (-0.49, 95% CI: -0.84 to -0.15) for generalised anxiety disorder were associated with greater reductions in anxiety compared to CBT.

Winzer et al. [ 36 ] conducted a systematic review and meta-analysis (rated as higher methodological quality) to assess whether the effects of mental health promotion and mental ill-health prevention interventions were sustained over time. They found that CBT-related interventions led to significant (pooled) effects for 3–6 month and 13–18 month follow-ups in sub-group analyses for combined mental ill-health outcomes (-0.40, 95% CI-0.64 to 0.16; -0.30, 95% CI: -0.51 to 0.08, respectively). They also analysed impacts on combined positive mental health and academic performance at 3–6 months, and found that the interventions had significant effects (pooled effect size: 0.52, 95% CI: 0.06 to 0.98).

Cuijpers et al. [ 37 ] carried out a meta-analysis of evidence (rated as moderate methodological quality) that examined the effectiveness of different forms of psychological treatment, such as CBT and behavioural activation therapy (BAT), for addressing symptoms of depression in 997 college students. The review found a large overall (pooled) effect of the therapies versus controls (g = 0.89, 95% CI: 0.66 to 1.11). It also found that individual therapy was significantly more effective than group therapy (p = 0.003) but that type of treatment (CBT, BAT, or other) was not significantly associated with the size of effect.

In their review and meta-analysis (rated as moderate methodological quality) of the impact of universal mental health prevention programmes for higher education students, Conley et al. [ 32 ] found that skill-training programmes with supervised practice such as cognitive-behavioural interventions, mindfulness interventions, relaxation interventions, and meditation significantly reduced depression, anxiety, stress, and general psychological distress. Programmes without supervised practice were significantly less effective. Comparing the effectiveness of different interventions overall, they also found that relaxation interventions were the most effective (mean effect size: 0.55, 95% CI: 0.41 to 0.68), followed by CBT interventions (0.49, CI: 0.40 to 0.58), MBIs (0.34, CI: 0.19 to 0.49), meditation (0.25, CI: 0.02 to 0.53), and then psychoeducational interventions (0.13: CI: 0.06 to 0.21).

In their review and meta-analysis of evidence (rated as lower methodological quality) on the effectiveness of preventative interventions in reducing mental health outcomes in university students, Regehr et al. [ 33 ] found that cognitive and behavioural interventions focusing on stress reduction significantly reduced symptoms of anxiety and depression. In their meta-analysis, cognitive-behavioural interventions were assessed for their impact on anxiety. They found that cognitive-behavioural interventions (SDM -0.77, 95% CI: -0.97 to -0.57) led to significant improvement, compared to control groups.

Howell and Passmore [ 38 ] conducted a review and (‘initial’) meta-analysis (rated as lower methodological quality) on the impacts of ACT interventions for university student wellbeing (N = 585), including randomized controlled experimental designs. Their meta-analysis showed a small significant (pooled) effect on wellbeing (d = 0.29, 95% CI: 0.11 to 0.47, p = 0.008) when assessed with the Wellbeing Manifestations Measure Scale. ACT interventions were also found to reduce depression, anxiety, and stress.

Conley et al. [ 34 ] examined the effectiveness of different strategies employed in skill-oriented interventions such as cognitive-behavioural interventions, mindfulness interventions, relaxation interventions, and meditation (rated as lower methodological quality). Conley and colleagues found that interventions with supervised skills practice reduced depression, anxiety, and stress. Mindfulness interventions were found to be the most effective (78.8%) form of intervention among the skill-oriented programmes containing supervised practice, followed by cognitive-behavioural interventions (55.8%) which performed significantly better than relaxation (28.9%, OR = 3.11, p<0.01) and meditation (19.4%, OR = 5.26, p<0.001) interventions.

One review graded as lower quality reviewed evidence on the prevention and early intervention for mental health problems in higher education students found that CBT approaches are effective for prevention and early intervention [ 39 ]. The authors also reported that these approaches are effective for at least some months following the CBT intervention. The authors did not report the primary study designs they included.

In a literature review of studies of depression and treatment outcomes among US college students, graded as lower quality, brief individual cognitive therapy was found to be effective at reducing mild to moderate depressive symptoms [ 40 ]. This finding was based on only one RCT, however.

3. Psychoeducational interventions

In their review of RCTs (graded as higher methodological quality), Winzer et al. [ 36 ] explored whether the effects of mental health interventions (e.g., psychoeducational interventions) for students in higher education were sustainable over time. They did not find significant (pooled) effects on combined mental ill health outcomes at 3–6 months, 7–12 months, or 13–18 month follow-ups. They reported no superior effect of psychoeducational intervention. The 3–6 month and 13–18 month follow-up were, however, both only based on one study.

When Conley et al. [ 32 ] reviewed evidence on the impact of universal prevention programmes for higher education students, they found that skill-training programmes with supervised practice (0.45, CI: 0.39 to 0.52) were significantly more effective than both psychoeducation (information only) interventions (0.13, CI: 0.06 to 0.21) and skill-training programmes without supervised practice (0.11, CI: -0.01 to 0.22) in reducing depression, anxiety, stress, and general psychological distress (rated as moderate methodological quality). Psychoeducational interventions yielded significant effects for several mental health related outcomes including anxiety, stress, and general psychological distress (ESs>0.13). However, these interventions did not yield significant effects for depression, social and emotional skills, or interpersonal relationships. Psychoeducational interventions were found to be less effective than relaxation interventions, cognitive-behavioural interventions, mindfulness interventions, and meditation. Although interventions with supervised skills practice produced a significant positive effect averaged across all types of outcomes at follow-up (0.28, CI: 0.16 to 0.40), psychoeducational interventions did not.

In their 2013 review (graded as lower methodological quality), Conley et al. [ 34 ] explored whether skill-oriented interventions that included supervised skills were more effective than psychoeducational programmes. They found that psychoeducational programmes were not as effective as preventive interventions for higher education students.

3a. Educational/personalised feedback interventions

In their review (rated as lower methodological quality) of prevention and early intervention for mental health issues in higher education students, Reavely and Jorm [ 39 ] reported mixed findings on the effectiveness of educational/personalised feedback interventions.

Miller and Chung [ 40 ] explored treatment for depression and found that an intervention using personalised mailed feedback was effective at reducing symptoms of depression (rated as lower methodological quality). This finding was only based on one study, however.

4. Recreation programmes

In their review of RCTs (rated as higher methodological quality) on the effectiveness of interventions for common mental health difficulties, Huang et al. [ 26 ] found that recreational interventions including exercise, art and peer support were effective treatments for depression and anxiety. Although both CBT and MBIs were found to be effective, other interventions (i.e., art, exercise, and peer support) showed larger effects for both depression and generalized anxiety disorder.

When exploring the combined effects of yoga, meditation, and mindfulness on depression, anxiety, and stress in 1373 tertiary education students, Breedvelt et al. [ 41 ] found moderate positive effects for yoga, meditation, and mindfulness on symptoms of depression, anxiety, and stress (rated as higher methodological quality). They found no significant differences in subgroup analysis when they compared the effectiveness of yoga, mindfulness meditation, and MBSR. A small number of the included studies (N = 6) provided long-term follow-up data which ranged from 1 to 24 months. The (pooled) effect at follow-up was found to be small to medium (g = 0.39, 95% CI: 0.17 to 0.61).

A network of meta-analysis of RCTs (rated as higher methodological quality) of exercise interventions for depression in 2010 college students found that exercise interventions were effective in reducing depression [ 42 ]. When compared with usual care, Tai Chi (SMD = -11, 95% CI -16 to -6), yoga (SMD = -9.1, 95% CI -14 to -4), dance (SMD = -5.5, 95% CI -11 to -0.39) and running (-6, 95% CI -10 to -1.6) interventions were effective in reducing depressive symptoms. The authors found Tai Chi to be the most effective exercise intervention followed by yoga.

Fenton et al. [ 31 ] reviewed evidence on the impacts of recreation programmes such as mindfulness, meditation, Tai Chi, yoga, exercise, and animal therapy on mental health outcomes in post-secondary students in North America (rated as moderate methodological quality). They included a number of different primary study designs: non-randomised with control, non-randomised no control, and RCTs. They found that mindfulness, yoga, meditation, exercise, and animal therapy all reduced depression, anxiety, stress, and negative mood.

The review of evidence (rated as moderate methodological quality) on the impact of universal mental health prevention programmes by Conley et al. [ 32 ] found that meditation interventions were more effective than psychoeducational interventions but less effective than relaxation, cognitive-behavioural and mindfulness interventions.

The review (rated as lower methodological quality) by Conley et al. [ 34 ] also examined the relative effectiveness of different approaches used in skill-oriented interventions, including cognitive-behavioural, mindfulness, relaxation, and meditation. They reported that mindfulness interventions were more effective than cognitive-behavioural interventions, relaxation interventions, and meditation; and found that cognitive-behavioural interventions were more effective than both meditation and relaxation interventions which did not differ significantly from each other.

5. Relaxation interventions

In their review of universal mental health prevention programmes for higher education students (rated as moderate methodological quality), Conley et al. [ 32 ] found relaxation interventions to be the most effective. In contrast, Conley et al [ 34 ] examined the relative effectiveness of different strategies used in skill-oriented interventions including cognitive-behavioural, mindfulness, relaxation and meditation, and found that mindfulness interventions and cognitive-behavioural interventions were more effective than relaxation interventions, and that meditation and relaxation interventions did not differ significantly from each other (rated as lower methodological quality).

6. Setting-based interventions

Fernandez et al. [ 43 ] conducted a systematic review of evidence (rated as moderate methodological quality) on the mental wellbeing impacts of setting-based interventions for university students. They included experimental (e.g., RCT) and observational (e.g., controlled trial without randomisation, pre-post/before and after, and time series) study designs. Academic-based interventions, to enhance learning and teaching, were found to significantly improve mental wellbeing.

7. Stress management/reduction interventions

A systematic review and meta-analysis (rated as higher methodological quality) of stress management interventions for college students found that stress reduction interventions were effective in reducing distress [ 44 ]. In their meta-analysis, the authors found evidence that stress management interventions were effective in reducing stress (g = 0.61, 95% CI 0.30 to 0.93), anxiety (g = 0.52, 95% CI 0.25 to 0.78), and depression (g = 0.46, 95% CI 0.16 to 0.77) for students with high stress levels. The authors found evidence that the effects of stress management interventions were sustained over time. The effect of stress management programmes for students with high stress levels remained up to the 12-month follow-up (g = 0.40, 95% CI 0.21 to 0.60). Stress management interventions were also found to be effective in reducing depression (g = 0.36, 95% CI 0.21 to 0.51), anxiety (g = 0.52, 95% CI 0.36 to 0.68), and stress (g = 0.58, 95% CI 0.44 to 0.73) in an unselected college student population.

Yusufov et al. [ 45 ] conducted a meta-analysis (rated as lower methodological quality) of evidence on the impacts of stress reduction interventions. In their meta-analysis of stress reduction interventions, the authors found that stress reduction interventions were effective in reducing anxiety and stress.

Interventions delivered via technology

Different categories of interventions (e.g., CBT) can be delivered through different means. Harrer et al. [ 46 ] systematically reviewed and performed a meta-analysis of evidence (rated as higher methodological quality) on the impacts of internet interventions on symptoms of common mental health problems, wellbeing and functional outcomes among university students. Small effects from internet interventions were found on depression ( g = 0.18, 95% CI: 0.08 to 0.27), anxiety ( g = 0.27, 95% CI: 0.13 to 0.40), and stress ( g = 0.20, 95% CI: 0.02 to 0.38). There were, however, no significant effects on wellbeing. The effects were higher for interventions that were based on CBT principles.

Similarly, Davies et al. [ 47 ] reviewed evidence on the effectiveness of computer-delivered and web-based interventions in improving depression, anxiety, and psychological wellbeing in 1795 higher education students (rated as higher methodological quality). When compared to an inactive control group (receiving no-treatment or on a waiting list), sensitivity meta-analyses showed that interventions significantly improved anxiety (Pooled SMD −0.56; 95% CI: −0.77 to −0.35, p <0.001), depression (SMD −0.43; 95% CI: −0.63 to −0.22, p <0.001), and stress (SMD −0.73; 95% CI: −1.27 to −0.19, p = 0.008). The sensitivity analyses showed no significant effects for anxiety or depression, however, when compared to the active control group (in which participants received materials designed to mimic the time and attention received in the intervention group). Sensitivity analyses also showed no significant difference between the computer and web-based intervention for anxiety or depression when compared to comparison interventions that included a face-to-face version of the intervention, a web-based stress management intervention, another computer-based CBT program, and an online support group.

Lattie et al. [ 48 ] conducted a systematic review of evidence (rated as moderate methodological quality) on the effectiveness of digital mental health interventions on mental health outcomes in college students. All study designs were included. They found that digital mental health interventions can be effective for improving depression, anxiety, and psychological wellbeing among college students.

Conley et al. [ 49 ] conducted a meta-analytic review of evidence on the impact of universal and indicated technology-delivered interventions (TDIs) targeting mental health outcomes in 4763 higher education students, including randomized and quasi-experimental study designs (rated as moderate methodological quality). Universal interventions are aimed at students without any pre-existing mental health problems whereas indicated interventions are aimed at students who meet criteria for mild to moderate levels of mental health problems or have acknowledged an existing mental health problem such as depression or anxiety. They found that both universal and indicated TDIs were significantly effective in reducing symptoms of depression, anxiety, and stress. Indicated interventions produced higher overall (mean) improvements (0.37, CI: 0.27 to 0.47, p<0.001) than universal interventions (0.19, CI: 0.11 to 0.28, p<0.001). Both universal (0.21, CI: 0.11 to 0.31, p<0.001) and indicated (0.39, CI: 0.29 to 0.50, p<0.001) skill-training interventions led to significant improvements. Interventions without skill training were, however, only significant among indicated interventions (0.25, CI: 0.01 to 0.49, p = 0.042). Three of the 22 universal interventions, and eight of the 26 indicated interventions, assessed outcomes at follow-up (ranging between 13 to 52 weeks, and 2 to 26 weeks, respectively). Both universal and indicated interventions sustained significant positive effects on mental health outcomes at follow up (0.30, CI: 0.06 to 0.54, p = 0.015; 0.49, CI: 0.31 to 0.67, p<0.001, respectively).

Farrer et al. [ 50 ] systematically reviewed evidence on the effectiveness of technology-based interventions for mental health outcomes in tertiary students (rated as moderate methodological quality). They included both randomized controlled trials and randomized trials (equivalence trials). In interventions targeting both depression and anxiety, they found that technology-based CBT was effective in reducing anxiety and depression, although to a lesser degree than traditional therapy with human contact.

Other evidence

Conley et al. [ 51 ] conducted a meta-analysis of evidence (rated as moderate methodological quality) on the impacts of indicated prevention programmes for various forms of early-identified mental health problems such as sub-threshold depression and anxiety symptoms. Although they report significant effects, they provided insufficient information on the type of interventions to be categorised.

Rith-Najarian et al. [ 52 ] conducted a systematic review of evidence (rated as moderate methodological quality) on the effectiveness of preventative interventions in reducing depression, anxiety, and stress in university students. Rith-Najarian and colleagues found that prevention programmes reduced symptoms. The average effect sizes for preventative programmes were moderate (g = 0.65, 95% CI 0.57 to 0.73) regardless of delivery format or prevention level. According to delivery format, the effect sizes were similar for group (g = 0.69, 95% CI 0.58 to 0.81), self-administered (g = 0.65, 95% CI 0.50 to 0.81), and online/computer-delivered (0.52, 95% CI 0.41 to 0.63). According to prevention level, effect sizes differed for universal (0.69, 95% CI 0.55 to 0.83), selective (0.73, 95% CI 0.59 to 0.87), and indicated (0.53, 95% CI 0.44 to 0.63).

This review of reviews identified a range of interventions for student mental health and wellbeing, including mindfulness-based interventions (MBIs), psychological interventions (e.g., cognitive-behavioural therapy; CBT), psychoeducation interventions, recreation programmes, relaxation interventions, and setting-based interventions (e.g., academic and curriculum-based strategies). There was evidence that MBIs, CBT, and interventions delivered via technology were effective when compared to a passive control. There is some evidence to suggest that the effects of CBT-related interventions are sustained over time. The effects of interventions delivered via technology were found to be higher for interventions that were based on CBT principles in one higher quality review. Although technology-based CBT was effective in reducing depression and anxiety, traditional therapy with human contact was found to be more effective.

Moving beyond CBT, recreation programmes were also found to be effective. In fact, while both CBT and MBIs were found to be effective, other interventions (i.e., art, exercise, and peer support) were found to be more effective in one higher quality review. The review-level evidence suggests that psychoeducation interventions are not as effective as other interventions such as MBIs, cognitive-behavioural interventions, relaxation interventions, and meditation. The effects of psychoeducation interventions do not appear to sustain over time.

The review of reviews only located single reviews of evidence on acceptance and commitment training interventions [ 38 ] and setting-based interventions such as developing curricula to support wellbeing [ 43 ]. Although these interventions were shown to be effective, it should be noted that some of these reviews only included a small number of studies with small sample sizes [e.g., 38 ], and their findings should be viewed with some caution.

Limitations in the review of reviews

This is the first review of reviews to synthesise evidence on interventions to improve college and university students’ mental health and wellbeing. Despite every effort to gather the best evidence available, the review had several limitations. First, as our searches were limited to English language literature, we did not include evidence from studies reported in other languages. Identification and synthesis of evidence published in other languages is therefore desirable, although this would require sophisticated, technical, multilingual skills during study identification, appraisal and synthesis. Second, the searches were limited to a 21-year date range (1999 to 2020). Although this date range was deemed appropriate as we aimed to identify interventions that are most relevant to modern student populations and contexts, it should be noted that this review of review-level evidence reflects the time period before the global COVID-19 pandemic. Last, scarcity of high quality evidence syntheses on interventions to improve student mental health and wellbeing led to our decision to analyse data from all 27 reviews. This decision impacts on the quality of evidence synthesised. Despite limitations in the methodological strength of some evidence, the search identified a substantial group of higher methodological quality reviews and a large number of systematic reviews and meta-analyses. It should, therefore, be used to inform policies and practice alongside other considerations.

Gaps and limitations in the body of evidence

Although there was a large body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions, review-level evidence was limited in relation to other interventions such as setting-based interventions and acceptance and commitment training. Therefore, further primary studies examining the efficacy of setting-based interventions and acceptance and commitment training for students are required. Also, as there was a notable gap in the existing body of review-level evidence on interventions for students attending colleges in UK settings, a systematic review should be conducted in this area to identify primary level studies.

There are several limitations in the body of evidence. First, a number of the included reviews did not specify country and setting of the underlying evidence. It is likely that a substantial portion of the evidence is from US institutions, as this is typical for most evidence on health and wellbeing interventions. Another important limitation was that the included reviews only reported findings on beneficial effects of interventions. The underlying primary studies may have only attempted to assess efficacy and not the potential broader impacts of interventions. This is an important omission in the primary literature or the reviews. Interventions aiming for beneficial outcomes can often lead to unintended, adverse impacts for some participants. Primary and secondary research (including reviews) should attempt to identify adverse impacts so they can be eliminated or ameliorated, in accordance with the ‘first do no harm’ principle. A further limitation was that many of the included reviews did not consider the distribution of impacts from interventions across different population subgroups such as socio-economic status, age, gender, disability, and sexuality. As it is entirely possible that some interventions may work better for some students than for others, an evidence base that is more nuanced in terms of individual differences and differential impacts could underpin the tailoring of interventions to suit particular student characteristics leading, in time, to more suitable and effective interventions associated with nuanced, evidence-based delivery strategies. In addition to this, some of the included studies were lacking in detail on the nature of control groups. Greater detail on the nature of control groups should be provided in future studies. Last, few studies examined duration of effects over time. Future studies should routinely assess the duration of effects over time.

Implications

In light of the above, future primary and review-level research should carefully consider the distribution of impacts of interventions by population sub-groups, including socioeconomic, gender, ethnic, age, sexuality, and disability groups [ 53 ]. Intersectionalities between these population characteristics should also be considered. Cultural and faith backgrounds may also be important factors to consider. Future research should also explore latency and durability of effects overtime as some interventions, such as CBT, showed promise of effects sustained post intervention. This could include exploring further and longer pre and post intervention studies and studies exploring the impacts of top-up sessions. Moving beyond CBT, there are wider social determinant interventions which may be particularly important in this context such as debt or financial management, quality of student accommodation and housing, the competitive versus cooperative ethos of the learning environment, and sense of belonging to the student body and to the institution [ 54 ]. With the increasing prevalence of student mental health issues pointing to the influence of these wider determinants, it is clear that primary research in this area that takes note of the distribution of impacts is needed.

The review-of-reviews located a large body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions. The evidence suggests that these interventions can effectively reduce the common mental health difficulties of students. Evidence on other interventions was, however, limited. For example, although some work has begun developing curricula to support wellbeing, review-level evidence on organisational and structural interventions was limited. Thus, it is not currently possible to determine and rank which interventions work best, where and for whom, as this would require a larger body of evidence on certain intervention types, and comparative studies or reviews. Most of the included reviews did not consider the distribution of the intervention impacts (inequalities) for population subgroups such as age, gender, ethnicity, and socio-economic status. Noting the gaps and limitations in the review-level evidence previously identified, universities should select interventions based on the best available evidence, taking into consideration: the methodological strength of the underlying evidence, and the evidence on effectiveness. A good quality primary evidence-base examining these areas needs to be developed and then systematically reviewed before confident conclusions can be drawn about what works best to sustain positive mental health and wellbeing in today’s diverse and growing post-secondary student population. The need for effective support in this area can only have grown following the global COVID-19 pandemic and the associated disruption to teaching, learning, and university and college life. Following the disruption to teaching and learning, together with other stressors placed on young people from the COVID-19 pandemic, there is an imperative need to support students’ mental health and wellbeing. Future research in this area should elucidate the unique challenges that COVID-19 has presented for students to inform and tailor interventions for this generation and future cohorts facing disruptions to their teaching and learning experience.

Supporting information

S1 checklist, acknowledgments.

We would like to thank the review advisory group for their support and the What Works Centre for Wellbeing.

Funding Statement

The What Works Centre for Wellbeing Communities of Place evidence programme is funded by the Economic and Social Research Council (ESRC) and partners. The funders had no role in data collection and analysis, decision to publish, or preparation of the manuscript.

Data Availability

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Mental Health Essay

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Introduction

Mental health, often overshadowed by its physical counterpart, is an intricate and essential aspect of human existence. It envelops our emotions, psychological state, and social well-being, shaping our thoughts, behaviors, and interactions. With the complexities of modern life—constant connectivity, societal pressures, personal expectations, and the frenzied pace of technological advancements—mental well-being has become increasingly paramount. Historically, conversations around this topic have been hushed, shrouded in stigma and misunderstanding. However, as the curtains of misconception slowly lift, we find ourselves in an era where discussions about mental health are not only welcomed but are also seen as vital. Recognizing and addressing the nuances of our mental state is not merely about managing disorders; it's about understanding the essence of who we are, how we process the world around us, and how we navigate the myriad challenges thrown our way. This essay aims to delve deep into the realm of mental health, shedding light on its importance, the potential consequences of neglect, and the spectrum of mental disorders that many face in silence.

Importance of Mental Health

Mental health plays a pivotal role in determining how individuals think, feel, and act. It influences our decision-making processes, stress management techniques, interpersonal relationships, and even our physical health. A well-tuned mental state boosts productivity, creativity, and the intrinsic sense of self-worth, laying the groundwork for a fulfilling life.

Negative Impact of Mental Health

Neglecting mental health, on the other hand, can lead to severe consequences. Reduced productivity, strained relationships, substance abuse, physical health issues like heart diseases, and even reduced life expectancy are just some of the repercussions of poor mental health. It not only affects the individual in question but also has a ripple effect on their community, workplace, and family.

Mental Disorders: Types and Prevalence

Mental disorders are varied and can range from anxiety and mood disorders like depression and bipolar disorder to more severe conditions such as schizophrenia.

• Depression: Characterized by persistent sadness, lack of interest in activities, and fatigue.
• Anxiety Disorders: Encompass conditions like generalized anxiety disorder, panic attacks, and specific phobias.
• Schizophrenia: A complex disorder affecting a person's ability to think, feel, and behave clearly.

The prevalence of these disorders has been on the rise, underscoring the need for comprehensive mental health initiatives and awareness campaigns.

Understanding Mental Health and Its Importance

Mental health is not merely the absence of disorders but encompasses emotional, psychological, and social well-being. Recognizing the signs of deteriorating mental health, like prolonged sadness, extreme mood fluctuations, or social withdrawal, is crucial. Understanding stems from awareness and education. Societal stigmas surrounding mental health have often deterred individuals from seeking help. Breaking these barriers, fostering open conversations, and ensuring access to mental health care are imperative steps.

Conclusion: Mental Health

Mental health, undeniably, is as significant as physical health, if not more. In an era where the stressors are myriad, from societal pressures to personal challenges, mental resilience and well-being are essential. Investing time and resources into mental health initiatives, and more importantly, nurturing a society that understands, respects, and prioritizes mental health is the need of the hour.

• World Leaders: Several influential personalities, from celebrities to sports stars, have openly discussed their mental health challenges, shedding light on the universality of these issues and the importance of addressing them.
• Workplaces: Progressive organizations are now incorporating mental health programs, recognizing the tangible benefits of a mentally healthy workforce, from increased productivity to enhanced creativity.
• Educational Institutions: Schools and colleges, witnessing the effects of stress and other mental health issues on students, are increasingly integrating counseling services and mental health education in their curriculum.

In weaving through the intricate tapestry of mental health, it becomes evident that it's an area that requires collective attention, understanding, and action.

  Short Essay about Mental Health

Mental health, an integral facet of human well-being, shapes our emotions, decisions, and daily interactions. Just as one would care for a sprained ankle or a fever, our minds too require attention and nurture. In today's bustling world, mental well-being is often put on the back burner, overshadowed by the immediate demands of life. Yet, its impact is pervasive, influencing our productivity, relationships, and overall quality of life.

Sadly, mental health issues have long been stigmatized, seen as a sign of weakness or dismissed as mere mood swings. However, they are as real and significant as any physical ailment. From anxiety to depression, these disorders have touched countless lives, often in silence due to societal taboos.

But change is on the horizon. As awareness grows, conversations are shifting from hushed whispers to open discussions, fostering understanding and support. Institutions, workplaces, and communities are increasingly acknowledging the importance of mental health, implementing programs, and offering resources.

In conclusion, mental health is not a peripheral concern but a central one, crucial to our holistic well-being. It's high time we prioritize it, eliminating stigma and fostering an environment where everyone feels supported in their mental health journey.

Frequently Asked Questions

• What is the primary focus of a mental health essay?

Answer: The primary focus of a mental health essay is to delve into the intricacies of mental well-being, its significance in our daily lives, the various challenges people face, and the broader societal implications. It aims to shed light on both the psychological and emotional aspects of mental health, often emphasizing the importance of understanding, empathy, and proactive care.

• How can writing an essay on mental health help raise awareness about its importance?

Answer: Writing an essay on mental health can effectively articulate the nuances and complexities of the topic, making it more accessible to a wider audience. By presenting facts, personal anecdotes, and research, the essay can demystify misconceptions, highlight the prevalence of mental health issues, and underscore the need for destigmatizing discussions around it. An impactful essay can ignite conversations, inspire action, and contribute to a more informed and empathetic society.

• What are some common topics covered in a mental health essay?

Answer: Common topics in a mental health essay might include the definition and importance of mental health, the connection between mental and physical well-being, various mental disorders and their symptoms, societal stigmas and misconceptions, the impact of modern life on mental health, and the significance of therapy and counseling. It may also delve into personal experiences, case studies, and the broader societal implications of neglecting mental health.

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Home — Essay Samples — Nursing & Health — Mental Health — The Importance of Mental Health Awareness

The Importance of Mental Health Awareness

• Categories: Mental Health Social Isolation Stress Management

About this sample

Words: 1622 |

Updated: 4 November, 2023

Words: 1622 | Pages: 4 | 9 min read

Table of contents

Introduction, mental health awareness, video version, emotional well-being, psychological well‐being, social well-being.

• Health Effects of Social Isolation and Loneliness. (n.d.). Retrieved from https://www.aginglifecarejournal.org/health-effects-of-social-isolation-and-loneliness/.
• Top of Form Mental Health Myths and Facts https://www.mentalhealth.gov/basics/mental-health-myths-facts
• Mental Health Care Services by Family Physicians Position Paper. American Academy of Family Physicians Web site. http://www.aafp.org/online/en/home/policy/policies/m/mentalhealthcareservices.htm. Accessed February 11, 2013. [Google Scholar]
• Newman, T. (2017, August 24). Mental health: Definition , common disorders, and early signs. Retrieved from https://www.medicalnewstoday.com/articles/154543.php.
• Bottom of Form Rodriguez, B. D., Hurley, K., Upham, B., Kilroy, D. S., Dark, N., & Abreu, E (n.d.).Happiness and Emotional Well-Being. Retrieved from https://www.everydayhealth.com/emotional-health/understanding/index.aspx.
• World Health Organization. The Global Burden of Disease, 2004 Update. Part 4, Burden of Disease, DALYs. http://www.who.int/healthinfo/global_burden_disease/GBD_report_2004update_full.pdf . Accessed January 10, 2013. [Google Scholar]

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Importance of Mental Health Essay

• Updated on  
• Apr 9, 2024

Essay on the Importance of Mental Health : A person in good mental health may learn and work efficiently, overcome obstacles in life, realise their full potential, and contribute back to their community. It is an essential component of health and welfare that upholds our ability to make decisions, build relationships, and have an impact on the world around us both as people and as a society. A fundamental human right is mental health. Furthermore, it is for socio-economic, communal, and personal growth.

Quick Read: 200+ Essay Topics for Students

Table of Contents

• 1.1 Understanding Mental Health and Its Importance
• 1.2 Benefits of Good Mental Health
• 1.3 Conclusion
• 2 100-word Paragraph on the Importance of Mental Health

Essay on the Importance of Mental Health in 500 Words

Mental wellness goes beyond simply being free from mental illness. Everybody experiences it differently, and it falls on a complex range with varying degrees of difficulty and distress, in addition to perhaps having quite distinct social and therapeutic impacts.

Mental health issues encompass a range of mental states and disorders, including psychosocial disabilities and mental disorders, that are linked to considerable suffering, impaired functioning, or self-harm risk. Although it’s not always the case, people with mental health disorders are more likely to have lower levels of mental well-being.

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Understanding Mental Health and Its Importance

An emotionally calm and fit individual can handle emotionally challenging circumstances with ease and always feels lively and fully alive. One needs to be physically fit to be emotionally powerful. Even though mental health is a personal matter and what affects one person may not affect another, mental health problems are often caused by several important factors.

Our emotional state, such as anger, depression, fear, irritation, and negative thinking, impacts how fit we are. Regular exercise contributes to a high level of physical fitness because physically fit people are happier and more capable of handling stressful and depressing conditions.

It is suggested that mental fitness entails psychological well-being. It indicates feeling good about our thoughts, feelings, and behaviours, all of which enhance our capacity to enjoy life. It strengthens the inner capacity for self-determination. It is a proactive, optimistic term that eschews any potential negative ideas. Cognitive fitness is widely used to characterise the capacity for reason, comprehension, and rational thought by psychologists, mental health professionals, corporations, educational institutions, and the general public.

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Benefits of Good Mental Health

Numerous advantages of good mental health support general well-being and quality of life. The first benefit is that it increases resilience, which makes it simpler for people to handle the highs and lows of life. Resilience fosters self-development and fortitude in the face of adversity, making it feasible to effectively manage stressors and adapt to differences and barriers. Additionally, a person’s ability to effectively manage negative emotions like sadness or anxiety as well as several positive emotions like contentment, happiness, and peace are all made possible by having good mental health. 

Furthermore, the establishment and upkeep of wholesome relationships are critically dependent on mental health. People who are in good mental health have good communication skills, empathy, and support for one another, which promote relationships and interactions that are constructive. Additionally, there is a strong correlation between better mental and physical health outcomes. People who place a high priority on their mental health are also more likely to practice healthy habits that improve physical health overall and lower their risk of disease, such as regular exercise, a balanced diet, and enough sleep. Finally, mental health improves performance and productivity across a range of life domains, including work, school, and personal objectives. Better concentration, judgement, and creativity are fostered by a focused and clear mind, which eventually results in greater success and fulfilment.

The general well-being and quality of life are contingent upon mental health. One of the body’s most potent organs, the mind, controls how every other organ functions. Our body as a whole works differently when our minds are unsettled. Being in excellent mental and physical condition is the key to success in anything in life. People should emphasise preserving the state of their minds in the same manner that they manage their physical well-being, given the adverse effects of mental illness. The physical and mental states of an individual are inextricably linked.

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100-word Paragraph on the Importance of Mental Health

Quick Read: Essay on Mental Health in English

Ans: Elements of mental well-being include psychological, social, and emotional health. It affects our feelings, thoughts, and actions. It affects our capacity for stress management, social interaction, and intelligent decision-making. Every stage of life—from childhood and adolescence to adulthood—values mental health.

Ans: Some advice for enhancing your mental health Make an effort to de-stress. Look for methods to be creative and learn. Take some time to enjoy the outdoors. Make connections with other people. Take care of your physical well-being. Make an effort to get better sleep.

Ans: Organisations around the world will have the opportunity to come together in observance of World Mental Health Day on October 10, 2024, with the theme “Mental health is a universal human right.” 

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NEWS & EVENTS

Merrimack graduate student wins american counseling association essay contest.

• April 5, 2024
• By: Michael Cronin

As a career advising fellow, Sanjana Sheth M’25 knows about the pressures and issues college students currently face. So, she decided to write about it.

In March, the American Counseling Association announced Sheth’s entry in its Future School Counselor Essay Competition won the grand prize. Sheth, currently enrolled in Merrimack’s clinical mental health counseling master’s program, was awarded $2,000 and her essay will be published in the ACA’s online publication, “Counseling Today.” 

The essay prompt asked participants what they think are the most pressing personal and social issues impacting students today and what counselors can do to best address them. 

“I wanted to urge the school counselors getting their degrees to focus on all the aspects of it,” Sheth said in her essay. “Connect with the students who are not ready to be open. That’s what we are taught in counseling – if you want to help anyone, you need to work or establish a therapeutic relationship.”

In her essay, Sheth said the most common issues she sees in students include “anxiety, depression, feelings of isolation, academic struggles, identity development, transition and adjustment issues, bullying in context with diversity and inclusivity and issues with interpersonal relationships,” 

As such, she argued that counselors must “create strategic and individual-focused interventions to effectively address challenges for their well-being and success.”

Prior to Merrimack, Sheth worked for two years as a researcher studying cancer and vaccines. She holds a master’s degree in pharmacology from the Massachusetts College of Pharmacy and Health Sciences.

“When we’d have offsite meetings, I’d meet with a lot of people who had cancer,” said Sheth. “They explained how traumatic their experience was. They had no clue how to deal with them.” 

Talking to patients and getting first-hand insight into the struggles faced by individuals grappling with chronic illness was very insightful. It became evident to her that her passion lay in directly aiding individuals in comprehending their trauma and facilitating their healing process. 

Sheth said Merrimack’s fellowship program piqued her interest most when applying for graduate school for the second time.

“I couldn’t find any other (college) that had so much support for students,” Sheth continued. “After that, I was really interested in the curriculum that they had set up.” She highlighted Merrimack’s comprehensive curriculum, which allows students to explore diverse paths within counseling, “plus you get to learn, experience and choose from different modalities.”

Now, Sheth hopes to help people understand and work through their trauma. Luckily, she said she has a supportive network of Merrimack staff and professors to help her reach her dreams.

“Submitting the essay was nerve-wracking for me. I owe a great deal of gratitude to my professors, whose encouragement and guidance pushed me to submit (the essay),” she said. “I had one of my professors, Melissa Spencer, look through it and tell me if it was OK. At Merrimack, I’ve found an environment that fosters growth, support, and learning — it’s truly been an enriching experience.”

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• Open access
• Published: 09 April 2024

Correlation of negative emotion, fatigue level and internet addiction in college students: implication for coping strategies

• Shanshan Gu 1 ,
• Xue Min 1 ,
• Jing Xu 1 &
• Shu Chen 2  

BMC Psychiatry volume  24 , Article number:  264 ( 2024 ) Cite this article

Metrics details

Internet addiction has an important influence on the development of physical and mental health of college students. The purpose of this study is to evaluate the current status and the correlation between college students’ negative emotion, fatigue level and Internet addiction disorder, and to provide reference for the care and management of college students.

We conducted a questionnaire survey on a cluster sample of college students from October to November 15, 2022. Internet addiction scale, fatigue assessment scale and positive and negative emotion scale were used for survey. Pearson correlation analysis and mediating effect test were performed to analyze the correlation and effects.

A total of 1546 valid questionnaires were collected. The incidence of internet addiction in college student was 20.38%. The total score of internet addiction was 52.94 ± 12.47, the total fatigue score was 69.27 ± 3.19, the score of positive emotion of college students was 31. 41 ± 5.09, and the negative emotion score was 18.54 ± 5.68. The total score of internet addiction were positively correlated with score of negative emotion (all P  < 0. 05). The total score of internet addiction scale of college students were positively correlated and each factor score of with the score of fatigue severity (all P  < 0. 05). Fatigue played an intermediary role in the prediction of negative emotion and internet addiction of college students, with an intermediary role of-0.433, accounting for 76.35% of the total effect.

The college students’ positive emotion may be strengthened to reduce their fatigue level and negative emotion so as to reduce internet addiction.

Peer Review reports

With the rapid popularization and development of the internet, people begin to pay attention to the social reality problem of internet addiction, especially adolescent internet addiction [ 1 ]. College students or teenagers are susceptible to internet addiction. The survey results [ 2 ] show that 20.6% of college students are at risk of internet addiction, the surveyed college students use mobile phones for an average of 7 to 9 h a day, with an average of 118 mobile phones per person per day. Previous researches [ 3 , 4 ] show that the proportion of college students with internet addiction is as high as 16. 5%. 6% ∼ 29.5%. Previous studies [ 5 , 6 ] have found that internet addiction can damage people’s executive control ability, emotional recognition ability and central integration ability. Internet addicts are more likely to process negative social cognition [ 7 ]. Teenagers with negative withdrawal tendencies are also more likely to have internet addiction [ 8 ]. Therefore, the prevention and care of internet addiction are vital to the health development of teenagers.

Under the sustained consumption of cognitive and emotional will, people may experience a decline in psychological function and subjective experience of fatigue and tiredness [ 9 , 10 ]. Therefore, emotion, especially negative emotion, is easy to make teenagers escape into the world of the internet [ 11 ]. Previous studies [ 12 , 13 ] have reported that long-term excessive use of the internet has an impact on the mental health of adolescents, the emotions and fatigue may be closely associated with internet addiction. Currently, there are very few studies on the correlation of negative emotion, fatigue level and internet addiction in college students. Therefore, we aimed to conduct a cross-sectional study to evaluate the current status and potential correlation of negative emotion, fatigue level and internet addiction in college students. This study assumed that fatigue played an intermediary role between college students’ emotions, especially negative emotions and internet addiction.

This cross-sectional survey was approved by the Ethics Committee of the University (Ethics approval number: 2022zsy-kj-11). Written informed consents had been obtained from all the included students. According to previous report [ 14 ], the routine sample size was determined by 10  ∼  20 times of the analytical factor and this study required more than 56 items × 20 = 1120 samples. In order to reduce the error and expand by 30% on this basis, this study needed at least about 1456 students.

From October to November 15, 2022, we conducted a questionnaire survey on a cluster sample of college students in a university in Hangzhou, Zhejiang province, China. We randomly selected the corresponding number of students according to the proportion of college students in each grade. The inclusion criteria of the students were as follows: full-time college students; they were currently studying normally in our college; they volunteered to participate in this study.

All the questionnaires in this study were investigated anonymously. The questionnaires used are as follows: (1) We designed a general information questionnaire for medical students, including medical students’ age, gender, body mass index (BMI), whether the student was the only child of family, parents’ educational level. (2) Internet addiction scale [ 15 ]: In this scale, 26 questions were assessed with 4 grades, including tolerance symptom, withdrawal symptom, forced to surf the Internet, interpersonal health, time management. The higher the score, the more serious respondents are addicted to the Internet. The scale was widely used in the study of Internet addiction with good reliability and validity [ 16 ]. If the total score of the internet addiction scale was ≥ 63, the respondents are assessed to have internet addiction. The construct validity of the scale was good (comparative fit index (CFI) = 0. 96), and the internal consistency coefficient of the scale was 0.91 [ 17 ]. (3) Fatigue assessment scale (FAI) [ 18 ]: There are 29 declarative sentences, which are scored from 1 to 7 and scored at seven points, including four subscales: the severity of fatigue, the environmental specificity of fatigue, the results of fatigue and the response of fatigue to rest and sleep. the higher the score, the higher the degree of fatigue. It has been reported that FAI is easy to operate and can accurately evaluate the degree and characteristics of fatigue. The construct validity of the scale was good (CFI = 0. 95), and the internal consistency coefficient of FAI scale was 0.93 [ 19 ]. (4) Positive and negative emotion scale (PANAS) [ 20 ]: This scale was compiled by Watson and Clark of South Meaddist University in 1988 to evaluate individuals’ positive and negative emotions. The Chinese version of the positive and negative emotion scale was translated and verified by Huang Li et al. The scale contains 20 adjectives reflecting emotion, and 10 words correspond to positive and negative emotion factors respectively. The two factors were statistically scored, in which the higher the score of positive emotion, the more positive emotion and more concentration. On the contrary, the higher the score of negative emotion is, the more painful it is, and the more negative emotion is. The construct validity of the PANAS scale was good (CFI = 0. 88), and the internal consistency coefficient of the scale was 0.97 [ 21 ].

Survey procedures

Before collecting the questionnaire, we adjusted the instruction of the questionnaire and the answer format of the questionnaire to minimize the resistance and fatigue of the students when filling out the questionnaire, and to ensure that the subjects answered the questions carefully on the basis of understanding the meaning of the questions. We introduced the purpose of this study to students, and emphasized that this questionnaire answered anonymously, abided by the principle of confidentiality, the data collected was only for scientific research, there was no difference between right and wrong, and they can choose according to their own real situation. The filling time of the questionnaire was limited to 20 min, and the surveyors checked the questionnaire data on the spot. If there were missing data, the students were required to fill in the questionnaire. If the students were unwilling, the questionnaire would be invalidated.

Statistical analysis

In this study, SPSS 22.0 was used to analyze the data, the counting data were expressed by case and frequency, and the measurement data were expressed by mean ± standard deviation. Independent sample t-test was used to compare the measurement data between the two groups. To understand the potential correlation and interaction of negative emotion, fatigue level and internet addiction in college students, Pearson correlation analysis was used to analyze the relationship between groups of measurement data to ensure the feasibility of subsequent testing of hypothetical model fitting. And mediating effect test and Bootstrap method were used to analyze the intermediary role of fatigue in negative emotion and internet addiction. In this study, P  < 0.05 indicating that the difference between groups was statistically significant.

Initially 1580 questionnaires were distributed and a total of 1546 valid questionnaires finally were collected. The characteristics of included college students are presented in Table  1 .

As shown in Table  2 , the total score of internet addiction was 52.94 ± 12.47, 315 students’ internet addiction score ≥ 63, the incidence of internet addiction in college student was 20.38%.

As shown in Table  3 , the total fatigue score was 69.27 ± 3.19, it showed that the fatigue level of college students was in the middle level.

The score of positive emotion of college students was 31. 41 ± 5.09, and the negative emotion score was 18.54 ± 5.68. As shown in Table  4 , the total score and each factor score of internet addiction score of college students were negatively correlated with the score of positive emotion (all P  < 0. 05), the total score of internet addiction scale and the scores of all factors were positively correlated with the score of negative emotion (all P  < 0. 05). The total score and each factor score of internet addiction scale of college students were positively correlated with the score of fatigue severity (all P  < 0. 05).

As shown in Fig.  1 ; Table  5 , fatigue played an intermediary role in the prediction of l negative emotion and internet addiction of college students, with an intermediary role of-0.433, accounting for 76.35% of the total effect.

The chart on the mediating effect of fatigue on negative emotion and internet addiction of college students

Discussions

With its unique advantages and speed of development, the network is changing our way of working, learning and thinking, permeating every corner of our daily life, and bringing us into a new era. However, the network is a “double-edged sword”. Its negative effect is the same as its positive effect, which involves all aspects of social life [ 22 , 23 ]. For contemporary college students, the Internet has become an important means of learning knowledge, finding information, chatting, making friends, satisfying personal hobbies and understanding current events [ 24 ]. How to give full play to the positive role of the Internet, avoid its negative effects as far as possible, minimize the Internet addiction behavior of college students, and put forward intervention measures according to its influencing factors and possible consequences, it is the focus of this study to provide a basis for medical departments, education departments, parents, college students and relevant departments of society to build network civilization [ 25 ]. The results of this study show that college students with more positive emotions are not prone to internet addiction, while college students with more negative emotions are prone to internet addiction. The more serious the fatigue is, the more likely it is to become internet addictive. And fatigue as an intermediary factor will further deepen the impact of negative emotions on internet addiction.

Fatigue is the response of the body to long-term continuous activity or mental load, it can affect the nervous and endocrine system, increases the secretion of epinephrine and cortisol hormones, which have a direct negative effect on mood [ 26 ]. In addition, fatigue also reduces the body’s absorption of folic acid and vitamin B12, which play an important role in the body’s metabolism and cell growth [ 27 , 28 ]. In addition, fatigue can cause different degrees of physiological reactions, such as accelerated heartbeat, elevated blood pressure, shortness of breath, etc., making people feel irritable, anxious, or depressed, which in turn exacerbates the feeling of fatigue [ 29 ]. Another condition that is easy to detect is that fatigue can affect the quality of sleep, which in turn aggravate the sense of fatigue, fall into a bad cycle that ca. not break free, and even lead to mental illness in the long run [ 30 , 31 ]. Therefore, the early intervention of fatigue is of great significance.

It has found that when the individual is in a state of mental fatigue, the negative emotion usually increases and it is difficult to concentrate [ 32 ]. When facing negative emotions, college students need to carry out emotional regulation, and emotional regulation will damage college students’ limited resources of self-control, which is a kind of ability to control and restrain their own emotions. People’s self-control, like muscles, has an upper limit, when beyond this limit, people’s behavior is easy to get out of control [ 33 , 34 , 35 ]. According to the theory of limited self-control, the loss of self-control will lead to the decline of college students’ ability to resist hedonistic experiences, so they are prone to internet addiction [ 36 , 37 ].

The basic explanation of the loss of compensation hypothesis for internet addiction is that internet rational compensation leads to loss of compensation and Internet addiction behavior [ 38 ]. Both negative emotion and fatigue will increase the loss of self-control of college students, and college students will follow the hypothesis of loss of compensation to try to get entertainment and relaxation from the Internet, but in fact, the loss of self-control makes college students unable to better control their online behavior, which is easy to lead to internet addiction, and excessive use of the internet makes the brain highly tense for a long time, which is easy to make people tired [ 39 , 40 , 41 ]. Fatigue further stimulates internet addiction, which forms a vicious circle. This study supports the views of previous studies [ 42 , 43 , 44 ] on the relationship between emotion and Internet addiction. Therefore, in order to reduce the formation of college students’ internet addiction and reduce the impact of negative emotions on college students’ internet addiction, solving college students’ fatigue may be the key question, and college students need to learn to care for themselves and be kind to themselves. And previous studies [ 45 , 46 , 47 ] have also found that the incidence of suicidal ideation in patients with internet addiction will increase, so the phenomenon of internet addiction among college students needs to attract further attention from college students themselves, their families, schools and society.

Prevention first, early intervention should be a coping strategy to reduce college students’ internet addiction. As an important work, we should focus on finding high-risk groups to provide more assistance. It includes goal setting, self-suggestion and reminder, aversion therapy, diversion, making a personal goal list, and so on. Students with addictive tendencies are grouped into long and small groups to adjust and improve their relations with others, learn new attitudes and behaviors, reduce fatigue levels, and correctly understand and treat life in the form of group counseling [ 48 , 49 ]. Besides, it is necessary to establish a linkage between schools and professional institutions, correctly identify patients with serious internet addiction, and refer them to professional medical institutions for active treatment [ 50 , 51 ]. At present, the comprehensive treatment of drug therapy combined with psychological counseling has been widely used in clinic, and the practice has proved to be an effective treatment measure [ 52 ].

This study reveals the mechanism of fatigue and negative emotion on college students’ internet addiction, but there are some limitations need further consideration. First of all, the sample of this study comes from a single university, the sample size is small, and the sample needs to be expanded to evaluate the generalizability of the findings. Secondly, this study is a questionnaire survey, which cannot prove the causal relationship, the findings should be treated with cautions. Follow-up researches using the experimental design method or longitudinal studies are needed to understand the mechanism of college students’ internet addiction disorder and elucidate causality in the future.

Conclusions

In summary, this study has found that the phenomenon of internet addiction among college students is more serious. Negative emotion not only directly affects the degree of internet addiction of college students, but also can affect the degree of internet addiction of college students through the intermediary effect of fatigue. Colleges and universities may strengthen network education and management, adopt various forms to widely carry out network knowledge publicity, network psychology lectures, network psychology square consultation and other activities, so that students and counselors can identify internet addiction and understand intervention measures. Psychological counselors with addictive tendencies should carry out systematic and long-term psychological intervention, adopt the combination of collective psychological counseling and individual psychological counseling, and pass through professional counselors to help visitors know themselves, accept themselves, appreciate themselves, overcome growth obstacles and develop their personal potential. School administrators and teachers should strengthen the guidance and construction of college students’ positive emotion and reduce their fatigue level and negative emotion so as to reduce the occurrence of internet addiction.

Data availability

All data generated or analyzed during this study are included in this published article.

Abbreviations

body mass index

fatigue assessment scale

positive and negative emotion scale

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Acknowledgements

This study was funded by 2022 Provincial Federation of Social Science research project (No.: 2022N118).

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Zhejiang Business College, 310053, Hangzhou, Zhejiang, China

Shanshan Gu, Xue Min & Jing Xu

Center for Rehabilitation Medicine, Department of Rehabilitation, Comprehensive Rehabilitation Ward, Affiliated People’s Hospital, Zhejiang Provincial People’s Hospital, Hangzhou Medical College, No. 158 Shangtang road, Gongshu district, 310024, Hangzhou, Zhejiang Province, China

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S G, X M designed research; S G, X M, J X, S C conducted research; S G, X M analyzed data; S G, X M, S C wrote the first draft of manuscript; S C had primary responsibility for final content. All authors read and approved the final manuscript.

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In this study, all methods were performed in accordance with the relevant guidelines and regulations. This cross-sectional survey was approved by the Ethics Committee of the Zhejiang Provincial People’s Hospital (Ethics approval number: 2022zsy-kj-11). Written informed consents had been obtained from all the included students.

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Gu, S., Min, X., Xu, J. et al. Correlation of negative emotion, fatigue level and internet addiction in college students: implication for coping strategies. BMC Psychiatry 24 , 264 (2024). https://doi.org/10.1186/s12888-024-05711-5

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Received : 18 October 2023

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DOI : https://doi.org/10.1186/s12888-024-05711-5

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A winning model: Bogotá’s charter schools boost students’ academic and social-emotional skills

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Apr 5, 2024, 2:04 PM

By Jenna Somers

Researchers at Vanderbilt University and William & Mary may have found a promising approach to education reform that could help provide high-quality education to students from low-income families. Results from a study on the quality of public-private partnership schools in Bogotá, Colombia—known as schools in administration—demonstrate that students enrolled in these schools have higher scores in cognitive and social-emotional skills than students of similar socio-economic and demographic backgrounds who did not enroll in these schools. Parents and guardians also reported higher satisfaction with the schools in administration and a lower likelihood of transferring to another school.

Much like charter schools in the United States, schools in administration are privately managed but publicly funded. Colombia seeks to leverage both sectors to more efficiently use public resources to provide a better-quality education to students from low-income backgrounds. To ensure the quality of these schools, the government holds them to the same accountability standards as public schools. Furthermore, non-profit organizations selected by the government to manage these schools must demonstrate prior experience managing high-quality private schools.

“The benefits in cognitive and social-emotional outcomes for students at these schools could potentially shift the approach to public education in Colombia. Based on the positive results for students and the satisfaction of parents, these schools not only deliver a quality education, but they promote community confidence,” said Felipe Barrera-Osorio , the study’s principal investigator and associate professor of public policy, education, and economics at Vanderbilt Peabody College of education and human development .

Students’ cognitive skills—those related to thinking, learning, and problem-solving—were measured by the Peabody Picture Vocabulary Test . Those with superior scores on the test demonstrated better social understanding, emotional health, and well-being. Parents of students in schools in administration seemed to notice the enhanced quality, as only 10 percent of them indicated a desire to change schools, compared to 37 percent of parents whose children were not enrolled in these schools.

Barrera-Osorio and co-PI Andrew Dustan , assistant professor of economics at William & Mary, note several key benefits of schools in administration that may support positive outcomes for students. These schools employ more full-time psychologists and provide more professional development training to teachers compared to traditional public schools. In particular, teacher trainings focus on classroom management and content, whereas teacher trainings in public schools focus more on coexistence in school and managing socio-emotional characteristics of students. That said, the researchers found that schools in administration and public schools collaborate through teacher networks to improve teaching practices.

While the findings from the study offer much promise for the future of providing cost-effective, quality education to students from low-income families in Colombia, the researchers say it is vital to further study the performance, benefits, and characteristics of schools in administration.

Importantly, this is the first study to compare students who applied to schools in administration and were assigned a spot with students who also applied and did not receive a spot. The Colombian government created a priority index of students based on socio-economic status and demographic background. The researchers formed pairs of students who each had the same score on the priority index. Through a lottery system, one student received a spot in a school in administration and the other student did not. Key to the validity of the findings is that the students’ profiles were identical, except whether they attended a school in administration.

This study was conducted in collaboration with Innovations for Poverty Action Colombia and the Bogotá Secretary of Education. It was supported by a one-year, $400,000 grant from the National Science Foundation.

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