College and high school students’ mental health has become a major problem in today’s higher education environment, sparking a complex and lively discussion among psychologists, mental health specialists, legislators, and students themselves. Macphersonkd’s article, “The Crises in College Mental Health,” which explores how young adults deal with social anxiety, course overload, and academic demands, is a crucial component of this ongoing discussion. Financial stress can also be experienced by many high school and college students as a result of living expenditures, student loan debt, and tuition fees. Instability about money might worsen mental health problems and lead to “a comprehensive picture of what exactly counseling can do.”
The stigma associated with mental illness still prevents many people from getting the care they need. People suffering from mental health illnesses frequently experience prejudice, discrimination, and social exclusion, which can result in emotions of guilt, humiliation, and self-blame. People may be discouraged from talking about their problems, asking for help, and following treatment plans due to judgment. To address judgment, one must engage in advocacy, education, and campaigns that squash misconceptions and unfavorable views about mental illness.
I had a friend in high school who was experiencing depression. Her name was Sarah, and she had a hard time juggling her social life, her part-time job, and her academic obligations. She noticed that her anxiety and depression increased as the semester went on. She began to avoid friends, skip lessons, and stop participating in activities she used to enjoy. She gave off the impression that she was alone and incapable of handling the demands of academics. She had a panic attack one evening when she was studying in class. Fearing a heart attack and feeling as though she is having trouble breathing, she calls her parents, who take her straight to the hospital. Following a series of tests, doctors certify that she is in good physical health but advise her to seek mental health treatment.
Sarah had always been the model of social charm and academic brilliance. She had effortlessly navigated the academic halls with her contagious smile and relentless dedication, winning the respect and admiration of both teachers and peers. Beneath her outward appearance of flawlessness, Sarah concealed a secret that potentially swallowed her from the core. She was afraid to ask for assistance because she thought that mental illness would be shamed. Nevertheless, she goes to the counseling center and starts therapy sessions after receiving support from a friend. She gains coping mechanisms for handling her anxiety and hopelessness through counseling. She also finds a friendly group of kids going through similar challenges.
The conversation revolves around the pervasive guilt attached to mental illness, which significantly impedes asking for help and receiving treatment. Using compelling narratives and factual data, the talk highlights how shame has a major impact on students’ willingness to disclose their problems and seek mental health treatment. An article by Bebra L Beck describes “a brief stress management intervention in an urban adolescent medicine clinic is effective at decreasing subjective distress and improving heart rate variability coherence rates.” This lack of conversation creates a climate of shame and isolation that exacerbates mental health issues on students across the nation.
This article focuses on Sarah’s road to recovery is not smooth; it is paved with obstacles, lapses, and periods of uncertainty. Her treatment strategy includes medication, counseling, and lifestyle modifications, all of which help her manage her symptoms and reclaim her sense of control over her life. Sarah investigates underlying problems, such as unresolved grief and past trauma, that are causing her mental health problems with the help of her therapist.
One of the most important aspects of the discussion is how poor the current mental health support systems are in high schools and universities. Despite growing demand, counseling facilities usually struggle with poor staffing, long wait times, and limited funding. As students can use “local mental health services”, this clarifies the structural issues affecting these services and highlights the urgent need for change and funding for the infrastructure supporting mental health.
Considering the ways in which the COVID-19 pandemic has impacted students’ mental health is a significant step in the conversation. The article written by Laura M. Hart explores the various problems caused by the pandemic, such as the sudden shift to online education and the collapse of social support systems. It accomplishes this by utilizing the most recent studies, firsthand accounts, and professional opinions as “teen Mental Health First Aid (tMHFA) is a universal mental health literacy, stigma reduction, help-seeking, and suicide prevention program designed for adolescents in Years 10-12 of secondary school (16-18 years).” The epidemic has worsened pre-existing mental health disorders and brought forth new demands, underscoring the urgent need for specialized interventions and support networks.
During the pandemic, Sarah’s main mental health issues were feeling more and more cut off from her friends, family, and regular support systems. Her mental health is negatively impacted by the daily routine of working remotely and the constant stream of news about pandemics, which causes anxiety, depression, and trouble sleeping. She finds it difficult to find meaning and purpose in the middle of the chaos and longs for the increasingly unattainable return to routine.
Sarah eventually gave up on attempting to manage her sadness and depression, she ended up committing suicide. All of us at the school were shocked and wished we could have assisted her more effectively. There was an air of urgency in the academic hallways in the days that followed as the school dealt with the fallout from Sarah’s death. Together, educators and students faced the painful realities of mental health crises in classrooms and communities, resolving to end the long-standing silence surrounding this problem.
In the area of college and high school mental health, there are signs of creativity and drive. The sources list many programs aimed at improving mental health and fostering resilience, ranging from campaigns for change on campus to peer support groups. As the article by Debra L Beck examines “Study participants also engaged in a peripheral biofeedback program called Unyte that has been shown to improve heart rate variability.” Students’ mental health needs are better met by this, and there is growing support for institutional upgrades and greater resources.
Sense “no-cost/low-cost exercise options” establish a comprehensive plan that addresses individual therapy and promotes an adaptable and well-being-focused academic culture in colleges and universities, which may help students succeed academically and personally by creating a friendly, mental health-focused environment, it is critical to continue advocating for more awareness and support for students’ mental health issues as the article by Debra delves into mental health crises.
The narrative serves as a moving reminder of the COVID-19 pandemic’s significant effects on mental health and the courage needed to overcome suffering. As we persist in navigating the uncertainty of the “new normal,” it is imperative to give priority to psychological wellness and provide assistance to individuals experiencing difficulties. We can weather the storm together and come out stronger on the other side if we cultivate understanding, compassion, and solidarity.
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