Rising Mental Health Issues Among College Students

More college students in the U.S. are reporting issues related to their Mental Health. These issues can include various conditions ranging from anxiety and depression to post-traumatic stress and developmental disorders. Anxiety and depression are particularly common among students. A national survey showed that a significant percentage of undergraduates have been diagnosed with anxiety and depression. As many students faced increasing mental health challenges during the pandemic, researchers noted a decline in academic motivation and a feeling of belonging, which can hurt students' success in school.

Students dealing with mental health problems face a greater risk of struggling in their courses. For example, some studies found that biology students with higher anxiety levels were more likely to drop the major. Research at other colleges has shown that students with depression or other mental health issues tend to struggle more academically. As a result, students are often encouraged to share their mental health challenges with their teachers so they can receive necessary Accommodations, like extra time on assignments or makeup exams. However, some students feel that disclosing their issues could lead to negative consequences, making them hesitant to seek help.

#The Stigma of Mental Health Issues

Mental health concerns are often seen as a hidden stigma, which means that students worry about how they might be viewed by others if they share their struggles. Students with mental health issues may fear that revealing their condition will change how their peers and professors perceive them. Many students are reluctant to ask for accommodations because they think it might attract negative attention or make them seem like they are making excuses. Therefore, students often weigh the academic benefits of sharing their concerns against the personal costs of doing so.

In classrooms where students are evenly split between those experiencing mental health challenges and those who are not, this hesitation to share can create an unhealthy atmosphere. Despite increasing awareness about mental health, many students still feel a strong stigma from others. Research usually looks only at how students with mental health issues perceive the act of disclosure, without considering how their peers view the issue. To gain a better understanding, it would be helpful to survey both groups about their thoughts on a scenario involving disclosure of mental health concerns.

#Barriers to Disclosure

Colleges recognize that mental health problems can hinder academic success, so they encourage students to seek accommodations that lessen these challenges. The process typically involves two steps: working with the disability office to document the mental health need and then requesting accommodations from a professor. While more students are seeking help for their mental health issues than before, there remains a large number who do not ask for Support.

Some students struggle to explain their needs or advocate for themselves when trying to work with the disability office. Others do not believe the accommodations offered will be helpful. Even after navigating the system and obtaining approval, students still bear the responsibility of informing their professors about their needs. Logistical challenges are not the only obstacles; there are also emotional burdens stemming from how others might perceive them.

Mental illness is just one type of hidden identity that comes with negative stereotypes. Despite greater awareness of mental health issues, many students continue to feel stigmatized. This stigma can lead them to avoid disclosing their problems to their instructors or peers in order to distance themselves from negative perceptions. This shows that students are often caught between seeking the support they need and fearing the social consequences of doing so.

#How Students Weigh Costs and Benefits of Disclosure

Research has found that students with mental health issues often consider the support they could gain from disclosure against the potential negative impacts of sharing their struggles. For example, some students recognize that disclosing their mental health issues could lead to better communication with their instructors and more flexibility in their academic workload. However, many still choose not to disclose due to fears of being treated poorly or perceived as making excuses.

Students often want to maintain a sense of normalcy and independence, which can discourage them from sharing their mental health challenges. However, when they feel that their academic performance is at risk, they might be more willing to talk to their instructors, especially if they perceive them as supportive. This suggests there are numerous factors that influence a student's choice to disclose their mental health concerns.

#The Role of Social Norms in Disclosure

Institutions of higher education are aware of the barriers mental health issues create for students and try to address them. However, the path to receiving help is not always straightforward. It often requires documentation and various steps that students may find daunting. Students can face challenges in explaining their needs, accessing treatment, and obtaining the necessary resources. Even after they have the required documentation, the responsibility to ask a professor for help lies solely with the student.

Many students feel that their mental health issues are deeply personal and do not want to share them with instructors, even if accommodations might be available. They worry about how they will be perceived if they are seen as receiving special treatment. This concern can drive students to avoid seeking help, which creates a culture of silence around mental health.

Two studies have shown that college students with mental health concerns often weigh the potential support of disclosure against the risks of being treated negatively. Some find that the positives of an open dialogue with their professors outweigh their fears. However, many students feel the opposite, with fears of judgment taking precedence over the potential for support.

#Understanding the Theory of Planned Behavior

The Theory of Planned Behavior (TPB) helps explain how attitudes, social norms, and perceived control influence people's intentions to act. This theory can illuminate why students decide to disclose or keep silent about their mental health issues. According to TPB, a student's intention to disclose their mental health condition to an instructor is shaped by their beliefs regarding that act.

Students who feel positively about disclosing may be more inclined to do so, while those who perceive social pressure to keep such matters private might hesitate. Understanding these factors can help educators create a supportive environment for all students. In our study, we examined the beliefs held by both students experiencing mental health challenges and those who are not, to identify any differences in how they approach the topic of disclosure.

#The Research Study

The study focused on students from two introductory biology courses at a large university. It surveyed both non-science and science majors, looking at their thoughts on disclosing mental health concerns. To collect this data, researchers sent out surveys and analyzed student responses. The study aimed to understand the differences in how students with and without mental health issues perceived the act of disclosure.

The final sample included a significant number of students, half of whom reported having a mental health concern. The survey questioned whether students would disclose their mental health issues if they were affecting their academic performance and asked for their reasons behind their choices.

#Differences in Disclosure Choices

In the survey responses, students who identified as having mental health concerns showed different patterns of disclosure compared to those who did not. While many students from both groups indicated that their choice to disclose "would depend" on specific factors, a smaller percentage of students with mental health concerns said they would be willing to disclose compared to their peers without such issues.

For those who felt they could communicate their concerns, the motivations were generally similar across both groups. However, when it came to those who were hesitant or unwilling to disclose, significant differences emerged. Students without mental health concerns more frequently cited privacy as a reason for keeping their struggles to themselves, while those with mental health issues voiced concerns about how instructors would react to their Disclosures.

#Reasons Behind Disclosure Choices

The reasons students provided for their choices were grouped into categories that highlighted their attitudes, social beliefs, and perceived control. Many students who expressed a willingness to disclose their mental health issues mentioned the importance of proactive communication with their instructors. They believed that informing their professors of their challenges would help secure necessary support.

Conversely, students who chose not to disclose often expressed feelings of embarrassment or a belief that the instructor would not be helpful. They shared concerns that their mental health challenges might not be taken seriously and that their instructors would not show understanding or support. Interestingly, students without mental health issues were more likely to mention privacy concerns as a reason for not disclosing, indicating a fear of being seen differently by their peers or instructors.

#Conclusion: The Need for Supportive Environments

As mental health issues continue to rise among college students, it is crucial to create supportive classroom environments. Instructors play a key role in fostering an atmosphere of understanding and openness. Effective communication about mental health, clear policies that promote inclusivity, and opportunities for students to provide feedback can encourage students to share their needs without fear of stigma.

Additionally, anti-stigma initiatives can help create a more accepting culture within classrooms. Such efforts should aim to reduce negative perceptions surrounding mental health, encouraging students to seek the support they may require for academic success.

#The Road Ahead

Future studies should expand on this research to include a more diverse range of students and settings. This would help ascertain the generalizability of the findings and deepen our understanding of how students navigate their mental health challenges in academic environments. The goal is to construct a more supportive culture where students feel safe to share their concerns without the fear of being judged or misunderstood.

By focusing on understanding the barriers students face and the different perceptions they hold, we can work towards creating more effective strategies for supporting students with mental health needs and fostering an educational environment that prioritizes well-being alongside academic achievement.