Mental health can be thought of as a continuum, ranging from good mental wellbeing to mental illness. Whilst we all move back and forth along the mental health continuum at different points in our lives, mental disorders can disproportionately impact young people (16-24 years old).
The most recent release of the ABS National Study of Mental Health and Wellbeing shows that more than a third of young males and nearly half of young females have experienced symptoms of a mental disorder in the past 12 months. Some of your students are likely to be struggling right now, but do you know what to look out for, and how to respond if a student needs help?
Increasing participation can also mean increased risk
[…] the very nature of the university experience could increase the risk of psychological distress among this population. For some students this experience includes: financial stress, lack of sleep, poor diet, balancing work and study responsibilities, living away from family and pressure to excel in the context of an increasingly competitive job market.
Under the radar. The mental health of Australian university students (Orygen, 2017)
According to Orygen’s 2017 ‘Under the radar‘ report on mental health in Australian university students, mental illness can negatively impact academic performance and course completion rates, and disrupt longer-term career development, including entry into the workforce.
Groups whose participation in higher education has increased in recent decades may be at greater risk of mental health issues than others. These include students from Aboriginal and Torres Strait Islander backgrounds, low socio-economic backgrounds, rural/ regional areas and international students. Risk factors for mental ill-health can also include:
- Health factors (disability; physical illness/ injury; sleep disturbance)
- Psychological factors (mental health history; vulnerabilities e.g. self-esteem, stress, emotion regulation)
- Response to trauma (negative life events; childhood adversity)
- Relational factors (parent physical/ mental health; bullying, racism, discrimination)
Many of these factors will not be obvious in learning environments and student interactions, but can impact students’ ability to participate, their engagement in class activities, or their response to certain topics and learning content.
Seeking help may not be easy
I don’t know where to go, and I’m ashamed to be struggling with uni…
Student quote, Under the radar. The mental health of Australian university students (Orygen, 2017)
Even when a student realises they are struggling, the stigma around mental health can get in the way of reaching out for help. They may feel afraid, anxious, embarrassed or ashamed, which can be exacerbated by cultural factors or expectations beyond the university environment.
Students may be concerned that disclosing a mental health issue may jeopardise their future academic and career outcomes, or be dismissed as an excuse for poor performance. They may also have concerns around confidentiality, lack knowledge about where and how to access support services, or simple not be aware of the help they need at a given point.
Recognising and responding: what can we do?
When I did reach out to staff at uni, I really had no idea what I would get in return. Some staff were fantastic and were as accommodating as they could be, but you were just as likely to get a response that they didn’t take you seriously, or had no idea what to do with you, which is really not what you want to hear when you’re struggling.
Student quote, Under the radar. The mental health of Australian university students (Orygen, 2017)
For academics and other university staff supporting students, it can be hard to know what to do when a student discloses mental health or accessibility concerns. Having the basic information and skills in recognising early signs of mental illness and making referrals for students can make all the difference, especially if there are concerns about their wellbeing or behaviours.
If you think a student needs help, there are 3 main steps in responding:
- Recognise (indicators may include a noticeable decline in quality of work; failure to submit work; changes in participation or absence from class; fatigue, anxiety, irritability or agitation)
- Assess impact (e.g. it may be important to refer the student for help when problems go beyond your own expertise, you are worried about safety or feel uncomfortable dealing with an issue). Consult the referral grid on Staff Connect.
- Referral and accommodations (let them know you are concerned; share information about UTS Counselling Service and other assistance options; help them to make appointments if needed)
If you are engaging with a student in distress: offer privacy, be patient and respectful, support their agency and suggest options, but be clear about your role and where you can and can’t help. Don’t analyse their motives, lecture, or minimise their experiences, or ask questions that might imply judgement or blame.
Services to share with staff and students
The suggestions above were all shared in more detail as part of a mental health awareness program for staff, hosted by the UTS Counselling Service, Accessibility Service and batyr. Counselling services are confidential and can help students with a range of personal, psychological, study-related and administrative difficulties. Students with a disability can register with the Accessibility Service for access to support services and reasonable adjustments. Batyr runs batyr@uni programs for students to share stories about mental health and break down stigma.
If you’d like to learn more about supporting mental health, you can also explore mental health training (Centre for Social Justice and Inclusion), Mental Health Awareness for Supervisors eLearning module (Staff Connect) and other resources including mentally healthy teams: a self-assessment tool for managers. You can contact Isabella Choi if you’d like to attend the next mental health awareness training for staff.