Our students are suffering. Don’t ignore their struggles
With the fall semester coming to an end and the second wave of the coronavirus in full force, we must acknowledge the significant impact this is having on postsecondary students.
Recent data from the U.S. Centers for Disease Control and Prevention looked at mental illness in youth aged 18 to 24 and the statistics are alarming. Nearly 50 per cent are reporting symptoms of an anxiety disorder, and close to 25 per cent report starting or increasing their alcohol and drug consumption to cope with the stress.
However, most concerning are the numbers on the potential for self-harm, with more than 25 per cent of young people now reporting that they have contemplated suicide in the past 30 days, compared to fewer than 11 per cent of the general population.
Let that sink in: One in every four. Our students are suffering and their struggles cannot be ignored.
In a typical year, fewer than 50 per cent of students who need mental health support actually receive it. Furthermore, students are diverse, requiring equally diverse supports that reflect their individual needs, concerns, experiences and differing abilities to access care. We have long focused on the stigma that surrounds mental health — Bell Let’s Talk Day is a great example — which has successfully opened up many conversations on this difficult subject.
Beyond this though, what remains true for young people is often a lack of problem recognition that prevents them from seeking support when they first need it. Students normalize problematic behaviours and engage in social comparison to the point where they believe what they are experiencing is normal as a post-secondary student.
They do not feel their problem warrants professional help. So, by the time they need help, for the few who do seek it, they are typically already in crisis, requiring a longer and more intensive treatment.
Not only do we have a problem of insufficient services, but we are not dedicating resources to teach mental health literacy to those on the front line and not supporting our students to see that they are deserving of help.
With two million post-secondary students across the country adapting to school with COVID-19, we are already seeing that this is a year with unique mental health challenges, one where we must take action and do what we can at every level.
In my experience working and advocating for youth mental health, I have witnessed the considerable systemic barriers many populations face when they try to access support. I have seen a disconnect between work in mental health promotion and service delivery and the public policy world.
Public policy can be both the cause and the solution to issues of access to mental health care. Inequities, such as access to the internet, can significantly impact not only accessible education but also access to support services. As governments both provincially and federally are now dedicating significant funds to support youth mental health across the country, I wonder if there is a strategic approach behind the dollars being spend.
Launched earlier this fall, Canada’s National Standard for Post-Secondary Student Mental Health and Well-Being (PSS Standard) calls for a systemic and co-ordinated approach to supporting student well-being. Beyond simply throwing dollars at counselling centres, it looks at the campus community as a whole and the impact various services play in supporting student wellness.
Policies have an impact on the environment and culture by reinforcing and promoting certain beliefs, values and behaviours. Developing policies that underscore fairness, inclusion and support for students can be transformative to the mental health landscape of our country. This can result in establishing norms, building awareness, improving the quality of mental health services and protecting students. Policies also signal that the government takes these issues seriously. Yes, investment is important, but without a strategic commitment to outcomes, things can go awry.
The standard is an important first step in helping institutions establish a framework, which will include policies, programs, and processes to support and promote student mental health in a holistic way.
A famous psychologist once said: “In any given moment we have two options: to step forward into growth or to step back into safety.”
If 2020 has taught us anything, it’s that we sometimes need to take that step forward to feel safe again.