Struggling in silence
Like countless others, Chinelle McDonald found the transition from high school to university challenging but manageable.
Third year, however, was a different story. An internship working with a vulnerable population left her drained, and her mother became very ill. Before long, she began skipping classes and nearly dropped out of university.
But a pilot program that offered a combination of study and life skills helped the Ryerson University social work student turn things around, allowing her to finish the year with all As and a newfound resilience as her mom — living in Jamaica — began to rebound.
Lessons on self-compassion through Ryerson’s Thriving in Action program were particularly helpful. “We were encouraged to take a step back and celebrate the small victories even when we might have bigger goals, because the small moments can help motivate us,” McDonald says.
“For me, the bigger goals were to finish the semester and for my mom to get well … I started going to class again and reached out to my faculty for support in terms of accommodation on things like deadlines … I think it really helped my mom to know I was trying to push through my academics.”
Diana Brecher, a clinical psychologist in Ryerson’s Centre for Student Development and Counselling, cocreated Thriving in Action, which is designed to help students at risk of dropping out. “There are many, many different reasons why students choose not to continue or persist with their education, and some have less to do with the university and more to do with circumstances in their lives,” she says.
Some may have financial obligations to their family, some are struggling with mental health issues, and still others discover their program isn’t right for them. “There’s no simple reason why someone may want to drop out, and that can be at any stage of their undergraduate experience,” says Brecher. Few drop out because of poor grades, though a low grade-point average might land students on academic probation.
The Thriving in Action pilot program was offered two hours a week over eight weeks and has been expanded to 11 weeks. “We talked about work-life balance, how to savour the good times, how to think optimistically, how to lead from your strengths, how to write essays and how to work as a team — essentially, the topics we identified as the most commonly useful and needed strategies for students and people generally to thrive — in whatever their choices are,” Brecher says.
“If a student chooses to no longer be a student but to do something else with their life, it’s a proactive choice about where they’re going to thrive most. We’re not prescribing this as something you need to be a successful student. We know you’ll be more successful as a student and happier as a person if you engage in these activities.”
Brecher’s advice to students who are struggling? “Seek supports that are available through their university or college student services. Every one of our post-secondary institutions to varying degrees has services and programs designed to help students transition in, through and ultimately out.”
She also encourages students to attend workshops and visit their professors during office hours to find out what kind of support is available. After all, the post-secondary experience is about much more than simply attending classes. “There’s a whole other experience here but you have to tap into it,” says Brecher.
“If you’re struggling with a mental health issue, go to the counselling service or medical centre to get the supports you need, because some students need academic accommodation in order to level the playing field … Don’t struggle in silence. There’s no stigma associated with asking for help. It really is a sign of strength that you want to be proactive and want to get help up front, to prevent things falling apart later on.”
Don’t struggle in silence. There’s no stigma associated with asking for help. It really is a sign of strength that you want to be proactive and want to get help up front, to prevent things falling apart later on. — DIANA BRECHER, RYERSON UNIVERSITY