The transition from high school to college is marked by significant challenges across various dimensions. Academically, students face a paradigm shift, moving from a guided high school environment to the autonomy of college learning. Steering faster-paced classes and taking charge of their education can be daunting. Socially, adapting to a new environment introduces dilemmas in making friends and fitting in, exacerbated by the stress of online communication and academic pressures. Active participation in events, initiating conversations, and the additional stressors for outstation students including sorting out accommodations, addressing roommate/flatmate concerns along with discovering your sense of self in a whole new city, are vital for a smoother social transition. Emotionally, leaving home and facing new academic challenges may lead to feelings of unease or low spirits. Coping strategies might involve staying connected with old friends, prioritising mental and physical health, and expressing emotions for clarity of thought. Financial stress is an inevitable aspect of college life, requiring students to manage expenses independently. Additionally, entering adulthood brings legal responsibilities, necessitating effective management of documents and IDs. Overall, addressing these challenges holistically is essential for a successful transition to college life.
Through awareness campaigns and workshops, student leaders can actively challenge and destigmatise mental health, creating an environment where open conversations are not only encouraged but essential. By taking charge in establishing peer-led support groups, they aim to provide tangible spaces for shared experiences and coping strategies, fostering a sense of community and connection. The revitalizing nature of student leadership is also evident in their recognition of the power of creative expression. Events like art exhibitions and poetry readings can serve as platforms for self-expression and experience sharing, effectively breaking down societal barriers and cultivating a comfortable space for discussing mental health openly. In the digital age, student leaders can also leverage online platforms and social media as powerful tools for transformation. By sharing mental health resources, stories, and engaging in virtual discussions, they can connect the campus community seamlessly. This not only facilitates the accessibility of support and information but also transforms the landscape of mental health conversations, making them more inclusive, dynamic, and responsive to the needs of students.
India, as the world's most youthful nation, places a crucial emphasis on the mental health of its young population. The assets and skills of these individuals are viewed as instrumental in shaping the future of the nation. In contemporary society, where seeking help is occasionally stigmatised, emphasising the inherent strength in reaching out becomes imperative. Optimism and self-efficacy shape students' responses to the intimidating encounters during the transition to university. Seniors and professors can play a pivotal role in actively promoting these positive constructs in academic settings through discussions and purposeful activities for first-year students. This not only enhances awareness, but also equips them with the tools to leverage these personal characteristics effectively.
Morton et al. (2014) highlight the correlation between elevated self-reported depressive and anxiety symptoms and difficulties in adapting to university life. This underscores the need to promote and raise awareness about on-campus psychological services. Moreover, it calls for a pressing need to redefine mental health, placing emphasis on thoughts, feelings, and actions that contribute to success in this new phase. Mental health literacy, which involves knowledge about mental health disorders, their recognition, management, and prevention, becomes paramount in dispelling misconceptions and facilitating access to services. By fostering mental health literacy within the university community, including educators and families, a supportive network is created to recognize and assist first-year students experiencing well-being challenges.
The use of tele-mental health services becomes particularly relevant for first-year university students. The transition to university often brings about a busy and dynamic schedule, making traditional in-person appointments challenging. Tele-mental health services offer a convenient and accessible avenue for students to prioritise their mental health within the context of their university experience. This approach not only aligns with their lifestyle but also contributes to reducing the stigma associated with seeking treatment, creating a more inclusive and supportive university environment for first-year students. Amidst the stress caused by curtailed academics, anxiety related to the novel coronavirus, Jamia Millia Islamia, for instance, initiated tele-counselling services to assist students, teachers, and non-teaching staff in dealing with uncertainties that arose from the lockdown. Furthermore, Ambedkar University in Delhi too had established the Ehsaas psychotherapy and counselling clinic, aiming to provide support to help students cope with the sudden disruption of their way of life. Together, these initiatives underscore the importance of accessible mental health services during challenging times, ensuring that students have the support they need for their overall well-being. This also highlights the need to identify the ‘challenging times’ promptly, and effectively providing tools for ensuring support.
While universities provide various support services, not all students in need avail themselves of these resources. Thus, emphasising the strength in help-seeking is vital for creating a campus culture that recognises and celebrates proactive support-seeking behaviour. Students who seek help not only showcase resilience but also contribute positively to their overall well-being. As the academic community focuses on optimising student success and well-being, cultivating optimism and self-efficacy becomes a key strategy in building a robust and supportive educational environment.
In navigating this complex transitional phase, student leadership emerges as a transformative force, proactively addressing mental well-being. Central to this narrative is the emphasis on the importance of help-seeking behaviours along with students playing a crucial role in cultivating an environment where open discussions about mental health are not just merely welcomed but considered indispensable.
References
Morton, S., Mergler, A., & Boman, P. (2014). Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students. Journal of Psychologists and Counsellors in Schools, 24(1), 90–108. https://doi.org/[DOI]
Saunders, T. (2017). The Impact of Leadership Involvement on College Students' Experience and Wellbeing (Master's thesis). Retrieved from [URL]
Times of India. (2020, April 2). Univs connect with students to help cope with uncertainty. Times of India. https://timesofindia.indiatimes.com/city/delhi/univs-connect-with-students-to-help-cope-with-uncertainty/articleshow/74957780.cms