Mental health of students. An urgent issue for education and society as a whole

Student mental health is becoming a growing global concern, directly affecting education systems and labor markets. This article explores the causes of the crisis and highlights how universities and countries around the world are responding with initiatives to support student well-being and academic sustainability.

Burnout and complex mental health issues have become problems that affect education and the labor market as a whole. Already difficult even in usual circumstances, these problems have become even more acute during the COVID-19 pandemic. For example, a large meta-study by Nature journal, based on 44 scientific papers and surveys, concludes that 56.3% of students globally experienced high emotional exhaustion.

The problems of competition for a place in the sun are closely linked to financial difficulties. Education in Western countries often comes with huge loan commitments that stretch over many years and even decades. It is worth mentioning the cumulative student debt of $1.7 trillion that hangs over current and former American students. All of this significantly increases the risk of mental health problems. On top of this is the need to work more and more, trying to juggle work and part-time study while still in undergraduate education in order to get new lines on your CV that could potentially set you apart in the job market.

The range of problems is roughly clear, but how can they be addressed? What initiatives and approaches exist to make life easier for students, allow them to remain productive, and not lose their minds in a situation of high competition, high cost of living, and uncertainty about the future? We suggest looking at how the problem is being addressed and solved in different universities, countries, and regions of the world.

United Kingdom

Universities are gradually realising that students' mental health requires much more attention. In the UK and other countries, educational institutions are introducing new programs and developing general principles aimed at supporting student well-being. Approaches may vary in detail, but there is a growing consensus that a proactive, campus-wide response is needed.

Although the state of the UK's National Health Service (NHS) leaves much to be desired, universities are nevertheless trying to offer their students additional support within the limits of their resources and capabilities. Many British universities have expanded their support services and launched innovative programs. For example, the University of York developed a comprehensive mental health action plan after analyzing data on emergency calls related to student self-harm. Imperial College London faced high demand and trained dozens of staff as certified mental health first aiders. Many British educational institutions now collaborate with digital support platforms such as Togetherall or Student Space to provide students with 24/7 online peer support and self-help resources. Following a series of tragic student deaths, the University of Bristol has introduced measures ranging from 24-hour helplines to 'trusted contact' systems' so that parents or friends can be alerted if a student is in serious danger. King's College London has a mental health hotline that you can call if you need help. There are also special groups that meet regularly in person on different campuses or in university library spaces to talk to anyone who comes to the meeting. Sometimes students just need someone to talk to in order to overcome isolation and loneliness, and sometimes they need more serious help, which these groups can also provide by referring them to the right specialists and organisations.

When working with mental health, it is important not to marginalise the help itself or those who seek it. Wellness teams are set up on campuses and in dormitories to offer students assistance. Sometimes wellness days are organised to raise awareness of the issue and remove the stigma surrounding it. A basic practice in British universities, which even teachers have become accustomed to, is to provide students with a list of recommendations, referrals, and phone numbers in a gentle and caring manner if a student informs instructors or tutors about their distress. Despite these efforts, a 2023 survey showed that only 12% of British students believe their university is doing a good job of addressing mental health issues, indicating significant opportunities for improvement in campus services.

It should be noted that the quantity and quality of such support always depends on the resources available to the university. Leading universities, which are very difficult to get into, have more opportunities, so socio-economic stratification is also clearly evident here. However, efforts are also being made to address the problem on a different scale—at the level of publicly accessible national or even global organisations.

National level

Growing awareness of student mental health issues is already driving change at a more systemic level. Governments, higher education authorities, and national organizations are working on strategies to support student well-being in many countries.

In the UK, for example, the educational regulator The Office for Students (OfS) has developed an online support system for students in difficult situations called Student Space. The organisation Students Minds has also developed a set of principles for caring for students' mental health called the University Mental Health Charter, which more and more universities are signing up to. Some British universities have mental health support services for students on campus that are part of the NHS (National Health Service). The quality of care there is usually higher than in the standard NHS, and it is much easier and faster to get an appointment (queues at regular clinics can stretch for months).

In the US, there is no single federal policy on mental health on campuses, although a 2020 survey found that 70% of US university presidents consider student mental health to be one of the main problems. Mental health has become a permanent item on the agenda of higher education associations and conferences. In 2022, the House of Representatives approved two bills aimed at improving campus support services. Neither bill made it to a Senate hearing. In the absence of federal policy, various NGOs and activist groups, whose resources are always severely limited, are taking the initiative.

Canada was one of the first countries to develop a unified standard for student mental health care. This initiative was adopted at the federal level in 2020, during the COVID-19 pandemic. The government and various foundations fund support tools such as the Starter Kit and Campus Mental Health Action Tracker to help schools and universities implement new standards based on a unified list. Additional funding for mental health support is also allocated within individual Canadian regions.

Australia has also adopted a national framework for mental health care. The framework was developed through extensive consultations with students, universities, and mental health experts. It sets out principles and strategies for a 'mentally healthy university environment that promotes student well-being.' Key recommendations aim to encourage student participation in mental health initiatives, improve coordination with the Australian healthcare system and, crucially, make academic requirements more individualised (e.g., introducing flexible assessment arrangements for students experiencing difficulties). Australia has a National Youth Mental Health Foundation, which allows additional funding to be gained for projects. The general principle is that mental health should be discussed and supported as openly as physical health and always be talked about as a top priority for universities across the country.

Other countries are at different stages of recognising and addressing student mental health issues. In some parts of Europe, student mental health may be included in broader youth health strategies. In 2023, the EU launched a comprehensive initiative to address the mental health of young people and students. Some EU countries, such as Sweden and the Netherlands, have long developed student support systems within their general higher education systems (for example, counseling services and tutors on campus). In Asia, over the past decade, more and more universities in countries such as China, Japan, and India have opened psychological counseling centers, although cultural stereotypes still make it difficult for students to seek help.

It is fair to say that we are seeing a global trend towards recognition of mental health issues and a general increase in awareness. It is becoming clear that poor mental health among students also has a negative impact on their educational and career prospects, and therefore affects the labor market and society as a whole. The problem is already being recognised and addressed in national policies, although the number and quality of these policies are still far from sufficient to effectively tackle the problem on a global scale.

International initiatives

Student mental health is not only a problem for universities or a national issue, but also a global problem that is being addressed by international organisations. In recent years WHO, UNESCO, and the OECD have paid special attention to the mental health of young people, including university students. Traditionally, one of the main areas of work for these organisations is global research to assess the scale of the problem. They also develop expert recommendations, framework conventions, and action plans.

UNESCO reaffirms the urgent need for higher education institutions to offer free or at least accessible mental health services, train staff, and adopt flexible academic policies. It highlights the importance of raising awareness and reducing stigma through university-wide campaigns. These recommendations align with what we’ve already outlined in the context of national and local efforts, further validating their universal relevance.

Self-care and personal strategies for students

While coordinated policies by universities, countries, and global organisations play a huge role, the challenge is also for students themselves to understand what tools and practices they need to use to take care of themselves. Here are some approaches that can be used to cope with excessive stress in university life which are widely recognised by experts.

Social connections

Strong relationships with people are an important protective factor for mental health. Trying to connect with classmates can help combat feelings of loneliness. Joining clubs, societies, or study groups is one way to meet people who share similar interests. Universities often have dozens of student clubs, from sports teams to Taylor Swift fan clubs. Socialising with classmates or roommates, attending campus events, or simply chatting with people after class can help you make connections and satisfy your need for social interaction.

Having a few close friends at university means that when times are tough, you have people you can trust, vent to about a bad day, or turn to for advice. Many students also find peer support programs or peer counselors helpful. These are teams set up by universities, and it can sometimes be easier to open up to a classmate who is experiencing campus life in a similar way to you.

Self-care and healthy habits

Taking care of your body can have a profound effect on your mind. Regular exercise, adequate sleep, and a healthy diet are often referred to as 'natural antidepressants.' Physical activity triggers the release of endorphins, which improve mood and help manage stress. Despite all the stereotypes about bad students' sleeping habits, sleep is crucial for regulating emotions. Seven to eight hours of sleep should be the norm, and this alone can significantly improve your well-being. Planning your schedule and developing a balanced daily routine can significantly reduce stress. A proper daily routine will leave you time for studying, eating, exercising, socialising, and sleeping, which will help prevent crises and the fatigue that comes from working at the last minute before a deadline.

Digital tools and resources

There are many mental health apps and online tools available, from mood tracking journals to cognitive behavioral therapy (CBT) apps that teach coping skills. Some apps offer guided meditations, while others offer positive thinking exercises. Many students use apps like Headspace, Calm, or other meditation guides to quickly reset their minds throughout the day. Be selective—not all apps are based on scientific evidence of effectiveness, but many students find even these apps calming, which is fine. Universities often publish lists of recommended apps on their health websites or even offer students free subscriptions to premium apps.

In addition to apps, students use online resources such as websites from organisations like the NHS, NAMI, or Active Minds, which offer mental health education and strategies. You may also find YouTube bloggers, podcasters-psychologists who create content on mental health that you enjoy. It is important to note that in crisis situations, digital communication tools have become vital — text-based helplines and services such as 988 (in the US) or Samaritans (in the UK) are widely advertised on campuses for anyone who feels they are on the brink. The anonymity and 24/7 availability of these services lower the barrier for students who need immediate help.

Seeking support early

The importance of a personal strategy of seeking help when you need it cannot be overstated. Many students delay seeking help due to stereotypes, embarrassment, and a belief that they 'should be able to cope on their own.' But universities are encouraging students to seek help earlier — whether that means talking to an academic advisor about their workload, seeing a consultation because they are feeling down, or reaching out to financial services if financial concerns are causing distress. Modern campuses have a range of support services, and they are there for a reason. Using these services is a form of self-care, not a weakness. Even something as simple as attending a stress management workshop or time management seminar offered by student services can equip a student with new tools to overcome challenges.

There is no single strategy that is a panacea, but a combination of different methods often works. These habits can improve your well-being, and improved mental health makes it easier to maintain these habits—it's a positive feedback loop. Working yourself to exhaustion during student years can discourage you from pursuing education and can lead to serious consequences for your mental health. Your university and people around you can help you overcome difficulties, so we encourage you to be aware of your well-being and always seek help as soon as you experience symptoms of mental health deterioration, such as emotional and brain exhaustion, apathy, decreased performance, increased cynicism and negative thinking, reluctance to start and finish routine tasks. Start small and take care of yourself.