Is college students’ bad mental health because to COVID-19?
Others may argue that college student’s mental health was always poor even before the pandemic, but based on information from academic journals, psychologists, the news, and other sources, we can see that COVID-19 had the greatest impact on student’s mental health date, something we might not have noticed otherwise. This is significant because, since the pandemic, there have been a lot of dropouts, along with poor grades and decreased participation in clubs, sports, and classes. It is crucial to provide college students with the assistance and support they require to overcome this obstacle.
Over the past few years, a lot of college students have had to deal with higher levels of stress and anxiety as a result of the COVID-19 pandemic. college-age students’ mental health has been impacted by the social isolation and dread of getting the disease, which has made them face their own death. In addition to the stress of college courses, the epidemic has wrecked their regular social life at school and added to their already high levels of anxiety and worry about loneliness, uncertainty about life, and family problems. Students experienced the COVID-19 pandemic’s stress in different ways. Numerous research has been done that demonstrate how social isolation contributes to an increase in mental health issues including depression. Research indicates that the length of loneliness is more harmful than its severity. Longer periods of time spent thinking about an issue usually result in it getting much worse. According to other research, during the quarantine, students with pre-existing mental health issues either got better or remained the same, but because of their social isolation, other students who had no prior mental health issues tended to get worse. A few of COVID-19’s long-term consequences include an increased risk of reckless behavior, including suicide ideas and acts. According to research, 18% of Texas A&M students reported having suicidal thoughts, and the majority of students displayed elevated levels of anxiety and sadness. These students struggled to adjust to their distant lives at home since they missed their friends and the college environment. During the spring, teens who were home alone for online coursework had similar thoughts and sensations.
Many students are dealing with emotions that they may not have dealt with in the past as a result of the COVID-19 pandemic. In addition to the typical stress of college, students are also coping with the stress of worrying about their safety. Due to the pandemic’s elevated stress levels, many kids have experienced mood swings, loss of interest in activities, weight fluctuations, difficulty sleeping, and memory and concentration issues. As previously mentioned, as mental health worsens, there may be a potential global upsurge in depression and suicide. Aside from these problems, COVID-19 may exacerbate conditions like obsessive-compulsive disorder (OCD) and overall anxiety brought on by the erratic circumstances brought on by the pandemic. As stated above, researchers have found that individuals with suicidal thoughts and depression are more likely to experience the impacts of social isolation and total shutdown. Since these feelings can have a very negative impact on one’s health, it’s critical to recognize the warning signs of anxiety and depression to support oneself or a friend when necessary.
The effect on social ties is one important factor. Socializing is a big part of college life, whether it’s in the dorms, classes, or extracurriculars. Feelings of loneliness and isolation might result from the abrupt switch to distant learning and fewer social connections, which are recognized risk factors for anxiety and depression. Further adding to the stress is the uncertainty surrounding the pandemic, which raises questions about future career possibilities, financial security, and academic achievement. A lot of students are having trouble juggling their personal obligations, such as family matters, financial hardships, or health issues, with their academic obligations. The issue is further exacerbated by the inability to access conventional coping strategies like in-person counseling or leisure pursuits. Even though some universities have worked to offer online services for mental health, not all students may be able to access them or feel comfortable using them. In addition, people who are already prone to anxiety or melancholy may find themselves feeling even more depressed and despairing due to the widespread media attention and conversations around the pandemic. Relentless exposure to depressing news headlines and posts on social media might exacerbate powerlessness and negative mental habits. Furthermore, including resilience-building techniques and mental health education in the curriculum can provide children with the tools they need to deal with these extraordinary times. Institutions have a critical role to play in supporting student well-being both during and after the pandemic by encouraging candid conversations about mental health and de-stigmatizing asking for assistance.
A rise in college dropout rates has been caused by the COVID-19 pandemic, as students face numerous obstacles that have interfered with their academic pursuits. For many, the abrupt shift to remote learning has proven to be a major obstacle, making it difficult for them to participate in coursework since they have restricted access to technology and unreliable internet connections. Furthermore, the sense of community and support that is essential for student achievement has been undermined by the lack of in-person interactions with peers and lecturers. Students and their families are finding it more and more difficult to pay for tuition, housing, and other essentials as a result of financial strain exacerbated by job losses and economic downturns. Because of this, some students have been compelled to put their immediate necessities ahead of their education and have chosen to drop out of college. In addition, the epidemic has upset the social fabric of college life by denying students access to networking opportunities, internships, and stimulating extracurricular activities. This has left students feeling disenchanted and disengaged. Colleges and universities need to take proactive steps to help at-risk students in order to meet these obstacles. Some of these proactive efforts include offering financial aid, academic guidance, mental health resources, and flexible learning alternatives. Reducing feelings of loneliness and increasing student retention also depend on creating a sense of community and belonging, both online and in person when possible educational institutions may better support their students and make sure they have the resources they need to thrive academically and beyond by addressing the underlying causes driving dropout rates during the pandemic.
Students with little funds started transferring to community colleges because they would rather attend college for free than pay for an online education. COVID-19 also had an impact on college students’ choices of colleges to attend and their overall level of education. Selecting a university and a program is a difficult choice that is impacted by many variables. Issues that are academic, professional, and non-academic all have a significant impact. There is no doubt that the COVID-19 pandemic has had a significant impact on higher education, most notably the rapid adoption of online learning. Students’ priorities and capacity for making decisions have been impacted by these new difficulties that have arisen as a result of this change. Academics have been greatly impacted by COVID-19, particularly in terms of the shift to online education and the reexamination of traditional teaching methods. This period of time has shown the perseverance of educators and provided opportunities to enhance diversity in the curriculum and admissions process. However, there are still unsolved concerns regarding the viability of online learning and the importance of prioritizing the well-being of university staff.
Furthermore, the epidemic has shown how crucial innovation and adaptability are in higher education. In order to maintain learning continuity and meet the varied demands of its students, educational institutions are now required to adopt new technology and pedagogical approaches. A re-evaluation of pedagogical practices has been spurred by this time, with teachers experimenting with interactive online platforms and blended learning models to improve learning results and student engagement. However unequal access to technology and internet connectivity has made already existent disadvantages wider, making equitable educational opportunities more difficult to achieve. Furthermore, as university employees adjust to changing roles in the virtual learning environment and deal with increasing workloads, their mental health and general well-being have become urgent considerations. Institutions must emphasize providing support to both staff and students going ahead and use the lessons learned from the epidemic to create a more resilient and inclusive higher education environment.
Identifying the warning signs, accepting that mental health issues are normal during this trying time, and accepting that getting help is not only acceptable but is also necessary are all critical. College students and young adults’ lives have undergone significant transformation as a result of the COVID-19 pandemic, which has forced them to leave familiar surroundings and isolate themselves in ways never seen before. The effects of the pandemic have varied from person to person and will not go away for a very long time. Aside from creating additional obstacles for this group, the global crisis has made pre-existing mental health issues worse. This makes it critical to spread knowledge about the stress and mental health problems that young people and college students experience, as well as to be on the lookout for symptoms of these disorders in oneself or others. Despite the setbacks, the pandemic has spurred creativity and power in higher education, leading to a reassessment of instructional strategies and a revitalized emphasis on promoting the well-being of both faculty and students. Going forward, it will be crucial to give mental health care top priority and create a welcoming atmosphere that encourages people to ask for help when they need it. In the end, COVID-19 has permanently altered college life, highlighting the significance of treating mental health issues and encouraging perseverance in the face of difficulty.