The following section provides a general overview of some of the mental health concerns students on your campus may be living with. It is important to understand that mental health concerns are comparable to physical health conditions in many ways: they take many forms, they are distinct from the people who experience them (so we refer to “an individual living with schizophrenia” rather than “a schizophrenic”), and there are interventions available. The goal of this section is not meant for campus professionals to use as a tool to diagnosis others, but to breakdown misconceptions and provide insight into some of your students possible needs and experiences. As always, your role is not as counsellor but as a support.
Mental health concerns are health problems that affect the way students think about themselves, relate to others, and interact with the world around them. They affect their thoughts, feelings, and behaviours. Mental health can disrupt a student’s life or create challenges, but with the right supports, a student can get back on a path to recovery and wellness.
It’s important to understand that mental health can that affect people in different ways. Within each mental health concerns, students may have very different signs and difficulties. However, signs of a mental health concerns are just one piece. Access to services, support from friends and family, and the ability to participate in communities play a big part in the way people experience mental health. Culture, background, and personal beliefs also shape the way a student understands their own mental health.
Students from equity-deserving groups face an increased burden on their mental health issues because of the stressors they are exposed to based on their intersecting identities. Many of these students are impacted by stigma and discrimination that is rooted in racism, sexism, anti-2SLGBTQ+ sentiment, disability status, etc. This extra layer of stressors that students experience because of how they are treated based on their identities can impact their well-being. It can lead to things like deterioration of health status and increased risk of some mental health issues (Corneau and Stergiopoulos, 2012; CMHA Ontario, 2022). Students in equity-deserving groups are constantly having to defend themselves and adapt in the face of various forms of oppression. This continuous exposure to oppression can lead to exhaustion and psychological distress, as well as wider impacts on their well-being. It can also lead students to internalizing the negative thoughts others have about them, leading them to doubt themselves and question their inherent worth (Corneau and Stergiopoulos, 2012). For more information on this please visit our Anti-Oppressive Practice Toolkit.
Keep in mind some students don’t see the name of a diagnosis as an important part of their journey, while others prefer the medical terms to describe their concerns. No matter how people talk about their experiences, they will likely need to use medical terms if they seek help in the health system. This is just how the system works right now but it isn’t the only way to talk about wellbeing.