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CHAPTER 11
ROLE OF EDUCATİON İN SUPPORTİNG STUDENT
MENTAL HEALTH AND WELL BEİNG AMONG HİGHER
EDUCATİON STUDENTS
Dr. Puja Ahuja
Assistant Professor, Institute of Educational Technology & Vocational Education.
Panjab University, Chandigarh (India)
Email- ahuja.puja@gmail.com
Ms. Kritika Arora
Research scholar, Department of Education
Panjab University, Chandigarh (India)
Email- kritika.arora92nov@gmail.com
Abstract
All around the world, mental health conditions continue to get worse. Psychological disease is a major cause of
morbidity and disability. People mental and the overall health are desperately needed. Despite the fact there has been
a National Mental Health Program since 1982, not much has been done since then to offer services related to mental
health. Health promotion has been more important as intervention techniques have become more indispensable as
students' behavioural disorders have gotten worse and more ubiquitous in recent years. Schools have a substantial
influence on students' lives. They give a comprehensive structure that helps children to learn and nurtures advancement
on all levels—social, emotional, psychological, and physical. Teachers constitute an important part of students'
emotional well-being. The intention of this essay is to discuss the importance of mental health and the responsibilities
that educators and administrators may play in cultivating psychological health.
Keywords: Mental Health, Educators, Students, Education, Well Being, Higher Education.
Introduction
"A condition of complete physical, social, and mental well-being, rather than merely the absence
of illness or disability" is how the WHO defines health. There is more to mental health than just
mental health. It is a crucial component of general health, which can be characterized in at least
three ways: as the absence of illness, as an organism in a state that permits the full performance of
all its functions, or as a state of equilibrium both within oneself and between oneself and one's
physical and social surroundings. A person's ability to establish and sustain loving relationships
with others, carry out the social roles that are typically performed in their culture, manage change,
identify, acknowledge, and express positive behaviours and thoughts, and control emotions like
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sadness are all implied by their mental health. Achieving mental wellness is a crucial component
of general health and cannot be done in a vacuum (Lipson et al, 2022). Mental health influences a
person's awareness of their internal and external functions, sense of control, and self-worth.
Maintaining good mental health is essential at every stage of life. Mental health issues rank among
the top causes of illness and disability worldwide. Often, mental health is linked to individuals
facing mental illnesses in developing nations like India. Different types of mental health challenges
affect both men and women. A person's overall health relies on the balance between physical and
mental wellbeing (Fawaz and Lee, 2022).
Mental health frequently takes a backseat to more general health topics such as hygiene and
sanitation, nutrition, and awareness of infectious diseases. A person in good mental health has a
sense of self-worth, control, and comprehension of both internal and external functioning.
According to the Society for Health Education and Promotion Specialists (SHEPS, 1997), feeling
happy, joyful, and loving is another aspect of mental health. Similar to mental illness,
environmental, psychological, social, and biological factors also have an impact on mental health.
The social world, which includes family, kinship, employers, peers, co-workers, and friends in the
proximal world and society and culture in the distal context, surrounds the individual at the centres
of functioning (Bhugra, Till and Sartorious, 2013).
Person in good mental health will have a strong sense of who they are and how they relate to
others; they will be able (and willing) to build healthy relationships while still feeling at ease in their
own company. Culture has a significant impact on one's sense of self, and personality and culture
will determine whether a person is egocentric or socio-centric. Any attempts to alter this self-
concept could result in cultural conflict, personal dissatisfaction, and unhappiness (Abdrasheva et
al, 2022). The ability to develop psychologically, emotionally, intellectually, and spiritually; to
initiate, develop, and maintain mutually satisfying relationships; to be aware of and empathize with
others; and to use psychological distress as a development process and learn from it so that it does
not hinder or impair further development are among the capacities that mental health offers. The
core senses of mental health are trust, challenge, competency, accomplishment, and humour
(Chibb, Fatima and Akhter, 2023).
Objectıves of the Study
To find out the concept and understanding of mental health among students.
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To find out the various obstacles faced with mental health concerns.
To find out the role of Higher Education Institutions (HEs) and educators in
promoting mental health awareness and education.
To find out the effective suggestions and strategies for reducing mental health
problems.
Image1: Overview of Supporting the mental health and well-being of higher education
students.
Source: Galán-Muros, V.; Roser-Chinchilla, J.; Hsiung, N. (2024). Supporting the mental health and well-
being of higher education students. SDG briefs series. Goal 3. UNESCO IESALC, 2024(1), 1-17.
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Importance of student’s Mental Health
According to the Mental Health Foundation (MHF, 2008), a person's thoughts and feelings
about their life and themselves define their mental health, which has an impact on how they handle
hardship. One's capacity to function, take advantage of opportunities, and fully engage with family,
co-workers, the community, and peers is thought to be impacted by mental health. Physical and
mental health are closely related because they both directly and indirectly impact one another.
Therefore, it is possible to propose that mental health is a state of equilibrium in which a person
is able to take care of both their basic and higher function needs, be at peace with themselves, and
function well in social situations (Bhugra, Till and Sartorius, 2013). Baik, Karcombe and brooker
(2019) stated that Positive functionality refers to the constructive management of relationships,
change, and emotions. Psychiatry faces a challenge in that it must actively participate in
incorporating these ideas into public health initiatives and incorporate the preservation and
promotion of mental health into its practice, research, and teaching.
According to research findings by (Barbayannis et al, 2022) mental health issues among HE
students have become a major concern in many different regions. Over one-third (35%) of
students reported having mental health disorders, according to the WHO World Mental Health
International College Student project, which was implemented in eight countries. Social anxiety,
PTSD, eating disorders, and ADHD are among the mental health conditions that affect between
21 and 24.5% of students in South Africa. Over 60% of students in the US were found to have at
least one mental health problem, a nearly 50% increase since 2013. Furthermore, more than 80%
of students stated that at some point in their lives, mental or emotional challenges had a detrimental
effect on their academic performance. In this regard, HE students' need for mental health services
has grown dramatically (Galán-Muros et al, 2024). Chu et al (2023) reported that Higher education
students' mental health issues were considerably made worse by the COVID-19 pandemic. For
instance, three out of four HE students in Latin America and the Caribbean, as well as in India,
believed that the pandemic had made their pre-existing mental health issues worse. Students'
mental health issues are caused by a variety of factors, such as interpersonal relationship strains,
financial hardships, and academic pressures. Students' attendance and academic performance may
suffer as a result of these mental health issues. Governments and higher education institutions
have an obligation to address these mental health issues in accordance with the UN Sustainable
Development Goals (SDGs), especially SDG 3 on good health and well-being. This includes
making sure that no medical condition—physical or mental—becomes a barrier to equal access to
or successful completion of higher education (Nasr et al, 2024).
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Lipson et al (2022) evaluated that initiating change requires starting from the ground up due to
the strong stigma surrounding mental illnesses. This can be accomplished by fostering greater
sensitivity in the developing minds of children and teenagers. By making mental health education
a crucial part of our health curriculum, such pedagogy would improve the nation's mental health
in the future by educating young minds about mental health and shaping their attitudes and beliefs.
We must comprehend the signs and symptoms of mental illness before deciding how to address
such behaviours. Globally, it is imperative to identify and support children who are struggling with
mental health issues. However, administrators, educators, and policy makers in India are starting
to recognize the needs of teenagers with mental health issues.
Challenges in dealing with mental health particularly with HE students
1. Student mental health as a reflection of structural issues in Higher Education
It is becoming more widely accepted that the rising incidence of mental health problems among
students is a sign of larger structural problems in higher education systems. This trend is influenced
by a number of variables related to pedagogical approaches and educational policies. Exams with
high stakes, for instances, have been found to be a major cause of psychological distress.
Particularly among students in Indi, these tests, such as the NEET CET, have been linked to
improve levels of anxiety, depression, and suicidal thoughts. Suicidal thoughts have been
connected to the intense pressure to do well on these tests in order to outperform peers and gain
admission to highly esteemed colleges (Chu et al, 2023).
2. Financial barriers to accessing mental healthcare
According to Moghim et al (2023) financial limitations are a major obstacle to receiving mental
health services on campus in some nations, including the US, Canada, and India. The amount of
money provided by HEIs for student mental health services varies greatly; some provide little to
no funding, while others fully or partially cover the expenses.
3. Insufficient institutional capacity to provide adequate mental healthcare
Suicide is the fourth most common cause of death for people between the ages of 15 and 29,
when many pursue post-secondary education, and 75% of mental health issues are initially
diagnosed between the ages of 16 and 24. In spite of this, campus mental health services are often
deemed inadequate. Furthermore, students frequently underuse services even when they are
offered because of cultural norms, financial constraints, etc. (Osborn et al, 2024).
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Problems like long queues and a lack of resources as compared to demand worsen the issue.
The need for highly qualified professionals (counsellors, psychologists, social workers, etc.) and a
broad availability of counselling services has been highlighted by the fact that unfavourable
previous experiences with mental healthcare might discourage future help-seeking behaviours
(Baik, Larcombe and Brooker, 2019).
Assessing Good Practices of HEs and role of educators can contribute to mental health
awareness and education
1. Provision of in-campus and virtual mental healthcare services
By integrating mental health services with larger healthcare systems, stigma is decreased, access
is improved, and overall healthcare delivery is strengthened. For example, more and more HEIs
around the world are implementing this practice by offering individual and group counselling
services with qualified therapists. In certain situations, counselling services are provided both in-
person and online. For example, BRAC University in Bangladesh and the Indian Institute of
Technology Bombay in India offer free, continuously online counselling. This enables HEIs to
adjust to students' various needs and situations (Galán-Muros et al, 2024).
2. Teachers role in mental health awareness
The educator's standard responsibility has been to "deliver" knowledge to students about a
variety of subjects that can improve their academic skills and prepare them for the workforce. The
educators are often the first medical professionals to notice signs that a student or young person
needs mental health care. Through their frequent interactions with pupils, educators, have a
significant impact on both their academic demands and overall social and emotional development.
They can motivate students to succeed in everything they do and encourage them to make
improvements (Chibb, Fatima and Akhter, 2023).
Ilango, Kumar and Chellamuthu, (2025) argued that sometimes all it takes for someone to start
questioning their skills or competence is one setback. After that, they might experience uncertainty,
inferiority, humiliation, and guilt. To avoid being seen as a frightening force but rather as a friend
and mentor, the teacher should cultivate a cordial and cooperative relationship with his pupils.
Students should feel comfortable discussing any worries they may have with the instructor, who
should be kind and encouraging. Overly competitive feelings are harmful to the individual as well
as the community, so it is best to avoid them. The best teachers understand how important it is to
support their students' mental health.
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According to (Nasr et al, 2024) all things taken into account, these educators have a special
opportunity to spot the early warning signs and symptoms of depression and other mental illnesses
because they frequently engage with those students and are aware of their strengths and
weaknesses. Open, non-judgmental communication with adults may be very beneficial for
students. In many cases, a teacher-student relationship that is open and positive can help identify
emotional problems and behavioural abnormalities, relieving a great deal of anxiety. The educators
who were least liked by their students were those who were ineffective, unfair, irrational, caustic,
partial, and unpleasant. From a mental health perspective, the instructor should motivate his pupils
to learn by using various forms of rewards rather than sanctions (Osborn et al, 2022)
3. Raising mental health literacy and destigmatizing mental health
Raising mental health awareness is essential to lowering stigma and motivating students to get
treatment when they need it. Kenya's Mental Health Action Plan 2021-2025 aims to combat stigma
at the national level through multispectral initiatives, such as campaigns that target large audiences
through media, sports, and cultural events. This strategy also places a strong emphasis on
appointing mental health ambassadors and working with groups of believers (Barbayannis et al,
2022)
4. Capacity building for counsellors and student affairs staff
More HEIs are putting greater emphasis on expanding the capacity of student support offices
in order to address the growing demand for mental health services. This includes making sure that
counsellors adhere to strict professional standards and establishing and maintaining suitable
student-to-counsellor ratios. Enforcing these standards can be greatly aided by national policies
pertaining to counsellors and mental health professionals in general. For instance, mental health
professionals in Australia must pass a background check, obtain counselling experience, register
with a professional association, and possess a bachelor's or postgraduate degree in a relevant field.
By providing future counsellors with specialized training, HEIs can further increase capacity. In
order to exchange best practices and advance their knowledge, counsellors can also take part in
professional networks or inter-institutional partnerships, forming "communities of practice."
(Fawaz and Lee, 2022).
5. Capacity building for faculty
Galán-Muros et al (2024) stated that while individualized tutoring and counselling may be
offered by student affairs offices in some HEIs, faculty members are frequently the most trusted
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or first point of contact for students who are experiencing difficulties. The ability of faculty to
recognize and direct students to suitable mental health resources is vital, even though they
shouldn't be expected to function as professional counsellors. HEIs can put in place professional
development programs centred on mental health awareness and intervention to strengthen this
capacity. For example, the University of California, Irvine in the United States has set up
workshops to enable faculty and staff to recognize students who are at risk and direct them to the
right resources. Bystander education and the dissemination of a manual on handling student
mental health issues are examples of this (chu et al, 2023).
6. Monitoring systems and proactive screenings
For HEI leadership and legislators to be informed about service needs (including potential
hidden demand), resource allocation, and the efficacy of interventions, student mental health
monitoring is essential. This can be accomplished by conducting anonymous surveys on a regular
basis and by gathering aggregated data from mental health service providers that describes the
quantity and kinds of problems students encounter. Surveys are not just for HE students; they can
be done nationally or at the higher education level. Better data collection and integration into
policymaking can result from general cooperation between HEIs and government health services.
For instance, the Mental Health Strategic Plan 2023-2032 of Cambodia emphasizes the value of
cooperative and government-facilitated research in creating a more successful mental health
strategy (Moghim et al, 2023).
In addition to increasing awareness, proactive mental health screenings can make it easier for
students to get mental health services. For instance, the University of the Philippines encourages
first-year students to attend intake interviews so they can become acquainted with the Office of
Counselling and Guidance's mental health resources (Abdrasheva et al, 2022).
Recommendations (Chibb, Fatima and Akhter, 2023)
Using educators to impart mental health knowledge and integrating a single curriculum
resource or manual into regular classrooms significantly improved students' experiences and
attitudes overall. Because it can be used frequently and doesn't require a specific financial
commitment, including such content on mental health in the curriculum is cost-effective.
Social media platforms play a major role in mental health awareness campaigns. The field
of mental health includes both the prevention of mental illnesses and challenges as well as the
promotion of general good psychological health.
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The educators must have access to at least some in-service training on how to deal with
mental health issues in the classroom.
When public services are inadequate or unavailable, HEIs should make sure that all
students have access to free mental health services. The ratio of students to counsellors should be
set up to offer prompt, individualized assistance (Moghim, et al, 2023).
HEIs should make an investment in teaching faculty members how to spot early indicators
of mental health problems and point students in the direction of the right resources. These
initiatives could be supported by government incentives.
Faculty accommodations for students with mental health issues should be outlined in HE policies
and clear protocols, guaranteeing academic standards are maintained while offering flexibility
(Osborn et al, 2022).
Higher education institutions should create and put into effect policies that permit students
with mental health issues to attend classes with reasonable accommodations. Students should have
the option of taking a mental health leave of absence without facing academic consequences for
longer absences that are incompatible with upholding academic standards. These guidelines ought
to specify how students can return to their studies following their recuperation, taking into account
the possibility of a postponed graduation (Ilango, Till and Sartorius, 2025).
To combat stigma and misconceptions about mental health, governments and higher
education institutions should launch frequent awareness-raising campaigns that encourage mental
health literacy among the public, employees, and students. Additionally, mental health literacy
courses ought to be made available, giving students the skills they need to identify symptoms,
develop resilience, and access mental health resources both on and off campus (Abdrasheva et al,
2022).
According to Abdrasheva et al, (2022) in order to identify gaps between demand and
available resources, enhance service quality, and develop evidence-based policies, it is crucial to
periodically collect data on student mental health through surveys or statistics compiled by mental
health service providers. Student confidentiality must always be respected in data collection. In
line with SDG 3, HEIs and governments can greatly enhance student mental health support
through these initiatives. Creating inclusive and supportive learning environments that foster both
academic success and mental well-being requires an extensive approach that incorporates free
services, a variety of support modalities, faculty involvement, and data-driven policy decisions.
Conclusion
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Higher education institutions (HEIs) must offer mental health services because a sizable
portion of HE students globally are dealing with mental health issues. In keeping with Sustainable
Development Goal (SDG) 3 of the UN, which is about good health and well-being, HEIs have an
obligation to support students' mental health. It is the duty of governments to enable this support
through funding and other policies. Financial obstacles, attitudes regarding mental health, and
inadequate institutional capacity to provide mental healthcare all impede students' access to mental
health services. This SDG brief identifies global best practices and offers governments and HEIs
suggestions for enhancing student mental health. Free mental health services in a variety of
modalities must be made available to students, and there must be enough trained personnel who
are aware of the various identities and backgrounds of the students. In order to combat stigma and
misconceptions about mental health, HEIs and governments must work together to increase
mental health literacy among students, staff, and the general public. Faculty members who receive
training are better equipped to recognize students who struggle with mental health issues, direct
them to pertinent resources, and, in accordance with established guidelines, take academic
accommodations into consideration.
Governments and HEIs can find gaps, enhance the quality of mental health services, and develop
evidence-based policies with the help of systematic data collection and monitoring.
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