It would be an understatement to say that the years spent in college and university are a time of significant transition. The years following high school are frequently packed with a variety of new situations, obligations that are unfamiliar to oneself, and regular out-of-the-blue surprises. The same students are under more societal pressure to succeed while lacking the requisite life skills. Students' mental health may be negatively impacted by academic stress and career-building pressure, which could represent the two most important stressors. In fact, the number of students receiving mental health treatment has increased over the last ten years, and Malaysia is not excluded from this increase. In Malaysia, the frequency of mental health issues among adults has climbed from 11.2% in 2006 to 29.2% in 2015, according to a report by the National Health and Morbidity Council. Additionally, Malaysian students made up one in ten cases recorded in 2011 and one in five instances reported in 2016, which could be even higher now as the aftereffects of the COVID-19 pandemic unfolds. As a matter of fact, the National Health Morbidity Survey from 2019 states that the national prevalence of depression in Malaysia is 2.3%, affecting about half a million people. Malaysian students' mental health challenges persist despite the government's efforts to increase awareness, which is made worse by some students' unfavourable views towards mental health (mental health attitudes) due to conditioned beliefs.
Academic stress is a type of emotional worry caused by anticipated academic challenges or failure. It might also be a fear of academic failure. Academic stress may manifest itself in a student's environment in a multitude of contexts, including school, family, peer connections, and even their neighbourhood. It occurs when educational expectations surpass a person's capacity for adaptation. On the contrary, career building pressure is a concept that may be used to describe the tension and worry that some people experience when they are attempting to satisfy the expectations of others in their workplace or advance their careers. It can have an impact on both professionals who work in competitive or demanding sectors as well as students who are thinking about their future or seeking further education. Choosing a learning route is an essential element of a student's life and a critical decision, but the strain of figuring out a preferred profession at an early age could be a little too much for young minds without warning, when students are not even completely aware of their interests.
WHAT DO THE YOUTHS SAY?
To properly portray the effects of academic stress and career-building pressure, I gathered personal responses from several students and conclude them to be unbiased and inclusive.
To start off, 60% out of 100% of peers interviewed shared that such high levels of stress from academia make you constantly associate yourself with your academics or career to the point that you are nothing other than the goals that you choose to pursue, which changes how you view things. This is particularly evident in students who choose to take specific courses or have a specific view of their future. The rest of the 40% tend to overthink about almost everything, from constantly rechecking work all the time to being in a constant state of fear of doing things wrong without noticing and thinking that you are never enough. Elevated levels of anxiety are present in day-to-day academic-related events.
Those who show clear interest and joy in their studies say that career-building pressure does not often affect them because they are confident in their choices but show uneasiness when dealing with less than expected results. Alternatively, students who do not have ambition seem less assertive and typically ‘go with the flow’ to avoid unnecessary complications through adapting, which is deemed complicated because of easily triggered anxiety, leading to them being mentally burdened. Nevertheless, both sides feel weak and incomplete when given warnings and provocation from those higher up.
Academic stress and career-building pressure have been mutually agreed to be the result of not only the involvement of others, such as parents or lecturers, but also self-inflicted.
On the positive side, some openly embrace what they face as they believe that they can still improve even if they fail and that it is a necessary struggle that acts as motivation.
WHAT CAN BE DONE.
With students being exposed to a variety of key academic issues that might have a detrimental impact on their lives. There is no singular answer to the situation. To address the issue comprehensively and successfully, everyone must play their part including universities and colleges. These institutions must produce many creative approaches to improve student well-being, making it all-inclusive using available and added resources since appropriately managing mental health is different for each person. Building resilience, ensuring safety, and meeting the surge in demand for mental health services on campus are all wonderful places to start.
Additionally, educational institutions must place a greater focus on communicating with students, parents, and staff about the symptoms of mental illness and how to manage them. From there, students can learn the best way for them to cope, whether it be through self-care, seeking support, or setting different but realistic and achievable goals.
Some examples of universities worldwide that have been recognised or praised for their student mental health and wellbeing initiatives include:
The University of Michigan in the United States offers a robust mental health advocacy programme as well as a range of counselling and support groups.
The University of Edinburgh in the United Kingdom offers an extensive student mental health plan that includes online self-help materials, peer support networks, wellness courses, counselling services, and a 24-hour helpline.
The University of Toronto in Canada, where they provide a tiered care approach that matches the amount of treatment to the level of demand and provides for smooth transitions between forms of care.
If not effectively managed, academic stress and career-building pressure could escalate and cause not only deteriorating mental health to the point of suicidal ideation but also worsening physical health. We must look out for each other and ourselves because there is no betterment without support and desire.
Ariana Suraya Binti Fatzunnahar is currently in her third semester at Taylor’s College pursuing Diploma in Early Childhood Education.
