On the surface, college campuses buzz with energy – late-night study sessions, packed lecture halls and students chasing dreams with iced coffee in hand. But beneath that energy, many students are struggling with something less visible: their mental health. Anxiety, burnout and depression are increasingly common among college students (https://sph.umich.edu/news/2023posts/college-students-anxiety-depression-higher-than-ever-but-so-are-efforts-to-receive-care.html) , yet talking about those issues make some students uncomfortable and nervous. For many, the pressure to “have it all together” drowns out the need to ask for help.
Despite growing conversations around mental health, stigma remains a major barrier. Some students often feel that admitting they’re struggling could make them appear weak, dramatic or incapable of handling college life.
“I felt like everyone else was thriving, so I kept pretending I was too,” said Natasha, a third – year biology major at Mercer University.
This mindset – one that values toughness over vulnerability – can leave students isolated right when they need support the most.
Awareness of available mental health resources is another challenge. Many colleges and high schools offer counseling services, wellness centers or peer support groups but students often don’t know how to access them – or they assume the wait times are too long to bother.
“I thought the counseling center was just for people in crisis,” Maggie, a high schooler at Northview High School, shared. “I didn’t know I could go just to talk.”
Schools may host mental health events during midterms or finals, but that’s not always enough to change a culture of silence.
Students may benefit from more than just a flyer or a single awareness week. Ongoing, visible messaging from professors, resident assistants, and campus leaders can help reinforce that seeking help is a common and supported choice. Even when some teachers praise mental health as an important thing, some don’t realize they give more work than relaxation time.
“There are professors who preach that mental health is important and say you should take care of yourself, but then they say OK and you have a test in three days that is half your grade.” Naluchi, a senior in Mercer university, says.
When faculty incorporates mental health resources into their syllabi or when student organizations engage in open discussions about emotional well-being, it communicates to students that their challenges are recognized. Even modest efforts – such as faculty highlighting office hours or promoting designated wellness days – can contribute meaningfully to a supportive academic environment.
Breaking the stigma around mental health in college starts with honest conversations. Students are under pressure: managing school, jobs, relationships and identity – all at once. Minimizing or overlooking emotional challenges may influence the way support resources are accessed or perceived.
“My school includes mental health and daily conversation, some weeks, which benefits the kids who are struggling in secret, and I think that’s what makes it stand out from all the schools that don’t.” Kerisha is a two-year psychology major from Mercer University.
These outcomes may offer a broader perspective on what success in education can look like.
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