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Advances in Social Sciences Research Journal – Vol. 11, No. 7
Publication Date: July 25, 2024
DOI:10.14738/assrj.117.17246.
Bashir, H. A., & Francis, J. (2024). The College Campus, a Place of Learning, and a Place of Healing. Advances in Social Sciences
Research Journal, 11(7). 31-41.
Services for Science and Education – United Kingdom
The College Campus, a Place of Learning, and a Place of Healing
Huma A. Bashir
Wright State University
3640 Col Glenn Hwy, Dayton, OH 45435
Joshua Francis
Wright State University
3640 Col Glenn Hwy, Dayton, OH 45435
ABSTRACT
The COVID-19 pandemic and its aftermath have precipitated a marked increase in
mental health needs among college students. Lockdowns, the sudden shift to
remote learning, and social distancing mandates have compounded existing
challenges, highlighting a trend that has evolved over the past two decades. Despite
heightened demand for mental health support, colleges struggle to effectively meet
these needs amid the emotional aftermath of COVID-19. Recognizing the pivotal role
of institutions of higher education in shaping future leaders and addressing and
enhancing the mental well-being of the college community is imperative, in order
to foster an environment conducive to both learning and healing. This paper will
review current literature on mental health within college campuses, examining
multifaceted contributors to mental health challenges. Additionally, it aims to
provide college practitioners with campus-wide strategies to support not only
students but also faculty and staff, acknowledging the interconnectedness of the
entire college community.
Keywords: college, students, mental health, faculty, college practitioners, pandemic
STRAIN BASED ON TYPE OF COLLEGE INSTITUTIONS
Research indicates that a pivotal event, such as COVID-19, can have diverse effects on the public,
including the resurgence of traumatic memories and the potential onset of post-traumatic
stress disorder (PTSD) (Yang et al., 2022). In the aftermath of the COVID-19 outbreak, college
campuses have grappled with the daunting task of addressing mental health challenges among
their students. Nevertheless, even before the pandemic, students contended with distinctive
stressors attributable to the nature of the institutions they attended. This underscores the
attention needed to recognize the adversities students face simply by stepping onto a university
campus.
Public Institutions
Public institutions are reliant on financial support from the states in which they are situated,
with funding varying in terms of amount, scope, and hierarchy. This hierarchy is often
determined by factors such as acceptance rates, prestige, and the cost of attendance. Due to the
relative low cost and popularity of public institutions, many students attend public universities,
resulting in a diverse economic, racial, ethnic, and cultural student body. In turn, these
differences can trigger emotional responses in students, who may become overwhelmed by this
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 7, July-2024
Services for Science and Education – United Kingdom
new social atmosphere. As a result, research shows elevated levels in depression, anxiety, and
stress (Li et al., 2022).
Private Institutions
Private institutions have varying levels of accreditation and locations (wherein the actual real
estate often relates to the price tag and prestige of the college or university). According to
research, student stressors within this setting include anxiety, perfectionism, and depression
(Student Health, 2021). This is due to the high standards placed on students in private
institutions to maintain a reputable image. Thus, students may equate success solely on
academic standing, due to the high expectations to perform.
Community College
Community colleges generally offer two-year associate’s level degrees, where most students
commute and attend classes for a fraction of the cost of a university course. Within this setting,
students often come from a background where their basic needs are not met and receive limited
institutional support on campus (Broton et al., 2022). Thus, students may experience the
following mental health challenges due to their adverse life circumstances: anxiety, depression,
and hopelessness (Broton et al., 2022).
CAMPUS RELATED STRESSORS
Concerning environmental triggers, students continue to face ongoing stressors within their
college experience. For instance, transitioning from high school to university can create stress,
exacerbating previously unknown conditions and creating new challenges (Arnett, 2016). An
example of this pertains to students who experience adverse childhood experiences (ACEs).
These experiences include poverty, family-related mental health, abuse, homelessness,
displacement, and food and nutritional deficiencies (Broton, 2020; Brenas et al., 2019). Coming
from a background that is unlike the college community, students can enter an environment
that endorses risk-taking behaviors that can mimic attributes from their upbringing, enabling
negative behaviors that could lead to unwanted consequences (Schwartz et al., 2024).
Additionally, students can face hardships with new roommates, homesickness, and navigating
personal and professional relationships. Furthermore, the prevalence of anxiety has affected
student wellness in the following areas: academic performance, pressure to succeed, post- graduate plans, financial concerns, quality of sleep, relationships with friends, relationship with
family, overall health, body image, and self-esteem (Beiter et al., 2015). Moreover, societal
issues, such as experiences of racism, mass shootings, impending climate crisis, and fear around
the job market can act as campus stressors for the student body (Francis & Horn, 2017).
According to the CORE Institute survey (Welsh et al., 2019), substance abuse is another concern
on college campuses. Operating within the appeal of party culture on campuses, substances can
act as a negative coping mechanism to deal with stressors. Additionally, the reduction of
inhibition can act as a positive experience for students involved, due to lower levels of anxiety
and enhanced risk-taking behaviors. In turn, this can cause a false narrative, equating reckless
endeavors with joyous accounts, often being motivated by societal expectations of college life
(Dutmers, 2016). Given this, research suggests that nearly 31% of college-aged students meet
the criteria for Alcohol Use Disorder and 6% meet the criteria for Marijuana Use Disorder
(Knight, 2003; Mackert et al., 2014). Furthermore, scholars indicate that in one of three
American college campuses, more than half of all students engage in high-risk drinking,