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The Mental Health Challenge for Community College Students

Elijah Gregory’s journey to North Central Texas College began at a young age, shaped by significant personal struggles, including health issues, mental health challenges, and the loss of a parent to addiction. Despite these adversities, Gregory’s enrollment as a freshman at 19 represented a significant milestone for him. However, this new chapter brought feelings of isolation and distress. He vividly recalls the overwhelming emotions he faced, leading him to drop out within two weeks, earning no credits during that time.

After a two-year hiatus, during which he sought therapy and worked in his family’s steel fabrication business, Gregory returned to college at 21, ready to take on classes part time and foster connections with peers who shared similar experiences. Now at 24, he is close to earning his associate degree in psychology and is actively working to establish a support group for students involved in the TRIO program. This initiative, funded by the federal government, aims to provide mentorship and guidance to low-income, first-generation, and disabled students, addressing the critical issue of loneliness and fostering a sense of community.

It is worth noting that the initiative spearheaded by Gregory is not commonly pursued at many community colleges, which often lack the resources needed to provide adequate mental health services. Yet, the demand is significant; community college students frequently experience unique stressors, such as balancing work and family responsibilities, alongside academic commitments. These overwhelming challenges can compound mental health issues, leaving students with limited avenues for support.

Many community college students are navigating a landscape marked by a myriad of challenges, often facing food insecurity and housing instability. Research shows that over half of students aged 18 to 22 at community colleges screened positive for at least one mental health condition, even prior to the pandemic’s full impact. Alarmingly, only about a quarter of them seek help, compared to 40 percent of their four-year counterparts.

Elijah Gregory is now a participant in the Mental Health Advocacy Institute, a program designed to empower college students to identify mental health issues and resource gaps within their communities. This initiative, run by Active Minds, encourages students to develop actionable plans aimed at improving mental health resources on campus. Of the 65 students enrolled, only 12 are from community colleges, showcasing a stark contrast in representation.

The Mental Health Advocacy Institute prompts students to explore a spectrum of mental health concerns and tackle those pertinent to their campuses. Participants receive stipends to create and implement action plans, with regular virtual meetings enabling them to exchange ideas with peers from 58 institutions nationwide.

According to a 2023 survey conducted by the Center for Community College Student Engagement, 56 percent of community college students noted that mental health difficulties had impaired their academic performance at least once over the previous month. The survey indicated that those suffering from depression or anxiety faced an even more significant impact, prompting concerns about potential withdrawals from classes or the institution entirely.

Despite acknowledging the need for assistance, many students refrain from seeking help due to a lack of resources, uncertainty about accessing care, or financial constraints. Enhancing awareness about available services and fostering a culture that normalizes mental health discussions is paramount, according to experts like Markie Pasternak from Active Minds.

Community college students nationwide are taking initiative. For instance, Yaritza Garcia, a 22-year-old psychology major at Diablo Valley College, is launching a peer counseling program designed to supplement traditional therapy. Garcia envisions a supportive atmosphere akin to study groups, where students can share experiences and foster connections. Her goal is to create a peer network that enhances student support systems and contributes to better academic outcomes.

In addition to Garcia’s initiative, diverse projects are emerging across various campuses. Some students are focusing on groups for specific populations, like injured athletes facing isolation or international students needing resources in their native languages. Others are keen on promoting hopefulness among peers, recognizing that fostering a sense of hope can combat feelings of despair.

Edward F. Martinez, an associate dean at SUNY Suffolk Community College, emphasizes the importance of building meaningful connections within the academic environment. He advocates that when students feel valued and their voices are heard, particularly during collaborations with administrators, their engagement and retention rates improve.

While students spearhead innovative initiatives, experts believe that educational institutions must also play a role in providing clear pathways to access mental health resources. Linda Garcia of the Center for Community College Student Engagement underscores the need for colleges to actively communicate available services and create an inclusive and understanding atmosphere surrounding mental health.

If you or someone you know is experiencing thoughts of self-harm or suicide, resources such as the National Suicide and Crisis Lifeline at 988 and the Crisis Text Line (text HOME to 741741) provide immediate, 24/7 support.

Source
hechingerreport.org