Running head: MENTAL ILLNESS IN UNDERGRADUATES 1

Mental Illness in Undergraduates and How It Affects Academic Performance in Higher

Education

Hunter Pritchard

Western Carolina University

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MENTAL ILLNESS IN UNDERGRADUATES
Mental Illness in Undergraduates and How It Affects Academic Performance in Higher

Education

When considering mental health of undergraduate college students, it is important to

consider the time of transition into higher education, as it is often a time of substantial stress,

change, and freedom. There are so many pressures that are placed on a college student.

“Although many variables may contribute to students' depressive symptoms, the most common

factors involve academic performance, social stressors, financial problems, and the adjustment

inherent in the transition from a family setting to a college environment” (DeRoma, Leach, &

Leverett, 2009, p. 325). Many students cannot handle the aspect of a change in environment by

going away to college, along with many other social changes placed on them such as being

independent. Many students may not have had the freedom of choosing to attend classes, what

they did on the weekends, and not having to report to anyone.

Mental illness is on the rise in the United States, with significant reports of an increase in

college students, leaving institutions struggling with resources and options available to those

suffering. Colleges are lacking on how to address this issue due to legal and ethical dilemmas

that arise (Brockelman & Scheyett, 2015). This literature review focuses on how mental illness is

increasing in college students, what hurdles colleges are confronting, and what some options

could be done to promote better support for those who are struggling.

Review of Literature

Most psychiatric illnesses begin to occur during late adolescence and early adulthood;

this being the time that most students begin entering into higher education (Salzer, Wick, &

Rogers, 2008). Salzer, Wick, and Rogers (2008) also state that “86% of students with mental

illnesses withdraw from college before completing their degree” (p. 370). The researchers
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recognized how it is against the Americans with Disabilities Act to discriminate against those

that suffer with mental illness, yet there are policies at many institutions requiring those who are

suffering from any type of psychiatric crisis to withdraw from the institution (Salzer, Wick, &

Rogers, 2008). Further, Scheyett and Rooks (2012), identified that more than 30% of students in

college are unable to function due to serious mental illnesses.

Megivern, Pellerito, & Mowbray (2003) also found that even though there are the legal

protections put in place to protect those that suffer with mental illnesses, discrimination and

prejudice is still an ongoing concern. Additionally, there is a lack of support services being

offered to those who suffer, and the ones who are offered potentially have a contingency to them.

Some of the contingencies include, institutions put a cap on the number of counselling visits, are

too full to have people visit on a regular basis, and normally lack the support they need from

faculty and administrators (Salzer, Wick, & Rogers, 2008). Not only are there the contingencies

named above, Roy and Braider (2016) pointed out, “only 60% of colleges and universities have a

psychiatrist on staff at their health or counselling centers” (p. 1). Many universities are low on

funding and resources, cannot keep up with demand, and are struggling to provide support

services in general (Roy & Braider, 2016).

Roy and Braider (2016) found that many colleges do have some type of counselling

center; however, it is very hard for many students suffering from mental illness to participate in

counselling. There is a negative stigma that goes along with attending counselling sessions, that

many do not want placed on them. Quinn, Wilson, MacIntyre, and Tinklin (2009) discuss many

studies that display how students will not participate in counselling services provided by many

institutions, and attempt using other sources such as friends or family, due to the fear of the
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stigmatism. This study also addressed how many faculty members did not feel it was their job or

responsibility to resolve the problems of students (Quinn, Wilson, MacIntyre, & Tinklin, 2009).

With some faculty feeling that it is not their responsibility to help students, Jayalakshmi

and Magdalin (2015) found that academic skills are heavily prioritized, but that social and

emotional skills are neglected. Many students feel educators only care about their test scores,

grade point average (GPA), or what they have done academically; not how the student is feeling

or adapting to a new environment. This supports what Quinn, Wilson, MacIntyre, and Tinklin

(2009) found in their study.

These studies indicate that when an institution cannot provide students with effective and

efficient student support services, it can negatively impact the population and the campus culture

around mental health. If there is nowhere for the student to go when feeling depressed, anxious,

or whatever the mental illness may be, it may cause the student to be a higher risk of lower

performance in academic environments. Additionally, many students see their academic

performance and GPA as a reflection of themselves (DeRoma, Leach, & Leverett, 2009).

Meaning, if their grades are poor, they will see themselves as a failure and thus may increase

their depressive symptoms. Those that suffer from mental illness are at a risk of abusing

substances, which could moreover cause students to find themselves in poor academic standing

or drop out. This should be of concern for institutions, as institutions are heavily ranked by their

graduation and retention rates (Wyatt & Oswalt, 2013). If many students are dropping out or not

able to graduate due to unsupportive services regarding mental health, then those numbers are

greatly effected.
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Strategies for Intervention

One way institutions could try improving their approach to student mental health support

is by outsourcing and collaborating with outside partnerships. Roy and Braider (2016) proposed

a collaboration with the Behavioral Health College Partnership, who works with many

institutions providing an array of services, accepts insurance, and offers emergency assistance for

students. It is important to consider partnering with national and local organizations to promote

awareness and educational tools that help build a stronger approach to mental health awareness.

Being able to address the issues and provide foundational knowledge could potential lead to

destigmatization and more involvement to services. Another way is to address the stigma

associated with mental health. Kosyluk, Al-Khouja, Bink, Buchholz, Ellefson, Foku, and

Corrigan (2016) found that “stigma causes many individuals to avoid treatment” (p. 326).

A proposal made by Shor (2016) stated that, “This could be done through support and

advice being offered by specialized services, such as supported education programs, as well as

through the development of other support systems within universities that would be available to

them when needed” (p. 7). If the issue of stigma could be addressed, and workshops are offered

to faculty and administration, more students may feel comfortable in using support services.

Getting student service members to the classroom is crucial to providing support and fighting

mental health issues.

An area to further research is the effectiveness of psychiatric advance directives (PADs)

in our institutions. Brockelman and Scheyett (2015) conducted a study on faculty members’

knowledge of mental health problems in students, the services and accommodations provided by

the institution, and their approach to PADs as a form of stress relief for students in crisis. Their

research concluded that many faculty members were hesitant to use PADs due to the lack of
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judgement from students, as well as the responsibility of making executive decisions in regards

to student mental health (Brockelman & Scheyett, 2015). Further, Scheyett and Rooks (2012)

collected in their study that PADs could be beneficial to students when it comes to having

control over their own mental health and treatment options; but that it had the potential of

breaching student privacy and increasing stigmatization of those who suffer from serious mental

health issues. The benefits of using PADs was highlighted in this research study by saying that it

works more so as a type of crisis management for faculty, in order to best serve students

(Scheyette & Rooks, 2012). There is not enough conclusive research to determine the

effectiveness of PADs.

Conclusion

In addition to the information provided in this paper, it is important to realize that mental

health struggles are playing a major role on college campuses, and educators must take the time

and resources to develop potential support options. Addressing lack of funding, services offered,

mental health stigma, and ways to incorporate techniques such as PADs, could help students feel

more safe and not as if they are battling these issues alone. Without ongoing research on

effective methods for supporting issues of mental health on college campuses, educators cannot

further help students struggling. Additionally, the higher education system needs to consider

partnerships with organizations that specialize in mental health to see if there are collaboration

options available. Finally, mental health issues amongst students is important in facilitating an

easier transition into higher education; therefore, discovering new and innovative strategies

should be priority in promoting student success.

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References
Brockelman, K. F., & Scheyett, A. M. (2015). Faculty perceptions of accommodations,

strategies, and psychiatric advance directives for university students with mental

illnesses. Psychiatric Rehabilitation Journal, 38(4), 342-348.

DeRoma, V. M., Leach, J. B., & Leverett, J. P. (2009). The relationship between depression and

college academic performance. College Student Journal, 43(2), 325-334.

Jayalakshmi, V., & Magdalin, S. (2015). Emotional intelligence, resilience and mental health of

women college students. Journal of Psychosocial Research, 10(2), 401-408.

Kosyluk, K. A., Al-Khouja, M., Bink, A., Buchholz, B., Ellefson, S., Fokuo, K., & ... Corrigan,

P. W. (2016). Challenging the stigma of mental illness among college students. Journal

of Adolescent Health, 59(3), 325-331.

Megivern, D., Pellerito, S., & Mowbray, C. (2003). Barriers to higher education for individuals

with psychiatric disabilities. Psychiatric Rehabilitation Journal, 26(3), 217-231.

Quinn, N. n., Wilson, A., MacIntyre, G., & Tinklin, T. (2009). 'People look at you differently':

students' experience of mental health support within Higher Education. British Journal of

Guidance & Counselling, 37(4), 405-418.

Roy, N., & Braider, L. (2016). College students and mental illness: Strategies for optimal results.

Psychiatric Times, 33(5), 1-4.

Salzer, M. S., Wick, L. C., & Rogers, J. (2008). Familiarity with and use of accommodations and

supports among postsecondary students with mental illnesses. Psychiatric Services,

59(4), 370-5

Scheyett, A. M., & Rooks, A. (2012). University students’ views on the utility of psychiatrics

advance directives. Journal of American College Health, 60(1). 90-93.

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Shor, R. (2016). Difficulties experienced by university students with severe mental illness who

participate in supported education programs. Community Mental Health Journal.

Wyatt, T., & Oswalt, S. B. (2013). Comparing mental health issues among undergraduate and

graduate students. American Journal of Health Education, 44(2), 96-107.