best college essays about mental health

16 Personal Essays About Mental Health Worth Reading

Here are some of the most moving and illuminating essays published on BuzzFeed about mental illness, wellness, and the way our minds work.

BuzzFeed Staff

1. My Best Friend Saved Me When I Attempted Suicide, But I Didn’t Save Her — Drusilla Moorhouse

"I was serious about killing myself. My best friend wasn’t — but she’s the one who’s dead."

2. Life Is What Happens While You’re Googling Symptoms Of Cancer — Ramona Emerson

"After a lifetime of hypochondria, I was finally diagnosed with my very own medical condition. And maybe, in a weird way, it’s made me less afraid to die."

3. How I Learned To Be OK With Feeling Sad — Mac McClelland

"It wasn’t easy, or cheap."

4. Who Gets To Be The “Good Schizophrenic”? — Esmé Weijun Wang

"When you’re labeled as crazy, the “right” kind of diagnosis could mean the difference between a productive life and a life sentence."

5. Why Do I Miss Being Bipolar? — Sasha Chapin

"The medication I take to treat my bipolar disorder works perfectly. Sometimes I wish it didn’t."

6. What My Best Friend And I Didn’t Learn About Loss — Zan Romanoff

"When my closest friend’s first baby was stillborn, we navigated through depression and grief together."

7. I Can’t Live Without Fear, But I Can Learn To Be OK With It — Arianna Rebolini

"I’ve become obsessively afraid that the people I love will die. Now I have to teach myself how to be OK with that."

8. What It’s Like Having PPD As A Black Woman — Tyrese Coleman

"It took me two years to even acknowledge I’d been depressed after the birth of my twin sons. I wonder how much it had to do with the way I had been taught to be strong."

9. Notes On An Eating Disorder — Larissa Pham

"I still tell my friends I am in recovery so they will hold me accountable."

10. What Comedy Taught Me About My Mental Illness — Kate Lindstedt

"I didn’t expect it, but stand-up comedy has given me the freedom to talk about depression and anxiety on my own terms."

11. The Night I Spoke Up About My #BlackSuicide — Terrell J. Starr

"My entire life was shaped by violence, so I wanted to end it violently. But I didn’t — thanks to overcoming the stigma surrounding African-Americans and depression, and to building a community on Twitter."

12. Knitting Myself Back Together — Alanna Okun

"The best way I’ve found to fight my anxiety is with a pair of knitting needles."

13. I Started Therapy So I Could Take Better Care Of Myself — Matt Ortile

"I’d known for a while that I needed to see a therapist. It wasn’t until I felt like I could do without help that I finally sought it."

14. I’m Mending My Broken Relationship With Food — Anita Badejo

"After a lifetime struggling with disordered eating, I’m still figuring out how to have a healthy relationship with my body and what I feed it."

15. I Found Love In A Hopeless Mess — Kate Conger

"Dehoarding my partner’s childhood home gave me a way to understand his mother, but I’m still not sure how to live with the habit he’s inherited."

16. When Taking Anxiety Medication Is A Revolutionary Act — Tracy Clayton

"I had to learn how to love myself enough to take care of myself. It wasn’t easy."

Topics in this article

Mental Health

Companies & Schools

Should you discuss mental health issues in your college essay?

by Erica L. Meltzer | Oct 20, 2018 | Blog , College Essays | 6 comments

Image ©Nickshot, Adobe Stock

Note, January 2022: This post was written in 2018, before the start of the Covid-19 pandemic. Obviously, many things have changed since then, not least the amount of psychological pressure that many high school students have experienced. Clearly, some of the boundaries and expectations surrounding acceptable/advisable topics for admissions essays have shifted, and applicants undoubtedly have more leeway in discussing mental-health issues than they did in the past. That said, I would still caution against making this subject the exclusive focus of your essay(s). If it happens to be relevant—and it very well might be, given the events of the last couple of years— then you should focus on discussing it in a mature way that conveys qualities such as empathy and resilience, and that demonstrates your ability to reflect insightfully on what may have been very difficult situations.

As regular readers of my blog may know, I periodically trawl the forums over at College Confidential to see what’s trending. Recently, I’ve noticed a concerning uptick in the number of students asking whether it’s appropriate for them to write about mental health issues, most frequently ADD and/or anxiety, in their college applications.

So the short answer: don’t do it.

The slightly longer version:

If you’re concerned about a drop in grades or an inconsistent transcript, talk to your guidance counselor. If these types of issues are addressed, the GC’s letter is the most appropriate place for them. If, for any reason, the GC is unable/unwilling to discuss them and the issues had a significant impact on your performance in school that unequivocally requires explanation, you can put a brief, matter of fact note in the “is there any additional information you’d like us to know?” section, but think very carefully about how you present it. Do not write your main essay about the issue.

The full version:

To understand why these topics should generally be avoided, you need to understand what information colleges are actually seeking to gain from the personal statement. Although it is technically a personal narrative, it is, in a sense, also a persuasive essay: its purpose is to convey what sets you apart from the thousands of others with equally good grades and scores, and to suggest whether you have qualities that make you more likely to thrive at university x than the other 10 or 15 or even 20 applicants clamoring for that spot.

Now, whether such thing can actually be determined from 650 words (with which some students receive significant help) is of course questionable; however, the bottom line is that, adcoms are looking for students who will be successful in college. Discussing one’s inability to focus or intense aversion to social situations does not exactly inspire confidence, even if a student insists those problems have been overcome. Leaving home, dealing with professors and roommates and more challenging classes… Those are all major stressors. There is a tacit understanding that of course some students will flame out, have breakdowns, etc., but adcoms are understandably hesitant to admit anyone who is already at a higher risk for those issues. You want them to be excited about the prospect of admitting you, not debate whether you’ll really be able to handle college. (In fact, I had multiple students with various issues who were not truly ready for college and who did flame out — colleges have good reason to take these things seriously.)

This concern goes beyond any particular student’s well-being: graduation rates get factored into rankings, and every student who doesn’t make it through drags that statistic just a little bit lower. If a student does develop serious problems while on campus, there are also potential legal/liability issues involved, and no school wants to deliberately court those.

Besides, if your grades are iffy, it is extremely difficult not to sound as if you are making excuses. You are much better off talking about an experience or interest that will make them look past the transcript and think, “Hey, I really like this kid.” And the reality is that if your grades are that iffy, you’re probably not a competitive candidate at super-selective colleges anyway. These schools are looking for applicants who are on the way to fulfilling their potential, not for ones who need to explain away chronic underachievement.

In addition, one thing applicants — and sometimes their parents — have difficulty wrapping their heads around is the sheer number of applications the average admissions officer has encountered. Situations that may seem extreme and dramatic to adolescents who have recently confronted them may in fact have already been experienced — and written about — by thousands of other applicants. A 17-year old may believe that describing their anxiety in morbid detail will make them seem complex and introspective, but more likely it will only come off as overwrought and trite.

I know that might sound harsh, but please remember that admissions officers are coming at this process with no pre-existing knowledge of you as a person, only a few minutes to spend on your essay, and hundreds of other applications to get through. They are also under intense pressure to ensure that the appropriate demographics targets are being met and all the various institutional constituencies (coaches, development office, orchestra conductor) are being satisfied. They’re not ogres, and they’ll try to give you the benefit of the doubt, but if yours is the fifth essay about overcoming anxiety they’ve seen in the last 48 hours, they will look at it and reflexively think, “oh, another one of these.” That is not a first impression you want to make.

Now, are there exceptions? Yes, of course, but they are rare. In all the time I did college admissions work, I had exactly one student successfully discuss anxiety in an essay. It was, however, introduced in the context of a family tragedy that had profoundly shaped the student’s life; given that background, the discussion seemed natural and matter of fact rather than overdramatized. Even so, I made the student take a good week to think about whether that topic was truly the one they wanted to write about.

Ultimately, of course, the decision is yours, and the choice depends on the larger story you want to tell as well as your ability as a writer, but these topics are so difficult to pull off well that you are best off avoiding them if you can (particularly if you don’t have access to someone with a lot of admissions experience who can review your essay). Find another topic/ experience that you enjoy writing about (and that others are likely to enjoy reading about); that presents you as someone interesting and thoughtful; and that suggest you are ready to thrive in college.

If you really are concerned about your ability to function in college, most schools have plenty of resources for you to take advantage of (academic support, counseling center, etc.). But those are things to investigate after you get admitted. Before that, don’t go out of your way to fly red flags where none are warranted.

Why is Dyslexia ok to mention on an essay, but overcoming selective mutism is not?

Dyslexia is a learning disability that lends itself to proof that it has been overcome through excellent scores in reading and writing. It’s not easy to overcome or cope with dyslexia so an essay showing how a student did it demonstrates their tenacity and resourcefulness. Grades and scores are proof that the dyslexia will not be a problem in college, while the essay can highlight the characteristics that led to the student’s success and which will serve them well in college.

I wrote about how my dog helped me overcome me ending my life/depression and moving to another school is that too common

Thanks for the tips and perspective. It seems like common sense to me as a parent and tutor, but now I have an “established author” to cite!

I want to write about how depression had change me. But my grades and statistics are all great. Is this okay to write? My bad mental health somehow didn’t manage to get to the others parts of my life.

Is it okay to write about how despite psychosis I could manage to get good grades?

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Should You Talk About Mental Health in College Essays?

This article was written based on the information and opinions presented by Shravya Kakulamarri in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

What are you required to disclose in your application.

Should You Include Mental Health History in Your Application?

How to Talk about Mental Health in College Applications

Taking care of your health in college.

Many students wonder if they should discuss mental health or disability in their college applications. Mental health history or a disability might be an integral part of who a student is, but that doesn’t necessarily make it relevant to a college application. Keep in mind that it is actually illegal for colleges to ask for these types of details about your life because it can be considered discrimination. So, colleges will never directly ask if you’ve had any sort of mental health issue or if you’ve ever had a disability. Based on this reason alone, you are not required to disclose mental or physical health concerns on your application.

Disclosing your mental or physical health is strictly a matter of personal choice. If you leave out this information, it is not lying and 100% within your legal right to do so.

Should You Include Mental Health History in Your Application?

Before you choose whether to disclose your history of mental health or disability, you should think about the purpose of a college application. Everything that you put in your college application should contribute to an overall positive image of who you are as a student and member of the community.

You usually don’t want to hide integral parts of who you are, but you also don’t want to be sharing challenges that are not going to strengthen your application. This is true not only for mental health or disabilities but also for academics, extracurriculars, and other experiences. Normally, students don’t bring up the time that they got a C or D in a class on their application. Everything that you include on your application should paint the most positive image of you possible. You always want to put your best foot forward and keep the focus on your strengths.

You don’t want colleges to doubt your ability to succeed and perform well under pressure. If you mention any mental health concerns, they might use that as a way to question if you will do well at their school and be able to handle their rigorous course load. While colleges are supportive of their students’ mental health challenges and provide resources and services, you don’t want their first impression of you on your application to be something that makes them uncertain of your abilities. So, keep this in mind when deciding whether to disclose your mental health history.

If you decide to include your mental health or disability history in your application , there are specific aspects of your experience that you should focus on. Rather than talking about the mental illness itself, focus more on the recovery and management aspects and what you have learned from the experience.

Discuss things like how you have grown and the coping methods that you have cultivated due to the experience. These will give the admissions officer an idea of the types of strategies that you’ll likely use in college anytime that you encounter a stressful situation.

Overall, if you choose to talk about mental health in your applications, focus on the learning and growth that you’ve gained because of it.

Mental health is an important part of your well-being, and it’s essential to start good habits in high school . This way, you’ll be better prepared to cope when you face new challenges in college. You’ll likely be experiencing living on your own for the first time and have new responsibilities without the same support system that you had at home. It’s crucial to learn how to take care of your mental health early.

Fortunately, most students will have many resources at college to help them through mental health challenges. If you’re dealing with any mental health struggles, there is usually an office of wellness where you can schedule a time to see a therapist. This is usually provided with your school’s health insurance. If this is something that you are concerned about for your college experience, make sure to look into what mental health resources each college provides before applying.

Mental Health Essay

Introduction

Mental health, often overshadowed by its physical counterpart, is an intricate and essential aspect of human existence. It envelops our emotions, psychological state, and social well-being, shaping our thoughts, behaviors, and interactions. With the complexities of modern life—constant connectivity, societal pressures, personal expectations, and the frenzied pace of technological advancements—mental well-being has become increasingly paramount. Historically, conversations around this topic have been hushed, shrouded in stigma and misunderstanding. However, as the curtains of misconception slowly lift, we find ourselves in an era where discussions about mental health are not only welcomed but are also seen as vital. Recognizing and addressing the nuances of our mental state is not merely about managing disorders; it's about understanding the essence of who we are, how we process the world around us, and how we navigate the myriad challenges thrown our way. This essay aims to delve deep into the realm of mental health, shedding light on its importance, the potential consequences of neglect, and the spectrum of mental disorders that many face in silence.

Importance of Mental Health

Mental health plays a pivotal role in determining how individuals think, feel, and act. It influences our decision-making processes, stress management techniques, interpersonal relationships, and even our physical health. A well-tuned mental state boosts productivity, creativity, and the intrinsic sense of self-worth, laying the groundwork for a fulfilling life.

Negative Impact of Mental Health

Neglecting mental health, on the other hand, can lead to severe consequences. Reduced productivity, strained relationships, substance abuse, physical health issues like heart diseases, and even reduced life expectancy are just some of the repercussions of poor mental health. It not only affects the individual in question but also has a ripple effect on their community, workplace, and family.

Mental Disorders: Types and Prevalence

Mental disorders are varied and can range from anxiety and mood disorders like depression and bipolar disorder to more severe conditions such as schizophrenia.

Depression: Characterized by persistent sadness, lack of interest in activities, and fatigue.
Anxiety Disorders: Encompass conditions like generalized anxiety disorder, panic attacks, and specific phobias.
Schizophrenia: A complex disorder affecting a person's ability to think, feel, and behave clearly.

The prevalence of these disorders has been on the rise, underscoring the need for comprehensive mental health initiatives and awareness campaigns.

Understanding Mental Health and Its Importance

Mental health is not merely the absence of disorders but encompasses emotional, psychological, and social well-being. Recognizing the signs of deteriorating mental health, like prolonged sadness, extreme mood fluctuations, or social withdrawal, is crucial. Understanding stems from awareness and education. Societal stigmas surrounding mental health have often deterred individuals from seeking help. Breaking these barriers, fostering open conversations, and ensuring access to mental health care are imperative steps.

Conclusion: Mental Health

Mental health, undeniably, is as significant as physical health, if not more. In an era where the stressors are myriad, from societal pressures to personal challenges, mental resilience and well-being are essential. Investing time and resources into mental health initiatives, and more importantly, nurturing a society that understands, respects, and prioritizes mental health is the need of the hour.

World Leaders: Several influential personalities, from celebrities to sports stars, have openly discussed their mental health challenges, shedding light on the universality of these issues and the importance of addressing them.
Workplaces: Progressive organizations are now incorporating mental health programs, recognizing the tangible benefits of a mentally healthy workforce, from increased productivity to enhanced creativity.
Educational Institutions: Schools and colleges, witnessing the effects of stress and other mental health issues on students, are increasingly integrating counseling services and mental health education in their curriculum.

In weaving through the intricate tapestry of mental health, it becomes evident that it's an area that requires collective attention, understanding, and action.

Short Essay about Mental Health

Mental health, an integral facet of human well-being, shapes our emotions, decisions, and daily interactions. Just as one would care for a sprained ankle or a fever, our minds too require attention and nurture. In today's bustling world, mental well-being is often put on the back burner, overshadowed by the immediate demands of life. Yet, its impact is pervasive, influencing our productivity, relationships, and overall quality of life.

Sadly, mental health issues have long been stigmatized, seen as a sign of weakness or dismissed as mere mood swings. However, they are as real and significant as any physical ailment. From anxiety to depression, these disorders have touched countless lives, often in silence due to societal taboos.

But change is on the horizon. As awareness grows, conversations are shifting from hushed whispers to open discussions, fostering understanding and support. Institutions, workplaces, and communities are increasingly acknowledging the importance of mental health, implementing programs, and offering resources.

In conclusion, mental health is not a peripheral concern but a central one, crucial to our holistic well-being. It's high time we prioritize it, eliminating stigma and fostering an environment where everyone feels supported in their mental health journey.

Frequently Asked Questions

What is the primary focus of a mental health essay?

Answer: The primary focus of a mental health essay is to delve into the intricacies of mental well-being, its significance in our daily lives, the various challenges people face, and the broader societal implications. It aims to shed light on both the psychological and emotional aspects of mental health, often emphasizing the importance of understanding, empathy, and proactive care.

How can writing an essay on mental health help raise awareness about its importance?

Answer: Writing an essay on mental health can effectively articulate the nuances and complexities of the topic, making it more accessible to a wider audience. By presenting facts, personal anecdotes, and research, the essay can demystify misconceptions, highlight the prevalence of mental health issues, and underscore the need for destigmatizing discussions around it. An impactful essay can ignite conversations, inspire action, and contribute to a more informed and empathetic society.

What are some common topics covered in a mental health essay?

Answer: Common topics in a mental health essay might include the definition and importance of mental health, the connection between mental and physical well-being, various mental disorders and their symptoms, societal stigmas and misconceptions, the impact of modern life on mental health, and the significance of therapy and counseling. It may also delve into personal experiences, case studies, and the broader societal implications of neglecting mental health.

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Writing College Essays about Mental Health in the Context of the Pandemic

tiles on black surface reading mental health matters

Written by Vanessa Garrido on July 7th, 2022

writing college essays ,
mental health ,
Weigh your pros and cons, which may look something like:
Pro: You are providing the admission office and student services with a fuller picture of your needs and circumstances as they relate to your mental health. If a college doesn’t feel it can support you, the school is not going to be a great fit for you.
Con: Reducing your mental health challenges down to a 650-word essay is not likely to capture the full complexity of your experience. Your essay will only reveal a sliver of this facet of your life and may be misread or misinterpreted.
Ask yourself these questions if you’re considering writing about your mental health:
Are you currently in the midst of your mental health challenges? The personal statement is intended to give you an opportunity to shine light on your growth. If you’re managing something as complex as depression or an eating disorder, it can be challenging to focus on the growth. Your college essay might not be the ideal place to process the relevant feelings and issues. You may want to explore a different topic and address your mental health through journaling, talk therapy, etc.
What positive personal qualities do you want to highlight, and is this topic the best way to let these traits shine? Remember, this is the one story about you most admission officers will have access to. Is this the one story you want to share?
What is your perspective? How might you share a story that will be a vibrant, authentic take on something that is affecting a large swath of the population?
How have you changed? How has this experienced helped you become the person you are today? What do you want your readers to take away?
Identify ACEs (Adverse Childhood Experiences)
Mental Health Resources for Adolescents and Young Adults from SAHM
SAMHSA (Substance Abuse and Mental Health Services Administration) Helpline and Resources
National Institute of Mental Health
Mental Health First Aid training for teens

When is the right time to get started? How can you keep my child on track? Get all the answers to your most pressing questions.

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Is it OK to discuss mental health in an essay?

Mental health struggles can create challenges you must overcome during your education and could be an opportunity for you to show how you’ve handled challenges and overcome obstacles. If you’re considering writing your essay for college admission on this topic, consider talking to your school counselor or with an English teacher on how to frame the essay.

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How to Write a Mental Health in College Students Essay

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Writing is a skill that takes time to build. Essays force you to practice research, critical thinking and communication skills – college is the perfect time for you to practice these. However, there’s only so much you can learn about writing through preparation. If you’ve been assigned an essay on mental health, you may not be sure where to begin. You might also wonder if you should choose mental health as a topic for a college paper. Here’s how to write a “mental health in college students” essay.

What Not to Do

If you’re trying to choose a topic for a college application essay, mental health is usually not the way to go. Your personal statement should show colleges why you’re the best candidate to attend their school. Because many students write about mental health , your essay may get lost in the crowd. In addition, your mental health journey is only a part of who you are.

It can be difficult for many students to write about personal mental struggles without seeming overdramatic. Unless mental health struggles have shaped your whole life, it’s best to discuss other topics. If you mention mental health, stay brief and matter-of-fact. Don’t let it become the whole point of your essay.

Review the Instructions

If you’re writing this essay for a college course, start by looking over the assignment instructions. Don’t just listen to what your teacher says – look up the assignment on the syllabus to see if you can find a rubric or other relevant information.

Highlight the important points to make sure you know what matters to your professor. The instructions are parameters you can operate in to create an essay you enjoy. Make sure you check word count, essay structure and review corrections on past essays. If you’re confused about something, don’t hesitate to ask your professor for clarification.

Do the Research

Regardless of what class you’re writing for, this is the kind of topic that requires hard numbers. You don’t want to make general claims about rates of student anxiety or mental illness – to be credible, you need specifics. Be careful with your wording to avoid all-or-nothing statements. Everyone experiences mental health differently.

Your professor may or may not allow you to pick the specific mental health topic you write about. However, you can ensure that your paper is well-researched and organized clearly. Before you start writing, create at least a basic outline showing the flow of ideas. This will make the writing phase much faster because you’ll always know what to say next.

Write It Out

Writer’s block often stems from perfectionism. This paper won’t be perfect the first time, so don’t worry about writing it perfectly! Start with an interesting line that gets your reader’s attention and make sure you have a clear thesis statement. Taken by itself, this sentence should describe the contents of your entire paper.

Build your paragraphs to the right word length by using specific examples. You should start each paragraph with a topic sentence that takes your reader one step in your paper’s argument. Then, describe a specific example that further explains this idea. You can find specific examples in your research or simply explain more about what you mean.

Edit Your Work

Editing is an important final step before you turn an essay in. It gives you an opportunity to look at your writing as a whole and ensure everything makes sense. If possible, you should set your first draft aside for a while before you reread it. This will help you see your work with fresh eyes so you can edit it.

Editing involves strengthening your paper’s organization, rewriting specific sentences and checking for errors. You should make major edits first and then do a final read-through to catch punctuation and spelling mistakes. It can be helpful to read your paper out loud or have a friend look it over as well.

One Key Takeaway for Writing a Mental Health in College Students Essay

Many students struggle with mental health while in school. Whatever topic you choose and however you organize your essay, make sure to write it with a sensitive tone. This topic is nuanced and shouldn’t be treated as a black-and-white issue. Write from an informed and compassionate point of view and offer your readers hope.

Use this guide to write an essay on mental health in college students that astounds and delights your professor. Putting in the work will build research and communication skills you’ll use for years – whether you’re a psychology major, a premed student or studying the arts at school.

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Guest Essay

I Edited Mental Illness Out of My College Applications. I’m Not Alone.

An abstract illustration of a person, made of stacked green and blue blobs, writing with a pencil.

By Emi Nietfeld

Ms. Nietfeld is the author of a memoir, “Acceptance.”

When I applied to college in the 2009-10 school year, I wasn’t worried about my grades or extracurriculars. Instead, I agonized over a dilemma that’s familiar to more students than ever as the Common Application deadline looms: What should I disclose about my mental health?

As I wrote my applications, my past was both my greatest asset and my biggest liability. I’d spent time in foster care and homeless, circumstances that made me attractive to the handful of selective universities that offered full scholarships to low-income students — my only hope at avoiding crushing loans. In an applicant pool filled with squash champions, concert organists and third-generation double legacies, I had my story.

But my experiences also affected me and my academic record in ways that weren’t so appealing: Like approximately 80 percent of current foster youths and many former ones, I had serious mental health diagnoses, including post-traumatic stress disorder, depression, anxiety and disordered eating. From ages 13 to 15, I was hospitalized repeatedly. Before being placed in a foster home, I spent nine months in a locked treatment center. I’d attended four to eight high schools, depending on how you counted. How could I possibly explain all that?

Officially, colleges say that students can share as much about their mental health as feels comfortable. But in practice, it seems clear that schools are nervous about accepting adolescents who divulge psychiatric histories. That perception is reinforced by high-profile lawsuits alleging discrimination against students with mental health disabilities, including an ongoing suit against Yale University and a similar one settled by Stanford University in 2019.

“We have all read the headlines of students on college campuses who have either harmed others or harmed themselves,” said Kat Cohen, a private admissions consultant who helped me, pro bono, with my applications. “These are the things that colleges worry about if they admit someone who is not stable.”

These mixed messages are forcing more and more students to make impossible choices amid a teenage mental health crisis. Should applicants play it safe and conceal their emotional troubles — even when it means leaving low grades and gaps in transcripts unexplained? Or should they tell the truth and risk getting flagged as a liability?

For those with mental health conditions, college admissions are unfairly arduous, an injustice that has long-lasting ramifications for both students and society. Many teenagers with psychological disorders end up at lower-quality schools than they could have attended otherwise, affecting their career options and earning potential. And since elite universities produce a disproportionate number of politicians and managers, society loses out by having fewer people in power who deeply understand mental illness and how it intersects with almost every major issue.

“In the age of Instagram activists, I thought it wouldn’t be as bad,” Jia Suo, a high school senior from Sugar Land, Texas, told me about the stigma of mental illness. “But when I got out of my treatment center my junior year, it’s not an exaggeration to say that I lost every single one of my friends.”

After an inpatient program for suicidal ideation (a diagnosis Ms. Suo attributes to normal angst misinterpreted by doctors), she did not receive credit for the classwork she did there. Looking at her grades — C’s and incompletes in a transcript filled with A’s — she figured she must have been given a zero for every missed assignment. She said she reached out to her guidance counselor and homebound teacher but was told it was too late and there was nothing they could do.

Initially, Ms. Suo wanted to explain herself in her college application essay. She wrote a personal statement about how her institutionalization motivated her to study law after meeting girls who had been sex trafficked and boys who languished in the facility for months waiting for foster homes.

But sharing her struggles was risky. A family friend who worked in admissions advised her, “Say you slacked off junior year.” Ms. Suo crossed her dream school, Cornell, off her list and has instead applied to 17 colleges without any explanation for the sudden drop in G.P.A. She resents that her brush with psychiatry will shape what college she attends, but it feels safer to talk about her institutionalization in The New York Times than in her applications. “I’m OK with the whole world knowing about it, but at the same time I just know the stigma they’re going to have at colleges about this.” In three months, when Ms. Suo gets the final acceptance and rejection letters, she’ll know the true impact.

When I applied to college, Ms. Cohen — Dr. Kat, as I and her other clients call her — advised the opposite approach at first. “You have to be extremely explicit,” I remember her warning me. “Otherwise they’ll have no idea how bad things were.” This surprised me. Until that point, the adults around me made me feel my symptoms were evidence of what was wrong with me, not evidence of what was wrong with my circumstances. Though I was deeply ashamed, when I applied to Yale early, I attached a timeline detailing my mom’s hoarding and my overmedication, culminating with me regaining my emotional stability as a scholarship student at boarding school.

I was rejected. My school guidance counselor called Yale’s admissions office and relayed to me that though my grades and test scores were similar to other applicants’, as she put it in an email to me, “regarding the past issues, the list was daunting.” Dr. Kat also queried her network and surmised that Yale wanted to minimize its risk after several high-profile on-campus suicides of college students around the country. “It was just T.M.I.,” she told me — too much information.

A spokeswoman for Yale this month said in a statement to The New York Times that she could not discuss my case because admission files are confidential. But she did say, “This account of an admissions decision from over a decade ago is at odds with our admissions practices and philosophy,” adding that Yale’s admissions process is “holistic.”

She continued, “The admissions committee does not discriminate against any applicant for health reasons.”

For my next round of applications, I wrote a simple explanation for why I had changed schools and thereby excised three years of my life: the diagnoses, the drugs, the self-inflicted scars. I became a parallel person who’d gone through the same things but come out unscathed. I hit “submit,” applying to 10 schools, including Harvard.

While I waited, I lived in fear of being found out. In my dreams, admissions officers interrogated me. They called me a liar and a cheater.

But after three months of nightmares, on April 1, 2010, I got into Harvard.

I screamed when I opened the email; I danced in the rain. Then guilt fogged the world. Harvard accepted 7 percent of applicants that spring. I felt alternate versions of myself trailing me, fates in which I hadn’t been able to hide my past and it haunted me into adulthood.

I spoke to current and former admissions officers this fall, seeking answers to the question that had mystified me as a teenager: How much should students talk about mental health on their college applications? Echoing the advice of other professionals, Claudia Marroquin, the dean of admissions at Bowdoin College, implied that applicants should not feel pressure to disclose. Pressed for more specifics, she told me that students “have to feel comfortable with what they’re sharing.” This platitude made me seethe with frustration: Even if I was comfortable sharing everything, I suspected that the colleges were not comfortable hearing it. The students I interviewed all sensed there was a line, but few of us were lucky enough to know where it lay.

Only Dr. Kat was willing to speak candidly. In the years since she initially advised me to discuss my struggles in detail, she has realized that this approach may be unwise.

“Without exception,” she said, “reading a personal statement about the applicant’s mental health struggles — that’s going to immediately raise a red flag unless it can really be contextualized as something that the student has triumphed over.”

She emphasized that mental health had to be handled on “a case-by-case basis,” ideally in close consultation with the student’s school guidance counselor.

But that, too, is fraught. At 16, I sought out Dr. Kat’s help because even at a private boarding school, my counselor didn’t have the bandwidth to give me the personal attention I needed. The pro bono services I received would’ve cost more than $16,000 in 2009 dollars. When I spoke to students about their experiences, far greater than the variety of emotional issues was the range in support. Even at Ms. Suo’s affluent suburban school, a single counselor could juggle more than 400 students at a time. Students with less help turn to YouTube gurus and Discord servers where peers workshop their essays.

Favour Osisioma, who immigrated from Nigeria to rural Tennessee at 13, started 2020 on track to attend an elite school. Then Covid hit. She found herself caretaker for her two younger siblings — the three of them remote-learning on one computer while their mom worked 100-hour weeks and Ms. Osisioma worked part time at McDonald’s. “I felt that it was my job to bring my family out of poverty,” she said. Her grades fell, escalating the anxiety she’d had before the pandemic into paralyzing panic attacks. She remembers an adviser saying, “‘I never expected you to disappoint me in this way.’”

Ms. Osisioma agonized over how to explain this to colleges. “I was trying to get the perfect words,” she said. “But I wasn’t sure anyone would see me and think, ‘This is an attractive package.’” In her senior year, she won a number of accolades, including a prestigious Coca-Cola scholarship. A video crew surprised her at school with a jumbo check.

“I remember coming home and putting it down in my room and still crying because I didn’t know what to say in my applications about the anxiety.” At the time, a single guidance counselor was assisting 800 students with everything from class scheduling to college counseling. Staring at her Yale application, Ms. Osisioma watched the deadline tick past and became so overwhelmed that she couldn’t walk and felt herself going in and out of consciousness. She had to see a neurologist to rule out seizures. She ended up attending college a year later than planned at the University of Tennessee at Martin. She’s a university scholar there and enjoys her classes but feels a long way from where she hoped she’d be.

Meanwhile, prep schools often employ former admissions officers as counselors, with caseloads closer to 30 students. Jessica Smith, the director of college counseling at Westtown School in Pennsylvania, said she takes pains to protect “students’ private business.” She added, “Even when a psychiatric crisis affects a transcript, there’s a lot I can control about how much it shows up.”

Jaimi Salone, now in their final quarter at Stanford, benefited from this kind of advice while a student at the Blake School in Minneapolis, which they attended on scholarship. In their essay, they wrote frankly about depression, anxiety and shame after their mom’s cancer diagnosis and eventual death — providing context for why they “did not look like what was expected of a Stanford admit,” with a 3.06 G.P.A. and many absences. But at the suggestion of their college counselor, they omitted their sophomore-year hospitalization. “Is it lying to not include?” they wondered. “What is considered an accurate representation of me as a student when I actually do have mental health issues?”

Even after they got in, the stress stayed. “I was worried my admissions would be revoked if other information came out.”

My Harvard application taught me what was acceptable to share and what was not. I sensed that colleges wanted a pristine survivor who was not marred by trauma. At 16, I didn’t realize that it is impossible to emerge from certain hardships unscathed; the perfect overcomer is a fantasy that some young people are coached into creating. This illusion can do great damage. I saw that I was not that person, which caused me deep shame.

Effective admissions policies require grasping how mental illness manifests in different students’ lives. The same crisis that leads to an outpouring of support for a wealthy child might cause a foster youth to be sent to a locked facility, prescribed antipsychotics and forced to change schools. Stigma varies widely across communities, affecting how teenagers view their struggles and what leeway they get from adults. Some kids are far less likely to be diagnosed and treated; others receive superfluous labels and get overmedicated. Understanding these disparities is crucial in the face of worsening adolescent mental health and ever more competitive standards at the colleges that produce an outsize share of leaders.

For a decade, I believed my story was an anomaly, but every year that seems less and less true. There are so many young people unable to hide their crises. We all lose out if this disqualifies them from a better future.

Emi Nietfeld ( @eminietfeld ) is the author of a memoir, “ Acceptance .”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Twitter (@NYTopinion) and Instagram .

An earlier version of this article misspelled the name of a city in Texas. It is Sugar Land, not Sugarland.

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100+ argumentative essay topics on mental health | example & outline, bob cardens.

September 2, 2022
Essay Topics and Ideas

Argumentative Essay Topics on Mental Health. Mental health is an important and often overlooked topic. In this article, we’ll explore some argumentative essay topics related to mental health .

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Argumentative Essay Topics about Mental Health

1. Is there a connection between mental health and physical health? 2. How does mental illness affect a person’s ability to function in society? 3. What are the most effective treatments for mental illness? 4. Are there any effective prevention strategies for mental illness? 5. What is the relationship between mental health and substance abuse? 6. How does poverty affect mental health? 7. What are the most common mental disorders? 8. What are the consequences of untreated mental illness? 9. What are the risk factors for developing mental illness? 10. How can mental illness be effectively diagnosed?

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Argumentative essay topics about depression

1. Depression is a real mental health condition.

2. Depression is more than just feeling sad.

3. Depression can lead to serious physical health problems.

4. Depression is treatable with medication and therapy.

5. People with depression can lead happy, fulfilling lives.

6. Untreated depression can be deadly.

7. Depression is often misunderstood and stigmatized.

8. Depression is not a sign of weakness or a character flaw.

9. Anyone can develop depression, even people who seem to have it all together.

10. There is no single cause of depression, but there are risk factors that can make someone more likely to develop the condition.

Argumentative Essay Topics on Mental Health. Mental health is an important and often overlooked topic. In this article, we’ll explore some argumentative essay topics related to mental health.

Argumentative essay about mental health in schools

1. Mental health should be taught in schools. 2. There should be more support for mental health in schools. 3. Mental health should be taken more seriously in schools. 4. Schools should do more to prevent mental health problems. 5. Schools should do more to help students with mental health problems. 6. Mental health problems are increasing in schools. 7. school counselors are not trained to deal with mental health issues 8. most school don’t have a mental health policy 9. lack of awareness about mental health among school staff 10. stigma and discrimination against mental health patients

Argumentative essay on mental health stigma

Argumentative essay topics about mental health can be very controversial and sensitive. However, there are many people who are open to discussing these topics and raising awareness about mental health. Here are twenty argumentative essay topics about mental health that you can use for your next essay.

1. How does society view mental health? 2. Do we need to break the stigma around mental health? 3. How can we better support those with mental health conditions? 4. What is the link between mental health and addiction? 5. How does trauma affect mental health? 6. What are the most effective treatments for mental health conditions? 7. Are there any natural remedies for mental health conditions? 8. How does diet affect mental health? 9. How does exercise affect mental health? 10. What is the link between sleep and mental health? 11. What are the warning signs of a mental health condition? 12. When should someone seek professional help for a mental health condition? 13. How can family and friends support someone with a mental health condition? 14. What are the most common myths about mental health? 15. How does stigma impact those with mental health conditions?

16. How can we destigmatize mental health? 17. What is the link between mental health and violence? 18. How does mental health affect overall health? 19. What are the most common mental health disorders? 20. What are the most effective treatments for mental health disorders?

Mental health debate topics for students

1. The definition of mental health 2. The different types of mental illness 3. The causes of mental illness 4. The treatments for mental illness 5. The side effects of mental illness 6. The impact of mental illness on society 7. The cost of mental health care 8. Mental health in the workplace 9. Mental health in the media 10. Stigma and discrimination against those with mental illness 11. The impact of trauma on mental health 12. Mental health during pregnancy and postpartum 13. Children’s mental health 14. Geriatric mental health 15. Global perspectives on mental health 16. Religion and mental health 17. Cultural competence in mental health care 18. Social media and mental health 19.Nutrition and mental health

20. Exercise and mental health

Expository essay topics about mental illness

1. How does mental illness affect one’s ability to work? 2. What are the most common types of mental illness? 3. How can mental illness be prevented? 4. What are the most effective treatments for mental illness? 5. How does mental illness impact relationships? 6. What are the financial costs of mental illness? 7. How does stigma affect those with mental illness? 8. What are the most common myths about mental illness? 9. How does mental illness differ from addiction? 10. What are the early warning signs of mental illness?

Debates about mental health

1. The definition of mental health is contested and argued by professionals in the field. 2. Some people argue that mental health is a social construction, while others believe that it is a real and valid medical condition. 3. Mental health is often stigmatized in society, and those who suffer from mental illness are often seen as weak or crazy. 4. Mental health is often viewed as something that can be cured, when in reality it is a lifelong battle for many people. 5. Mental illness is often seen as an individual responsibility to deal with, when in reality it affects not just the individual but also their families and loved ones. 6. It is often said that people with mental illness are not able to function in society, when in fact many people with mental illness are high-functioning individuals. 7. Mental health is often viewed as an all-or-nothing proposition, when in reality there is a spectrum of mental health conditions that range from mild to severe. 8. People with mental illness are often treated differently than other people, and they are often discriminated against. 9. There is a lot of misinformation about mental health, and this leads tomisunderstanding and fear. 10. Mental health is a complex issue, and there is no one-size-fits-all solution to addressing it.

Persuasive topics related to mental health

1. The link between mental health and physical health. 2. The benefits of therapy and counseling. 3. The importance of early intervention for mental health issues. 4. The impact of trauma on mental health. 5. The correlation between mental health and substance abuse. 6. The connection between mental health and chronic illness. 7. The relationship between mental health and chronic pain. 8. Mental health in the workplace. 9. Mental health in the military. 10. Mental health in schools. 11. Children’s mental health issues. 12. Teens and mental health issues. 13. Elderly mental health issues. 14. Cultural issues and mental health. 15. Religion and mental health. 16. The stigma of mental illness. 17. Mental health awareness and education. 18. Mental health advocacy. 19. Funding for mental health services. 20. Access to mental health care.

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5 Ways to Strengthen Mental Health Muscles for Exam Season

As exams loom over colleges this month, students are trying to finish their semesters successfully. Sometimes students define a successful exam week as getting good grades and passing classes. While these are important, focusing only on academic success can harm mental health. Learning to manage stress in healthy ways is an essential part of the college experience. Want to learn how to handle the mental weightlifting of exam week? In this piece, we'll explore effective ways to strengthen your mental wellness for exam week and for your future.

What is stress?

Simply defined, stress is the body's reaction to the strain you experience under pressure. It can be a physical, mental or emotional response. Although it gets a bad rap, not all stress is negative. In fact, it is often a catalyst for growth. For example, the uneasiness you may feel when you step out of your comfort zone is an example of positive stress that may help you grow.

Everyone experiences heightened stress at some point. For college students, months like November and April can often take the cake for high-stress seasons. Students' calendars are jam-packed with end-of-semester social events as well as final projects and exams.

Knowing how to strengthen your mental health muscles in these moments is a valuable skill. According to the American Psychological Association , nearly a quarter of adults today rate their daily stress between 8 and 10 (1 being little to no stress and a 10 being a great deal of stress). Because elevated stress is a reality of our culture, it’s essential to know the signs of negative stress and understand how to manage it.

Knowing your stress response

Negative responses to high stress can crop up in several different forms. Here is a list of common reactions people have to high-stress situations to help you identify what you’re going through.

Anxiety and exam week symptoms

Our society frequently uses the word anxiety, but many people talk about it broadly rather than naming thought patterns or actions associated with it. In general, anxiety is excessive worry or fear. Sometimes it looks like looping thoughts that play over and over in your head or catastrophic fears where you exaggerate possible future outcomes in your mind.

Worry and fear can also manifest in physical symptoms, such as racing heartbeat, nausea, sweating, trembling, disrupted sleep and difficulty concentrating when the body perceives the fear or worry as valid.

During exam week, anxiety can take several forms. Along with the symptoms above, some anxious students become perfectionists, setting impossible goals and standards for themselves and then falling apart when they can’t meet the standards. Other anxious students will show avoidant behavior, skipping studying completely or procrastinating.

Depression and exam week symptoms

Feelings of hopelessness, sadness or loss of interest in activities often characterize depression. In general, students experiencing depression have a lack of motivation to get out of bed or study. They will procrastinate and withdraw. And likely, they will feel persistent sadness, guilt or hopelessness about their academic performance.

Burnout and exam week symptoms

This stress response often happens when people experience high-stress levels over a long period with no healthy breaks or self-care. Ultimately, you work to the point of exhaustion. Symptoms begin as irritability and reduced productivity but become severe fatigue and even illness.

How to build mental strength

1. pursue support and free mental health resources.

One of the best things about college is the sheer number of mental health resources available to you for free. From peer mental health coaching and group counseling to individual counseling and crisis resources, colleges know that students need support in psychological well-being as they grow academically and developmentally. These higher education experts also share timely educational materials through free digital newsletters and social media.

Beyond personnel in these offices, campuses build systems of support through student, faculty and staff mentors. Students can benefit from already having established relationships when they need advice. Look out for extra well-being resources during exams too. For example, at Berry, student volunteers who promote mental wellness known as peer educators set up a self-care tools booth that includes therapy dogs, coloring pages and fidget toys for taking brain breaks.

In the future, building a support network and knowing how to find resources to care for yourself will be an advantage.

2. Plan ahead

Most colleges share exam schedules at the beginning of the semester. Figure out when your exams are and which ones you need to prioritize. It’s likely you’ve completed a lot of the classwork before exam week. For example, if 80% of your work for a course is complete, you can figure out which exams and projects matter most. Sometimes your exam will not affect your overall class grade at all. Once you know which exams are most important, schedule out manageable chunks of study time .

In the future, knowing how to reflect on your responsibilities and decide what needs your attention most will be valuable.

3. Prioritize marginal activities

Think of margin as the space between two things. For college students, margin typically describes the time between social and academic activities. It's necessary breathing room or recovery time that helps you mentally recoup. Students often push marginal activities aside, like sleeping, eating and exercising, to pack more into the day. However, disregarding opportunities to recharge significantly impact a student's well-being. Once you build a study plan, make room for the marginal activities that keep you mentally, physically and emotionally fueled. When there is no room for eating, sleeping, breaks or exercise, you’ve built an unmanageable, overcommitted schedule.

Expert Advice:

Terri Cordle, a licensed professional counselor at Berry College who has worked in higher education for over 25 years says, “The best way for students to prioritize mental health is to plan ahead for self-care. But self-care doesn’t mean special activities or treats. Instead, it's about daily habits students do to manage stress: getting adequate and restorative sleep, eating regular nutritious meals, hydrating with non-caffeinated drinks, moving including exercising, spending time outdoors and having downtime where they are not doing school or work-related tasks.

These are the basics of stress-resilience and wellness. Remember: it is productive to take breaks to eat, hydrate, sleep, move and have some downtime. I encourage students to think of these activities as fuel for their minds and bodies. Without fuel, we all lack the energy it takes to focus and concentrate, have clarity of thought, be creative and problem-solve.”

In the future, you will likely juggle more responsibilities and activities than you do in college. Start building the practice of margin in your schedule now.

This practice is for in-the-moment stress response situations. If you find yourself experiencing physical symptoms of anxiety, depression or burnout while studying, practice breathing exercises or get up and walk outside for a few minutes. Meditation, prayer and mindfulness practices can be excellent tools for relaxation that can help you diminish physical responses to stress and regain concentration.

In the future, knowing how to settle yourself and your body will help you get past mental blocks that might keep you from success.

5. Practice positive thinking

If you are struggling with negative thought patterns, share them with a trusted friend or counselor and challenge negative thoughts. Then visualize yourself performing well or achieving your goals, as positive visualization can help boost confidence.

In the future, you will likely be able to name negative thought patterns with practice and push past them when your anxiety or depression is triggered.

In the end, remember that high-stress and pressure situations are a part of life you can learn to manage. Just like training for a race where your body experiences physical stress, building resilience takes practice and training to build your mental health muscles.

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OSU Center for Teaching and Learning

Supporting student mental health in the college classroom

By Tasha Galardi, OSU College of Health

The teaching landscape has changed in a variety of ways since the start of the COVID pandemic, and one thing many of us are noticing is an increase in the mental health issues that our students are experiencing. The majority of college students today meet the criteria for at least one mental-health problem. Results from the latest  Healthy Minds survey (2022), which received responses from 96,000 U.S. students across 133 campuses during the 2021–22 academic year, found that 44 percent reported symptoms of depression, 37 percent said they experienced anxiety and 15 percent said they have seriously considered suicide. While the rates of mental-health problems are roughly the same among students of all races, students of color are less likely to receive treatment (Lipson et al., 2022). Many students feel that faculty should be at least moderately involved in helping students who struggle with their mental health, in part because most college counseling centers are overwhelmed and have long waiting lists (Cohen et al., 2022).

Instructors play a critical role in supporting student mental health, by sharing resources and incorporating strategies that support student well-being. Mental health challenges negatively impact student performance and classroom dynamics, so efforts to support student mental health not only benefit students in need but also improve the classroom experience for the instructor and other students. There are a variety of practices that instructors can employ to support student mental health, even if they do not know whether any specific students in their class are experiencing issues.

Best Practices for Supporting Student Health and Well-Being:

It is important to note that while some students have Disability Access Services ( DAS ) accommodations, many do not.
Rather than accommodating individual requests for flexibility, it might be easier to build flexibility into your course design. For example, you can drop several of the lowest participation scores to allow students to miss a few classes without penalty or offer every student a one-time late submission pass for homework assignments.
Provide opportunities for students to make up points, such as extra credit and/or the rewriting of an assignment.
Create simplicity, consistency, and clarity in your course design, and consider a regular schedule for assignment due dates. Keep everything well-organized in Canvas, and make sure links work. Clearly outline expectations, deadlines, and how assignments will be graded. Post regular reminders for upcoming due dates.
Space out assignments throughout the term. It is better to have more small assignments than just a few larger ones. Scaffold larger assignments by breaking the work up into smaller pieces.
Signal support for student mental health throughout the term through statements made in class, via announcements, etc. Openly mention upcoming discussions of potentially challenging topics and discuss major events that may impact student mental health. Describe your own self-care practices and destigmatize asking for help.
Instructors will most likely need to reach out to students who appear to be struggling, because students generally do not initiate these conversations.
Refer at-risk students to the Student Care Team and/or CAPS .

At times, it can seem overwhelming trying to navigate the needs of our students and their requests for accommodations. It is important to remind them (and perhaps even yourself!) that you are not a trained therapist, and to practice self-care when you need to recover from the emotional labor that teaching can require. But, instructors definitely play a pivotal role in supporting students and this work can be managed with planning and intention. By designing your course in a way that supports student mental health and well-being, you will likely receive fewer requests for special accommodations. And it is rewarding to know that you are helping students be more successful in your class, which impacts their overall success at OSU.

Cohen, K. A., Graham, A. K., & Lattie, E. G. (2022). Aligning students and counseling centers on student mental health needs and treatment resources. Journal of American College Health , 70 (3), 724-732.

Coleman, M. E. (2022). Mental health in the college classroom: Best practices for instructors. Teaching Sociology , 50 (2), 168-182.

Eaton, R., Hunsaker, S. V., & Moon, B. (2023). Improving learning and mental health in the college classroom . West Virginia University Press.

Healthy Minds Network (2022). Healthy Minds Study among Colleges and Universities, year 2021-2022 [Data set]. Healthy Minds Network, University of Michigan, University of California Los Angeles, Boston University, and Wayne State University. https://healthymindsnetwork.org/research/data-for-researchers .

Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., & Eisenberg, D. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021. Journal of Affective Disorders , 306 , 138-147.

About the Author: Tasha Galardi is a Senior Instructor in the Human Development and Family Sciences department, and primarily serves as the Human Services internship coordinator. This post was inspired by discussions at a recent CTL Fellows Program event in the College of Health that Tasha facilitated in her current role as a College of Health CTL Fellow.

Evidence-based Approaches to Support Student Mental Health

Andrea Feldman
24 April 2024

The college years throw a lot of new challenges at us. Maybe you’re the first in your family to go to college. You’re developing a new sense of independence. Figuring out how to live with roommates. Dealing with new financial responsibilities and academic pressures.

That’s a lot all by itself — but as Associate Professor Sam Rosenthal noted during her recent Health Equity lecture outlining the behavioral health of college-age students, a staggering 75% of mental health disorders are established by the mid-twenties. That means that the 18-25 cohort exhibits the highest rates of anxiety and depressive symptoms, and they’re also extremely vulnerable to developing parallel addictive behaviors.

“Those with social support reduce their risk of insomnia by 33%, their risk of anxiety by 47% and their risk of depression by 50%. That’s dramatic.”

But the data is only one side of the story, and Rosenthal prefaced her talk by noting, “I do want you to know we’re going to get to a positive note of the solutions by the end.” And it may not surprise you to learn that community-building — strengthening our real-world bonds to others — plays a crucial role in improving our individual mental health. (Put down that phone, while you’re at it.)

A Career Built on Studying Behavioral Health

Rosenthal has built an impressive career on her research into the multi-factor forces driving mental-health trends in young adults.

In addition to teaching and serving as the director of JWU’s Center for Student Research and Interdisciplinary Collaboration, she serves as an evaluator for the Rhode Island Department of Health and as the lead epidemiologist for the State Epidemiological Outcomes Workgroup (SEOW). Under the aegis of SEOW, she administers the RI Young Adult Survey (RIYAS), which focuses on the behavioral health of 18-25-year-olds.

Assessing the Pandemic Spike

Depression rates among young adults have doubled in the past 10 years. But the pandemic sent these rates soaring — Rosenthal calls the spike “extreme” — due to a polycrisis of factors, including social isolation, disrupted academic studies, and unprecedented loss. During the 2020-21 academic year, noted Rosenthal, 60% of college-age students reported at least one mental health disorder, and 75% experienced psychological distress. 1 in 5 young adults in Rhode Island reported losing a loved one to Covid-19.

Once you start taking into account the social upheaval of recent years — from gun violence to racial discrimination, climate change anxiety and political turmoil — and you have a massive amount of collective trauma having a ripple effect on already fragile mental health states.

Rosenthal provided a top-level overview of two recent studies. The Healthy Mind study surveyed more than 76,000 students from 400 institutions during the 2022-23 academic year. In October 2022, Rosenthal and her co-researchers used an NIH grant to survey 586 JWU students assessing their levels of depression, anxiety, insomnia and social support.

While the Healthy Mind study clocked depression rates at 41%, the JWU case study reported 53% — that’s “higher than what we saw in the national study, but actually comparable to what we saw in the Rhode Island state study,” explained Rosenthal. “And also we have a huge representation of sexual gender minority students, which is likely to be driving some of these higher rates for us as well.” (The JWU study demographics broke down as 15.1% cisgender male, 47.4% cisgender female and 37.5% sexual or gender minority.)

So, what are the solutions for combatting these numbers? For Rosenthal, who has done multiple studies correlating social media use and depression, building up social support networks is “critically important”: “Those with social support reduce their risk of insomnia by 33%, their risk of anxiety by 47% and their risk of depression by 50%. That’s dramatic.”

“Gratitude is really powerful. I often tell my students to break up anxiety with gratitude.”

Mindfulness, Quiet Hours & Other Mental Health Boosts

Rosenthal opened the conversation to students and faculty in the audience to share their ideas for boosting our community connections and strengthening overall well-being.

Sarah and Jasmine, two undergraduate students in the Public Health program , shared how much JWU’s 3-credit Mindfulness for Health & Wellbeing class helped them. (This course is currently an elective, but there is talk of making it requirement.)

The course provides students with the opportunity to learn the principles of mindfulness, develop their own mindfulness mediation practice, and apply principles of mindfulness to daily life.

Prior to taking the class, Jasmine had been struggling with time management. Having never meditated before, it took her some time to acclimate to the practice. But now, she says, “I feel like this class has definitely not only forced me to try new things, but I’ve made it a part of my daily routine. It’s definitely helped me!”

Initially, Sarah noted that she “had a really hard time sitting down with myself and going through [the process].” Gradually, with the guidance of Professor Jennifer Swanberg, “I've been able to develop my own practice that I find beneficial. There are those times where I still feel frustration, but now I feel more prepared to deal with it.”

In the Occupational Therapy department, faculty celebrate Grati-Tuesdays, where they keep a running list of what they are thankful for. “Gratitude is really powerful,” noted Assistant Professor Kathryn Burke. “I often tell my students to break up anxiety with gratitude. Thinking about something that you’re grateful for can sometimes help get your brain out of that downward spiral that everything is terrible.”

Other suggestions included:

A peer mentorship program to help increase social support
Moving 11:59pm assignment deadlines to 8pm
Minimizing the number of early morning classes
Enforcing quiet hours in residence halls
Expanding the number of safe community spaces (like the Bridge for Diversity, Equity and Social Justice ) where students can share with their peers

“Creating a sense of belonging is crucially important,” concluded Rosenthal. “We need to have safe spaces to hold people when the rest of the world feels unsafe.”

JWU has a wealth of confidential mental health resources, including counseling services in Providence and Charlotte . Individual counseling sessions and consultations are available by appointment, as well as resources for mental health screenings, education and crisis intervention.

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Kaitlyn Rabb, the policy analyst for Rhode Island KIDS Count, and Quatia “Q” Osorio, the executive director of the Urban Perinatal Education Center, in front of a slide about community-led childbirth and postpartum education.

How Community Action Can Improve Black Maternal Health Outcomes

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ORIGINAL RESEARCH article

The relationship between health-promoting behaviors and negative emotions in college freshmen: a cross-lagged analysis.

$\r\nYunFei Tao$

1 College of Physical Education, Southwest University, Chongqing, China
2 Department of Rehabilitation Sciences Institute, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China

Background: The prevalence of mental health issues has been gradually increasing among college students in recent years. Improvements in mental health can be achieved through changes in daily behavior and the use of psychological counseling. This study aims to investigate the relationship between health-promoting behaviors and negative emotions among college freshmen as they enter the university. It also examines the impact of various sub-dimensions of health-promoting behaviors and other factors on the negative emotions (stress, anxiety, and depression) experienced by college freshmen.

Methods: Using the Negative Emotion and Health-Promoting Behavior scales, a 7-month longitudinal study was conducted on 4,252 college freshmen, with collection of data at two time points (T1: November 12, 2021; T2: June 17, 2022). Out of this longitudinal study, 3,632 valid samples were obtained. This research aimed to explore the association and impact between negative emotions and the level of health-promoting behaviors among college students during their time at the university.

Results: ① There were significant differences in the levels of health-promoting behaviors and negative emotions over the course of 7 months ( P < 0.05). Health-promoting behaviors were found to have a significant negative correlation with negative emotions ( P < 0.05). ② Negative emotions at T1 significantly negatively predicted health-promoting behaviors at T2 ( β = −0.11, P < 0.01), while health-promoting behaviors at T1 significantly negatively predicted negative emotions at T2 ( β = −0.12, P < 0.001). ③ Stress management ( β = −0.104, P < 0.05; β = −0.087, P < 0.05), self-actualization ( β = −0.282, P < 0.01; β = −0.260, P < 0.05), health responsibility ( β = −0.057, P < 0.05; β = −0.088, P < 0.05), and interpersonal relations ( β = 0.068, P < 0.01; β = 0.138, P < 0.05) were important components in improving stress and anxiety. Self-actualization ( β = −0.437, P < 0.001), exercise ( β = 0.048, P < 0.001), nutrition ( β = 0.044, P < 0.001), and interpersonal relations ( β = 0.065, P < 0.001) were important components in improving depression. ④ Gender, place of household registration, and whether the individual is the only child were significant factors affecting negative emotions in college freshmen.

Conclusion: The level of health-promoting behaviors is an important indicator for assessing the negative emotional states of college freshmen. Enhancing health-promoting behaviors across various dimensions can help alleviate different types of negative emotions. Gender, place of household registration, and being the only child are significant factors that influence negative emotions.

1 Introduction

In recent years, the college student population has been experiencing severe mental health issues, which is rising and attributable to unfamiliar living environments, intense academic pressures, and complex job market trends. As a result, there has been a spurt in research focusing on the psychological health issues faced by college students ( 1 ). According to statistics from the World Health Organization (WHO), over one billion people worldwide suffer from mental disorders as of June 2023, with more than one-eighth of the affected population comprising adults and adolescents. The current level of mental health services are vastly inadequate to meet the steadily increasing mental health needs. In high-income countries, only 70% of those in need can access mental health services, whereas in low-income countries, a mere 12% of the population is able to receive psychiatric treatment ( 2 ).

According to reports, the incidence of psychological disorders among Chinese university students has been rising annually and is higher than that of the general population in China. Moreover, psychological issues among Chinese students are showing a continuously increasing trend ( 3 , 4 ). Although relatively severe social safety issues may occur infrequently within this group, the level of psychological problems continues to escalate ( 5 ). Chinese university students represent a unique demographic, particularly those in their 1st year, as they are at a pivotal stage transitioning from adolescence to adulthood. They encounter learning methods distinct from their high-school experiences, along with changes in diet, exercise, academic pressure in university, social interactions with peers, and uncertainties about the future. All these factors may contribute to the accumulation and even eruption of mental health issues within this group ( 6 – 9 ). Research indicates that negative emotions are significant indicators of mental health, primarily manifesting as a combination of anxiety, depression, and stress. However, the accumulation of negative emotions may also become a major risk factor for physical health ( 10 ). For instance, the isolation resulting from pandemic control measures has led to more severe negative emotions among college students compared to non-lockdown periods. Studies have found that during the pandemic, 22.4% of college students reported symptoms of anxiety, 35.1% reported symptoms of depression ( 11 ), and 7.2% exhibited suicidal tendencies ( 12 ). In light of these findings, given the gradual increase in the level of negative emotions among college freshmen and the significant challenge such a trend poses to public safety, it is imperative to promptly address the mental health concerns and negative emotional states of this particular group. If their psychological issues continue to be overlooked, allowing them to accumulate, it could lead to unpredictable and potentially severe consequences.

At the same time, some studies suggest that there is an extremely close relationship between the level of negative emotions in the college student population and their health-promoting behaviors ( 13 , 14 ), although the specific effects are not clear. Health-promoting behaviors refer to an individual's lifestyle choices that promote health, which includes various actions such as exercise, nutrition, and others, and can be defined as “multi-dimensional, self-initiated continuous, daily activity undertaken with the deliberate aim of maintaining or enhancing the level of an individual's health, wellbeing, and self-actualization.” Research has found that college students with higher levels of physical activity tend to have lower levels of anxiety and depression ( 15 , 16 ). Additionally, a higher quality of interpersonal relationships can lead to lower levels of anxiety and stress ( 17 ). Furthermore, longitudinal studies have found that the level of interpersonal relationships among college students can directly predict their levels of depression ( 18 , 19 ). Additionally, there is evidence to suggest a link between diet and negative emotions. Studies have shown that poor dietary habits among college students are associated with increased levels of depression and anxiety ( 20 , 21 ). This evidence underscores the potential role of health-promoting behaviors in the early prevention of mental health issues and the management of negative emotions among college students. Therefore, it is important to conduct research into the relationship between health-promoting behaviors and negative emotions to determine how different levels and aspects of these behaviors impact anxiety, depression, and stress. Such research is essential for enhancing the psychological wellbeing of college students.

With this context in mind, the primary aim of this study is to explore the relationship between negative emotions (namely, depression, anxiety, and stress) and health-promoting behaviors and its impact among new university students in China through two longitudinal surveys of freshmen (T1: November 12, 2021; T2: June 17, 2022) as they acclimate to campus life. Compared to existing research on negative emotions and mental health among college students, this study aims to longitudinally analyze the predictive impact of health-promoting behaviors on college students' negative emotions using a cross-lagged panel model. Concurrently, by employing cross-sectional regression models, it will analyze the protective factors and improvement effects of demographic variables and health-promoting behaviors, along with their subdimensions, on college students' negative emotions. This approach is intended to provide ample evidence and a theoretical basis for reducing the levels of negative emotions and improving mental health issues among college students. Building on previous research findings, this study hypothesizes that as college freshmen enhance their sense of agency, health consciousness, and health capabilities during their time at the university, their levels of health-promoting behaviors will increase, which in turn will alleviate the negative emotions associated with college life. The results of this study are expected to have significance for the prevention and improvement of psychological issues among college students and aid in exploring pathways for the prevention and treatment of mental health issues in this population.

2 Objects/data sources and methods

2.1 objects/data sources.

This study focuses on freshmen at Southwest University in Chongqing, China. Through simple random sampling, a questionnaire survey was conducted on a randomly selected sample of 4,252 freshmen from this university. The questionnaire consisted of three parts: demographic information (such as gender, age, etc.), health-promoting behaviors, and a negative emotion scale. The specific survey details are as follows: the randomly selected students completed two rounds of questionnaire surveys at the Physical Fitness Test Center of Southwest University, with a 7-month interval between the two surveys (T1: November 12, 2021; T2: June 17, 2022). The same questionnaire was used and the same batch of participants were involved in both the surveys. Based on the sample size formula, which is 20 times the number of questionnaire items (80 questions) plus 10% for invalid questionnaires, the minimum sample size for this survey was 1,760. After the test concluded, a total of 4,252 samples were obtained, which meets the minimum sample size requirement for this survey. To ensure the authenticity and reliability of the data, this study filtered the obtained data from 4,252 participants. The inclusion criteria were: (1) the questionnaire was completed in 5–15 min and (2) the participants took part in both rounds of the complete test and their student ID and name matched in both the surveys. After filtering and matching the samples, a total of 3,632 valid samples were obtained, with a sample loss of 620, resulting in an effectiveness rate of 85.42%. Among the valid samples, there were 1,340 men (36.8%) and 2,292 women (63.1%); 1,550 were the only child in the family (42.68%) and 2,082 were not the only child in the family (57.32%); 1,823 urban residents (50.19%) and 1,809 rural residents (49.81%). After screening, the average age of the students was 18.92 ± 0.50 years. This experiment was approved by the Ethics Committee of Southwest University (Approval No.: SWH202011281421), and all participants signed an informed consent form before the experiment.

2.2 Methods

2.2.1 negative emotion scale.

The Chinese version of the Depression Anxiety Stress Scales (DASS-21) was originally developed by Lovibond et al. ( 22 ) and has since been translated into multiple languages. It is now widely used in China and has proven to be effective in measuring levels of negative emotions and its various dimensions. The Chinese version of the DASS has good reliability and validity, with the internal consistency coefficients (Cronbach's alpha) for the depression, anxiety, and stress subscales being 0.83, 0.80, and 0.82, respectively, and 0.92 for the total DASS score ( 23 – 25 ). The scale consists of three dimensions: anxiety, depression, and stress. Each of them have seven items, making it a total of 21 items. The questionnaire adopts a four-point scoring: “0” represents “never;” “1” represents “sometimes;” “2” represents “often;” and “3” represents “almost always.” The higher the scale score, the more serious the negative emotions. The scoring criteria are as follows: for the depression dimension, 0–9 is “normal;” 10–13 is “mild;” 14–20 is “moderate;” 21–27 is “severe;” and 28+ is “extremely severe;” for the anxiety dimension, 0–7 is “normal;” 8–9 is “mild;” 10–14 is “moderate;” 15–19 is “severe,” and 20+ is “extremely severe;” for the stress dimension, 0–14 is “normal;” 15–18 is “mild;” 19–25 is “moderate;” 26–33 is “severe;” and 34+ is “extremely severe.” In this study, the Cronbach's α-values of the two tests were 0.895 and 0.935, respectively.

2.2.2 Health promotion behavior scale

The Health-Promoting Lifestyle Profile II (HPLP-II) scale was developed by Walker et al. ( 26 ), based on Pender's Health Promotion Model, and is designed to effectively measure health-promoting behaviors and their various dimensions. The Chinese version of the HPLP-II has demonstrated good reliability and validity and has been widely used for evaluating the lifestyle of university students. The Cronbach's alpha coefficients for the subscales of the questionnaire are as follows: self-actualization (0.904), health responsibility (0.814), physical activity (0.809), nutrition (0.757), interpersonal support (0.800), stress management (0.702), and for the overall Health-Promoting Lifestyle Profile (HPLP) (0.922) ( 26 – 28 ). The scale was a relatively mature health behavior assessment instrument at home and abroad, including self-actualization (nine items), health responsibility (nine items), physical activity (eight items), nutrition (nine items), interpersonal relations (nine items), and stress management (eight items), making it a total of 52 items. The Likert four-level scoring method (1 = never, 2 = sometimes, 3 = often, 4 = routinely) is adopted for this measure, with scores ranging from 52 to 208. The scoring is done as follows: “poor” for a score of 52–90, “general” for a score of 91–129, “good” for a score of 130–168 for, and “excellent” for a score of 169–208 for. Higher scores represented higher levels of health behavior, and each dimension within the scale could be employed independently of the other dimensions. In this study, the Cronbach's α values of the two tests were 0.932 and 0.955, respectively.

2.3 Statistical processing

Statistical data analysis was conducted using SPSS 25.0 and Amos 24.0 software. Initially, the data was subjected to a normality test and a common method bias test. Subsequently, a one-way analysis of variance (ANOVA) was utilized to examine if there were differences in the levels of negative emotions and health-promoting behaviors between the two measurement points. The effect size, variance among groups, and significance level were represented by η p2, F , and p -values, respectively. Additionally, correlation analysis was employed to investigate the relationship between negative emotions and health-promoting behaviors across the different time points.

A structural equation model was constructed using Amos24.0 to analyze and verify the cross-lagged model. The χ 2 statistical index and the root mean square error of approximation (RMSEA) were utilized as the absolute fitting measures. Incremental fit index (IFI), Tucker–Lewis index (TLI), and goodness of fit index (GFI) were used as incremental fit indexes. χ 2 /df < 5, RMSEA < 0.08, IFI, TLI, and GFI values > 0.9 indicated that the model fitted well. Finally, a generalized linear regression model was established with depression, anxiety, and stress symptoms as the dependent variables and health behavior factors significantly related to one or more symptoms as independent variables. The data were presented in the form of mean plus or minus standard deviation (M ± SD). The significance level of statistical analysis was set as p < 0.05 for statistical difference, p < 0.01 for significant statistical difference, and p < 0.001 for the extremely significant statistical difference.

3.1 Sample randomization test and common method bias

Due to the use of questionnaire surveys to assess the levels of negative emotions and health-promoting behaviors among college freshmen, the selected sample may have errors compared to the original sample. Therefore, through the analysis and testing of the sample, it was found that there were no significant differences between the selected sample and the original sample in terms of the levels of negative emotions and health-promoting behaviors, as well as their demographic factors ( P > 0.05). As this study adopted self-reported data, there may be common method bias. This study took advantage of confirmatory factor analysis in Amos to test the common method bias of all self-evaluation items. The results showed that the model fitting was poor (χ 2 /df = 407.03, CFI = 0.441, GFI = 0.424, AGFI = 0.270, NFI = 0.440, RMSEA = 0.263). The original model was χ 2 /df = 43.78, CFI = 0.943, GFI = 0.884, AGFI = 0.848, NFI = 0.942, RMSEA = 0.085, so there was no common method bias in the study.

3.2 Correlation analysis of negative emotions and health behavior among college students

Correlation analysis between negative emotions and health-promoting behaviors across the two measurements is presented in Table 1 . The results of the two measurements indicated that health-promoting behaviors and negative emotions were correlated with each other. The correlation for negative emotions was significant with r = 0.316 ( p < 0.001), and for health-promoting behaviors, it was also significant, with r = 0.295 ( p < 0.001). Health-promoting behaviors were negatively correlated with negative emotions, with significant correlations at T1 and T2 for negative emotions and health behaviors at r = −0.032 ( p < 0.001) and r = −0.371 ( p < 0.001), respectively. The correlation between negative emotions at T1 and health-promoting behaviors at T2 was significant at r = −0.108 ( p < 0.001), and the correlation between negative emotions at T2 and health-promoting behaviors at T1 was significant at r = −0.136 ( p < 0.001). The correlation between negative emotions and health behaviors was significant, meeting the prerequisite conditions for cross-lagged analysis.

Table 1 . Correlation analysis of negative emotions and health behavior.

3.3 Differences in negative emotions and health behavior among college students at T1 and T2

In this study, negative emotions and three dimensions, health behavior and six dimensions, and gender were used as dependent variables, and measurement time T1 and T2 were used as the factors. One-way analysis of variance was performed on the data at two measurement time points. The results showed that the total scores of negative emotions ( F = 21.18, P < 0.001), anxiety ( F = 43.13, P < 0.001), depression ( F = 31.68, P < 0.001), stress ( F = 33.91, P < 0.001), health promotion behavior ( F = 14.36, P < 0.001), self-realization ( F = 13.64, P < 0.001), physical activity ( F = 14.64, P < 0.001), nutrition ( F = 13.84, P < 0.001), interpersonal relations ( F = 13.61, P < 0.001), stress management ( F = 19.11, P < 0.001), and health responsibility ( F = 5.43, P < 0.001) had significant main effects on time (see Table 2 ). The above results indicated that college students showed distinct differences in their total and individual dimension scores of negative emotions and health behavior in both tests during the pandemic period when controls were in place. Specific analysis of each dimension showed a significant improvement in overall negative emotions (Δ = −1.02) over time and a sharp decrease in both anxiety (Δ = −1.12) and stress (Δ = −0.1), but an increasing tendency for depression instead (Δ = 0.18). The overall health behavior (Δ = −1.31) decreased significantly, with noteworthy decreases in the dimensions of self-actualization (Δ = −0.98), interpersonal relations (−0.97), and stress management (−0.09) and an increasing trend in the dimensions of nutrition (Δ = 0.03) and health responsibility (Δ = 0.72).

Table 2 . One-way ANOVA ( M ± SD ) analysis for each dimension of negative emotions and health behavior.

3.4 The relationship between negative emotions and health behavior

After establishing a significant correlation between negative emotions and health behaviors, this study used a cross-lagged model to analyze the data from two assessments within a year, examining if there is a bidirectional effect between negative emotions and health-promoting behaviors. The model was constructed using the three dimensions of negative emotions—stress, depression, and anxiety—and the six dimensions of the health-promoting behaviors scale—stress management, nutrition, exercise, self-actualization, interpersonal relationships, and health responsibility—as manifest variables. Before conducting the cross-lagged panel model analysis, autoregressive and single cross-lagged models were established to verify the stability of the cross-lagged model. Specific path coefficients and their significance are shown in Table 3 , and all paths' fit indices met the standards (χ 2 /df < 5, RMSEA < 0.08, IFI, TLI, and GFI values > 0.9). After validating the autoregressive and single cross-lagged models, a double cross-lagged model was established. The specific model is shown in Figure 1 . To simplify the model, latent variable residuals and predictive paths between latent variables are not displayed in the figure. The model was constructed using Amos 24.0 and examined for fit using maximum likelihood estimation. The results indicated that the fit indices for each indicator were good (χ 2 /df = 4.010, CFI = 0.995, NFI = 0.993, TLI = 0.991, RFI = 0.989, RMSEA = 0.023). From the cross-lagged path diagram, it can be seen that the autoregressive coefficients for negative emotions and health-promoting behaviors at the two measurement time points were stable and highly significant, with β = 0.43 ( P < 0.001) and β = 0.36 ( P < 0.001), respectively. At both T1 ( β = −0.04, P < 0.05) and T2 ( β = −0.30, P < 0.001) time points, there was a negative correlation between negative emotions and health-promoting behaviors. After controlling for the autoregression of negative emotions and health behaviors, as well as the correlation between the two variables at the same measurement time point, the results showed that negative emotions measured at T1 significantly negatively predicted health-promoting behaviors at T2 ( β = −0.11, P < 0.01). Similarly, health-promoting behaviors measured at T1 significantly negatively predicted negative emotions at T2 ( β = −0.12, P < 0.001). The results indicate that there is a mutual negative influence between negative emotions and health-promoting behaviors.

Table 3 . Overview of the standardized stability and cross-lagged coefficients.

Figure 1 . The cross-lagged analysis of negative emotions and health behavior. * P < 0.05, ** P < 0.01, *** P < 0.001.

3.5 Protective factors for college students to reduce negative emotions

As indicated in Table 4 , generalized linear regression analysis was performed after including demographic factors such as gender, age, place of household registration, and being the only child as covariates. This analysis aimed to assess the impact of the subdimensions of health-promoting behaviors (self-actualization, health responsibility, exercise, nutrition, interpersonal relations, and stress management) on the levels of anxiety, depression, and stress among college freshmen. The results indicated that stress management, self-actualization, and health responsibility all had a negative effect on the stress and anxiety levels of college freshmen, while interpersonal relations had a positive effect on these levels. Specifically, higher levels of stress management ( β = −0.104, P < 0.05; β = −0.087, P < 0.05), self-actualization ( β = −0.282, P < 0.01; β = −0.260, P < 0.05), and health responsibility ( β = −0.057, P < 0.05; β = −0.088, P < 0.05) were associated with lower levels of stress and anxiety among college freshmen. On the other hand, a higher level of interpersonal relations ( β = 0.068, P < 0.01; β = 0.138, P < 0.05) was associated with higher levels of stress and anxiety. Furthermore, self-actualization was found to negatively impact the depression levels of college freshmen. In contrast, exercise, nutrition, and interpersonal relations were found to positively affect these levels. Specifically, higher self-actualization scores ( β = −0.437, P < 0.001) were associated with lower levels of depression among college freshmen. Conversely, higher levels of exercise ( β = 0.048, P < 0.001), nutrition ( β = 0.044, P < 0.001), and interpersonal relations ( β = 0.065, P < 0.001) were associated with higher levels of depression. In summary, stress management, self-actualization, health responsibility, and interpersonal relations are important predictive factors affecting the stress and anxiety levels of college freshmen, while self-actualization, exercise, nutrition, and interpersonal relations are important protective factors influencing their depression levels. Additionally, the results for demographic covariates indicated that gender, place of household registration, and whether one is the only child are also major factors influencing the stress, anxiety, and depression levels of college freshmen.

Table 4 . Generalized linear model analysis of negative emotions and health behavior.

4 Discussion

This study examined the longitudinal predictive relationship between negative emotions and health-promoting behaviors among college freshmen, as well as the cross-sectional impact of health-promoting behaviors and demographic factors on negative emotions, by employing cross-lagged and generalized linear models. The main findings revealed that over the course of 7 months, there were significant changes in the levels of negative emotions and health-promoting behaviors and their subdimensions. Specifically, the assessed levels of negative emotions and their anxiety dimension, as well as health-promoting behaviors and their subdimensions of self-actualization, interpersonal relationships, and stress management, significantly decreased. The results of the cross-lagged model indicated that there is a negative longitudinal bidirectional relationship between college freshmen's negative emotions and their levels of health-promoting behaviors. The generalized linear regression results demonstrated that within health-promoting behaviors, stress management, self-actualization, health responsibility, and interpersonal relations, as well as demographic factors such as gender, place of household registration, and whether one is the only child, are all significant predictive factors for stress and anxiety in college freshmen. Furthermore, self-actualization, exercise, nutrition, interpersonal relations, and demographic factors such as gender, place of household registration, and only-child status are also significant protective factors against depression in college freshmen.

Our research found that there were significant differences in the levels of negative emotions and health-promoting behaviors, as well as their subdimensions, among college students at T1 and T2, with both levels decreasing over time. It should be noted that as time progresses, one of the potential factors contributing to the reduction in negative emotions among college freshmen could be their growing familiarity with college life. However, this is not the only influencing factor, as during this period, no interventions were conducted on the participants. The analysis was based on the assessment of the levels of health behavior factors. Therefore, it is likely that other exposure factors, such as sleep quality, could have an impact on negative emotions. It is important to note that the complexity of human emotions and behaviors is influenced by a multifaceted array of factors, not just those measured or observed in a given study. During the second measurement of negative emotions among college freshmen, it was observed that only the level of depressive emotions showed a significant increase. This suggests that within the spectrum of negative emotions experienced by college freshmen, particular attention should be paid to the level of depression. The inference drawn from the second assessment of college freshmen suggests that the increase in the level of depression may be associated with a decrease in the levels of interpersonal relations, self-actualization, and stress management. This implies that these factors could potentially be key areas for intervention to mitigate depression among college students. To further explore the factors influencing the level of depressive emotions, this study also conducted a related analysis using generalized linear regression. The research found that self-actualization, exercise, nutrition, interpersonal relations, gender, place of household registration, and whether one is the only child are all significant protective factors against depression in college freshmen. This substantiates the previous inference and aligns with existing research, indicating that the level of depression among college students is associated with communication with peers and teachers, setting goals for self-actualization ( 29 , 30 ), and self-management of academic stress ( 31 – 33 ). This suggests that, compared to other negative emotions and mental health issues (such as anxiety and stress) experienced by college freshmen, depression appears to be a more severe issue and requires more attention. Concurrently, the results from the correlational analysis revealed a significant negative relationship between negative emotions and the level of health-promoting behaviors. This finding is consistent with the majority of results from previous studies ( 34 – 36 ), which indicate that certain health behaviors (such as exercise and nutrition) are negatively correlated with negative emotions. This suggests that engaging in healthy behaviors can potentially reduce the occurrence or intensity of negative emotions such as depression, anxiety, and stress among college students.

In previous research, studies investigating the impact of health-promoting behaviors on the levels of negative emotions among college students have been relatively scarce. To further explore the longitudinal predictive relationship between these two major factors, a cross-lagged model was employed for analysis. The results showed that there is a bidirectional negative predictive relationship between negative emotions and health-promoting behaviors in college freshmen. This is consistent with the findings from researchers like Liu et al., Cao et al., and Zhang et al. ( 9 , 36 , 37 ). They found that higher levels of self-efficacy, physical activity, and self-control contribute to reducing the accumulation of negative emotions such as depression, releasing stress, and stabilizing mood. In addition, our study identified important protective factors for improving stress, depression, and anxiety, providing significant evidence for predicting mental health levels in college freshmen. The research has revealed that if negative emotions among current college freshmen are not alleviated and addressed in a timely manner, they will continue to accumulate, leading to a reduction in health-promoting behaviors, which in turn can cause a further accumulation of more severe negative emotions. However, since an increase in health-promoting behaviors can improve negative emotions in college freshmen, maintaining a certain level of such behaviors can serve as a preventative measure against emotional outbursts and reduce the buildup of negative emotions. In fact, there have been studies based on the health promotion model that explain the connection with negative emotions, suggesting that when people engage in behaviors that are detrimental to their health, it could lead to the onset of psychological issues, while the converse could contribute to the improvement of such issues ( 30 , 38 , 39 ). Building on this theoretical foundation, our study explored the relationship between the psychology and daily behaviors (health-promoting behaviors) of college freshmen and further analyzed the protective factors against negative emotions.

Through the analysis using a generalized linear regression model, it was observed that within the subdimensions of health-promoting behaviors, lower levels of stress management, self-actualization, and health responsibility behaviors were associated with higher levels of stress and anxiety. Conversely, an increase in interpersonal relationship behaviors was found to help reduce stress and anxiety. In the study of depression, it was observed that more self-actualization behaviors could increase depressive emotions. However, an increase in nutrition, exercise, and interpersonal relationship behaviors could effectively reduce depression. This is similar to previous studies which suggested that adequate nutrition, exercise, and interpersonal relationships are one of the effective ways to improve and protect students' mental health ( 16 , 36 ). However, the difference lies in that these studies seemed to focus only on individual factors, such as the impact of physical activity, diet, or mindfulness, with only a few discussing the interactive effects of these factors on negative emotions. Among demographic factors, gender, household registration location (urban vs. rural), and whether an individual is the only child were identified as significant factors affecting negative emotions, with large regression coefficients. This is consistent with existing research which indicates that being women, from a rural area, and not being the only child can lead to higher levels of negative emotions ( 12 , 40 , 41 ).

In summary, this study analyzed the negative predictive relationship between negative emotions and health-promoting behaviors among college freshmen through both longitudinal and cross-sectional research. It also delved into the effects of subdimensions of health-promoting behaviors and demographic factors on the stress, anxiety, and depression experienced by college freshmen. This research has practical significance for the prevention and improvement of negative emotions among college students. At the school and societal levels, the role of healthy behaviors in moderating the emotions of college freshmen can be further emphasized to help students understand the practical importance of health-promoting behaviors, encouraging and monitoring the increase of such behaviors to alleviate negative emotions and prevent significant public safety issues. From a government macro-control perspective, reducing the rural–urban divide, advocating for gender equality, and liberalizing birth policies may help to reduce levels of stress, anxiety, and depression among the college student population.

5 Advantages and limitations

This study assessed the health-promoting behaviors and levels of negative emotions among college freshmen using the Health-Promoting Lifestyle Profile II (HPLP-II) and Depression Anxiety Stress Scales (DASS-21) scales. A cross-lagged model was employed to explore the impact of health-promoting behaviors and their subdimensions on negative emotions. Additionally, a generalized linear model was used to investigate the protective factors of health-promoting behaviors and their subdimensions against negative emotions. The goal was to identify predictive factors of daily health behavior suitable for reducing negative emotions and alleviating mental health issues among college freshmen. These findings play an important role in protecting and preventing psychological health issues in this population.

In addition to its strengths, this study also has some limitations. For instance, while health-promoting behaviors encompass most aspects of college freshmen's lives, and we have accounted for the regression impact of demographic variables on negative emotions through covariates, it is important to acknowledge that there are many other exposure factors that may affect negative emotions. These include family stress, financial pressure, friendly relationships between the sexes, and even factors such as weather, all of which require extensive research to infer and analyze their impact on negative emotions. Secondly, this study only included two time points, and the 7-month period may not be representative of the entire academic life of 1st-year college students (although this possibility is small). Future studies could consider including more measurement time points and shorter intervals, which would likely reduce research errors. Finally, the sample of over 3,000 students in this study may not be perfectly representative of the national population, which could introduce a certain degree of error in terms of representativeness. Based on this, future research will require more studies from different regions to validate these results.

6 Conclusions

College freshmen's negative emotions and health-promoting behaviors are significantly negatively correlated. The longitudinal analysis indicates that initial negative emotions and health-promoting behaviors can significantly negatively predict subsequent levels of negative emotions. Within health-promoting behaviors, stress management, self-actualization, health responsibility, and interpersonal relationship dimensions are significant protective factors against stress and anxiety. Self-actualization, exercise, nutrition, and interpersonal relationships are significant protective factors against depressive emotions. Gender, household registration location, and whether one is the only child are significant factors affecting the negative emotions of college freshmen.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

The studies involving humans were approved by Ethics Review Committee of Southwest University Hospital, Chongqing, China. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study. Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Author contributions

YT: Conceptualization, Data curation, Formal analysis, Investigation, Writing – original draft, Writing – review & editing. JW: Data curation, Writing – review & editing. KZ: Supervision, Writing – review & editing. LH: Conceptualization, Data curation, Supervision, Writing – review & editing. HL: Data curation, Supervision, Writing – review & editing. HT: Data curation, Supervision, Writing – review & editing. LP: Funding acquisition, Writing – review & editing.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This research primarily received funding from the China National Social Science Fund Project. Identifier: 21BTY092. Project Title: Research on the Community-Integrated Healthcare Model for Promoting Healthy Behaviors in Chronic Patients. It also received additional funding from Chongqing Natural Science Foundation. Identifier: cstc2020jcyj-msxmX1025. Project Title: Investigation of Gut Microbiota Mechanisms in Type 2 Diabetes through Exercise Intervention; and Southwest University graduate research innovation project. Identifier: SWUS23036.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: psychology, cross-lagged analysis, health-promoting behaviors, negative emotions, college students

Citation: Tao Y, Wu J, Huang L, Zheng K, Liu H, Tian H and Peng L (2024) The relationship between health-promoting behaviors and negative emotions in college freshmen: a cross-lagged analysis. Front. Public Health 12:1348416. doi: 10.3389/fpubh.2024.1348416

Received: 02 December 2023; Accepted: 02 April 2024; Published: 26 April 2024.

Reviewed by:

Copyright © 2024 Tao, Wu, Huang, Zheng, Liu, Tian and Peng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Li Peng, 804455169@qq.com

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Your chance of acceptance, your chancing factors, extracurriculars, is it okay to discuss mental health struggles in my college essay.

Hello, everyone! I'm brainstorming ideas for my college essay, and I was considering writing about how I overcame mental health struggles during my high school years. Do you think it's wise to discuss mental health issues in a college essay, or should I choose a safer topic? I'm seriously torn, so any advice or insights would be appreciated!

Honestly, discussing mental health in your college essay can be a double-edged sword. On one hand, it may demonstrate your resilience and growth through adversity. On the other hand, some schools might be concerned about your ability to adapt to college life, which could be stressful.

If you decide to write about your mental health journey, focus on the positives that have come from your experience. For example, you could discuss how overcoming your struggles allowed you to become a stronger, more empathetic person. Make sure to also emphasize the strategies and support networks you've developed to manage your mental health, demonstrating that you're well-equipped to handle future challenges.

That being said, if you have a different essay topic that you feel just as passionate about, you might consider choosing that one instead. In the end, the most important element of your essay is being genuine and showcasing your unique perspective.

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Yes, of course, but they are rare. In all the time I did college admissions work, I had exactly one student successfully discuss anxiety in an essay. It was, however, introduced in the context of a family tragedy that had profoundly shaped the student's life; given that background, the discussion seemed natural and matter of fact rather than ...
Should You Talk About Mental Health in College Essays?
Mental health is an important part of your well-being, and it's essential to start good habits in high school. This way, you'll be better prepared to cope when you face new challenges in college. You'll likely be experiencing living on your own for the first time and have new responsibilities without the same support system that you had ...
Essay on mental health
Importance of Mental Health. Mental health plays a pivotal role in determining how individuals think, feel, and act. It influences our decision-making processes, stress management techniques, interpersonal relationships, and even our physical health. A well-tuned mental state boosts productivity, creativity, and the intrinsic sense of self ...
Writing College Essays about Mental Health
Anecdotally, one of my colleagues who reviewed applications for the University of California San Diego last admissions cycle estimated that about one in five of the essays she read related to depression or other mental health struggles. Essays that touch on mental health have become much more commonplace, resulting in a de-stigmatization of ...
Should I discuss my mental health struggles in my college essay?
If it has, then it may be worth discussing in your essay. However, if there are other experiences or aspects of your life that better define you, you might want to focus on those instead. If you do decide to write about mental health, make sure to emphasize your growth, coping strategies, and the support systems that have helped you overcome ...
Should I write my college essay about mental health?
Writing a college essay about mental health can be a powerful and personal topic, but it's essential to approach it with care. Here are some guidelines to consider: 1. Relevance: College essays are an opportunity to showcase your unique qualities and experiences, so if your mental health journey is a significant part of who you are and has shaped your character in meaningful ways, it can be an ...
How to Discuss Mental Health in a College Essay
While the Common App essay is not the place to talk about mental health issues, students are provided enough space in the additional info. section to tell a story. There's a 650 word-limit, the same as the common app essay. Students who have faced mental health hurdles that affected their performance in high school should tell a story, just ...
Talking about Mental Health in Your College Admissions Essay
The short answer is, no, generally not. Because college essays are so brief—the Common App personal statement is only 650 words, about a page and a quarter—students should use the limited space in their college essays to highlight. their strengths. Given how prevalent mental health issues are, having a mental health disorder is unlikely to ...
Is it OK to discuss mental health in an essay?
Mental health struggles can create challenges you must overcome during your education and could be an opportunity for you to show how you've handled challenges and overcome obstacles. If you're considering writing your essay for college admission on this topic, consider talking to your school counselor or with an English teacher on how to frame the essay.
How to Write a Mental Health in College Students Essay
If you mention mental health, stay brief and matter-of-fact. Don't let it become the whole point of your essay. Review the Instructions. If you're writing this essay for a college course, start by looking over the assignment instructions. Don't just listen to what your teacher says - look up the assignment on the syllabus to see if you ...
Opinion
Officially, colleges say that students can share as much about their mental health as feels comfortable. But in practice, it seems clear that schools are nervous about accepting adolescents who ...
Student mental health is in crisis. Campuses are rethinking their approach
By nearly every metric, student mental health is worsening. During the 2020-2021 school year, more than 60% of college students met the criteria for at least one mental health problem, according to the Healthy Minds Study, which collects data from 373 campuses nationwide (Lipson, S. K., et al., Journal of Affective Disorders, Vol. 306, 2022).In another national survey, almost three quarters ...
Need Help with College Essay about Mental Health
It's important to choose a topic for your college essay that not only allows you to share your personal growth but also doesn't come across as too heavy or overshare. When writing about mental health, keep the following tips in mind: 1. Focus on growth and resilience: emphasize how you have grown and learned from your mental health journey.
311 Mental Health Topics Write about & Essay Samples
We gathered 225 brilliant essay topics about mental health, paper examples and ideas that would fit for any kind of essay: argumentative, persuasive, discursive, and so on. So…. We will write. a custom essay specifically for you by our professional experts. 809 writers online.
Mental health counseling
Mental health counseling is a diverse profession with national standards for education, preparation, and clinical practice. The profession offers help to the ever-increasing number of Americans requiring mental therapy. Clinical mental health practitioners are highly skilled professionals who provide flexible, consumer-oriented therapy.
Mental Health Essay Example 2024: Best Sample
3 min read. Mental health is an essential aspect of overall well-being, yet it often faces stigma and neglect. Essays on mental health might cover topics such as mental illness, therapy, and the importance of mental health awareness. Our samples can assist you in creating essays that highlight the meaning of mental health in society.
100+ Argumentative Essay Topics on Mental Health
Argumentative essay topics about depression. 1. Depression is a real mental health condition. 2. Depression is more than just feeling sad. 3. Depression can lead to serious physical health problems. 4. Depression is treatable with medication and therapy.
Mental Health In College Students Essay
843 Words. 4 Pages. Open Document. Mental health is a serious topic that is often not taken seriously. Due to my own struggles with depression, I have experienced the impact mental illness can have on a student's life. Mental illness can make everyday life feel unbearable and can have just as serious of an effect on a person as a physical ...
My college application essay was about mental health
In my college admissions essay, I wrote about the mental health struggles I experienced in middle school. Born and raised in a low-income household in Queens, I attended public school until I was ...
Is it appropriate to write about mental health in my college essay?
It's wonderful that you're considering sharing your story in your college essay. Mental health is an important issue, and discussing your journey can illustrate personal growth and resilience. I've advised students who've written about their struggles with mental health and have been admitted to great schools. It's all about how you frame it - focus on the positive aspects, like how you've ...
MSN
The college admissions process can be inherently stressful, made worse by decreasing acceptance rates at top schools and high tuition everywhere. The uncertainty is hard enough on its own: Teens ...
5 Ways to Strengthen Mental Health Muscles for Exam Season
Ultimately, you work to the point of exhaustion. Symptoms begin as irritability and reduced productivity but become severe fatigue and even illness. How to build mental strength 1. Pursue support and free mental health resources. One of the best things about college is the sheer number of mental health resources available to you for free.
Supporting student mental health in the college classroom
By Tasha Galardi, OSU College of Health. The teaching landscape has changed in a variety of ways since the start of the COVID pandemic, and one thing many of us are noticing is an increase in the mental health issues that our students are experiencing. The majority of college students today meet the criteria for at least one mental-health problem.
Evidence-based Approaches to Support Student Mental Health
During the 2020-21 academic year, noted Rosenthal, 60% of college-age students reported at least one mental health disorder, and 75% experienced psychological distress. 1 in 5 young adults in Rhode Island reported losing a loved one to Covid-19.
Can I write about mental health in my college essay?
7 months ago. Hello! Writing about your experiences with mental health can be a powerful and meaningful topic for a college essay, as long as you approach it carefully. Colleges appreciate when students are open and honest about their personal experiences, as it shows resilience and personal growth. It's important to focus on how you've ...
2024 Best New York Colleges with Mental Health Counseling Degrees
Explore the best colleges with mental health counseling degrees. Find the mental health counseling colleges that are right for you. This year's rankings have introduced an Economic Mobility Index, which measures the economic status change for low-income students. ACT/SAT scores have been removed from rankings to reflect a general de-emphasis on ...
Frontiers
1 College of Physical Education, Southwest University, Chongqing, China; 2 Department of Rehabilitation Sciences Institute, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China; Background: The prevalence of mental health issues has been gradually increasing among college students in recent years. Improvements in mental health can be achieved through changes in daily behavior ...
Is it okay to discuss mental health struggles in my college essay
6 months ago. Honestly, discussing mental health in your college essay can be a double-edged sword. On one hand, it may demonstrate your resilience and growth through adversity. On the other hand, some schools might be concerned about your ability to adapt to college life, which could be stressful. If you decide to write about your mental ...
Decline in mental health among LGBTQI+ people
Professor in Mental Health at Trinity College Dublin Agnes Higgins, who led the research team, said the findings continued to highlight that a significant proportion of those under 25 are ...