Mental Health and Elite Universities: The Mounting…
Bio: Hamza Tareen is a student at LUMS majoring in Political Science, with a keen interest in philosophy and theology.
‘I am utterly overwhelmed; the deluge of quizzes is beyond my capacity,’ my friend slowly sighed as his head drooped in exhaustion. Students across the country nurse dreams of pursuing higher education in premier institutes such as the likes of LUMS or IBA. They navigate the rigorous selection process, pay exorbitant fees and, when they finally clinch admission, little do they anticipate the stringently demanding atmosphere that would exact a heavy toll on their mental health.
Those who get into these prestigious universities are students who have already demonstrated exceptional academic excellence, and, unsurprisingly, they formulate a highly ambitious criterion for defining success, i.e., consistently acing their courses. However, since the assessment follows a bell-curve distribution which evaluates performance relative to peers, the grading is highly competitive and only a small proportion land in the A/A- categories. This not only fails their expectations but plunges them into depression as they call into question their academic capabilities and self-worth. And, to top it off, peer pressure, which is ever pervasive in the culture, further complicates the problem.
It would be tempting to label setting unrealistic expectations as the sole culprit; but the elephant in the room is something else. It is the culture that continuously pushes students to the brink of burnout and brands it as ‘academic rigor.’ From having interminable quizzes, assignments and mid/final exams to being expected to excel in four/five different courses simultaneously, the pressure is intense. And students are expected to somehow manage it all—along with carving out time for extracurriculars and social life. University is not all about academics, and there are a multitude of other problems that students steer through during the semester. But, to their dismay, they are assumed to carry through it all. Justified it would be to say that by the end of the term, they are sapped of all strength, teetering on the precipice of collapse.
It is a well-researched—and unfortunate—fact that depression and mental health problems abound in elite universities. The aforementioned factors, coupled with other personal and social challenges that characterize this phase of students’ academic journeys, become a crucible of pressure for them. They stumble, totter, and fall into a shroud of uncertainty. And, lamentably, the stigma associated with seeking help or counselling multiplies the problem. Mental health is stigmatized as something alien, suited for the ‘feeble.’
Amidst these circumstances, the onus falls upon the administration. Supportive counselling sessions which help students in threading their way through university life and academics are crucial; dedicated mental wellness centers need to be introduced, encouraged and endorsed; and students should be empowered to zoom in more on learning than deriving their self-worth from grades alone. This does not mean exhibiting apathy towards academic performance, but a reorientation of priorities which do not impede their growth and self-esteem. Finally, a reconsideration and reassessment of balancing academic rigor with students’ well-being is indispensable on the part of the administration. Mental well-being will naturally translate into more productivity.
