Name: Clifford Matsilele

REG No: R213396N

PROGRAM: BSC HONOURS IN ELECTRICAL AND ELECTRONICS
ENGINEERING (HENELENG)
MODULE: Student Development and Life Skills
LECTURER: Mrs Paradza
TOPIC: Identify mental health problems which have negatively impacted on the
learning progress of students in your faculty and suggest solution.
Mental health is a state of well-being that enables individuals to navigate challenges, realise
potential, learn effectively, and contribute positively to their community. Driven by their
passion for innovation and problem-solving, student from my faculty, the Faculty of
Engineering and Built Environment often find themselves navigating a challenging academic
journey. However, alongside technical complexities, they also encounter mental health
hurdles that can significantly impact their well-being. In this essay, I will explore the mental
health challenges affecting engineering students, provide and propose solutions to foster a
healthier academic environment.
University students, including those pursuing engineering degrees, are particularly
susceptible to depression and anxiety. The pressure to excel academically, meet research
expectations, and balance personal lives can take a toll. For instance, consider a graduate
student who spends sleepless nights working on a complex project, battling feelings of
inadequacy and stress. Graduate students, including those in engineering, are six times more
likely to suffer from depression and anxiety compared to non-students of the same age.
However, engineering graduate students are less likely to seek help, even when over 25
percent meet the criteria for self-reported mental health problems (Bork et al, 2022). Stress,
anxiety and depression are part of human life whether consciously or unconsciously and it
changed the form with the passage of time.
The relationship between students and their advisors plays a pivotal role. For a mentee to reap
the benefits of mentorship, frequent interpersonal interaction with their mentor is needed
(Liang et al., 2008). Unfortunately, many engineering students hesitate to seek faculty
support due to perceived stigma or fear of judgment. Engineering students perceive seeking
faculty support as a last resort. Misalignment in research interests, communication styles,
work-life balance expectations, and financial support contribute to dissatisfaction. For
instance, an overwhelmed engineering student might hesitate to approach their advisor for
fear of appearing incompetent.
Fostering social connections among peers, advisors, and faculty members is crucial. Lack of a
supportive community exacerbates mental health issues. Building a sense of community is
essential. Psychosocial support provided by mentors can directly address negative feelings or
concerns of mentees, which helps lower their levels of stress and anxiety in school or at work
(Eby et al., 2008). Engineering students benefit from peer connections, mentorship, and a
feeling of belonging. Picture a student attending a club meeting, sharing experiences with
fellow engineers, and finding solace in knowing they are not alone.
University of Zimbabwe as a center of knowledge serves students from different places with
backgrounds culturally, economically and religiously. This effectively make engineering
students face additional challenges related to language, cultural adaptation, and social
integration. These students often feel isolated, far from home. Consider an international
student navigating a new country, seeking acceptance and understanding.
To cultivate a thriving ecosystem, we must embrace a holistic approach; one that transcends
textbooks and embraces the whole person. As such, regular workshops on mental health
awareness, stress management, and coping strategies are essential for the cure of mental
health negative impacts. By fostering open conversations about mental well-being, we
normalize seeking help. These workshops empower students to recognize their struggles and
seek support without hesitation.
Training of advisors to recognize signs of distress and provide empathetic guidance is key to
providing valuable guidance to the student. Generally, there is growing evidence that mentors
can learn to improve the quality of support provided to mentees (Pfund et al., 2006, 2015).
Advisors become compassionate allies, attuned to the emotional nuances of their students.
They bridge the gap between academic rigor and personal struggles, offering a safe space for
vulnerability. Improved communication ensures timely interventions, preventing crises from
escalating.

Establishment of peer mentoring programs and organize social events will not only cure
mental health pandemic but rather help students find solace. They share experiences, swap
coping mechanisms, and build lasting connections. The camaraderie transcends textbooks,
providing emotional scaffolding during late-night study sessions and daunting exams. Also,
creation of on-campus counselling centers tailored to help students bridge barriers. These
centers become sanctuaries—a refuge for those navigating unfamiliar cultural landscapes.
Confidential helplines offer immediate assistance during crises, bridging geographical gaps
and providing solace in moments of despair.

Students must be consulted if there are decisions that affect them that are being made.
Flexible deadlines and workload adjustments to accommodate mental health challenges.
Diverse faculty representation fosters an inclusive environment. When policies acknowledge
mental health as a valid concern, students breathe easier. They no longer juggle deadlines and
panic attacks; instead, they thrive within a compassionate framework.
Conclusively, despite recognizing these challenges, research about engineering graduate
student mental health is limited and needs further exploration. Understanding racialized,
gendered, and intersectional experiences is crucial for effective support. Longitudinal studies
and tailored interventions are necessary to bridge this gap. Mentees can improve their ability
to successfully navigate mentoring relationships to receive support they need most
(Branchaw et al., 2020) received through deliberate training. For instance, conducting
surveys to assess mental health beliefs among engineering students can inform targeted
interventions. Engineering students deserve a supportive ecosystem that nurtures their mental
well-being.

References
Bork, S. J., & Mondisa, J. (2022). The silent mental health crisis of engineering graduate
students. University of Michigan Industrial and Operations Engineering.
Liang, B., Spencer, R., Brogan, D., & Corral, M. (2008). Mentoring relationships from early
adolescence through emerging adulthood: A qualitative analysis. Journal of Vocational
Behavior, 72(2), 168–182. https://doi.org/10.1016/j.jvb.2007.11.005
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring
matter? A multidisciplinary meta-analysis comparing mentored and non-mentored
individuals. Journal of Vocational Behavior, 72(2), 254–267.
https://doi.org/10.1016/j.jvb.2007.04.005
Pfund, C., Spencer, K. C., Asquith, P., House, S. C., Miller, S., Sorkness, C. A., & Herrera, J.
(2015). Building national capacity for research mentor training: An evidence-based approach
to training the trainers. CBE—Life Sciences Education, 14(2), ar24.
https://doi.org/10.1187/cbe.14-10- 0184
Branchaw, J. L., Butz, A. R., & Smith, A. R. (2020). Entering research: A curriculum to
support undergr