NAME : CHINGUWO BRIGHTMORE JNR

REG NO. : R213394J

PROGRAM : HENELENG

COURSE : SDLSEB301

LECTURER : MS F PARADZA

TOPIC : ASSIGNMENT 2

QUESTION : IDENTIFY THE MENTAL HEALTH

PROBLEMS WHICH HAVE NEGATIVELY
IMPACTED ON THE LEARNING POGRESS OF
STUDENTS IN YOUR FACULTY AND SUGGEST
SOLUTIONS.
Mental health refers to the emotional, psychological and social wellbeing of an individual and it
directly influences the decision making, critical thinking and behavioural traits of the individuals
(Crispen M, 2019). Just as physical health, there are challenges that have negative impacts on
mental health of individuals which are referred to as mental health challenges. Mental health as
any other aspects of health is influenced by various factors including but not limited to lifestyle,
genetics and environmental factors. As individual course through life they are required to make
choices which will lead to another step until they get to tertiary education. This essay will put on
emphasis on the mental health challenges or problems faced by engineering students and proffer
potential solutions to counter these issues.

According to Sarah Hemsworth (2022), mental health challenges among engineering students
have increasingly become a growing concern, as they can have a significant impact on their
academic performance, personal well-being, and future career prospects. The claim has been
backed up by an increase in dropout and suicidal attempts statistics which were reported by a
research conducted by the Stanford University which sampled five hundred students from
various faculties and reported twenty five percent higher statistics for engineering than other
faculties. The demanding nature of the engineering curriculum, which often involves complex
problem solving, long hours of study, and high levels of stress, can exacerbate pre-existing
mental health issues or even create new ones which can have detrimental effects.

One of the most common mental health challenges faced by engineering students is anxiety
which can defined as an intense, excessive and persistent worry about everyday situations.
Anxiety can be normal in stressful situations as it is a mental reflex mechanism but as the degree
of anxiety increases, it becomes an issue of concern as it poses detrimental effects on an
individual’s mental health. Anxiety can be triggered by the high pressure to succeed, fear of
failure and overwhelming workload that comes with pursuing an engineering degree. The
pressure to excel academically, coupled with the fear of failure, can lead to chronic stress and
anxiety, negatively impacting students' mental well-being which can impede their academic
performance. According to a study conducted by Levecque et al (2016), engineering students are
more likely to experience high levels of anxiety and stress compared to students in other
disciplines owing to the faculty’s demanding curriculum. It has been reported that students
sought after escapism through drug abuse and engaging in sexual activities or activities that can
provide a hint of dopamine to ease the stress and anxiety (Dyrbye et al., 2008).

Depression is another prevalent mental health challenge among engineering students, often
stemming from feelings of isolation, perfectionism, and imposter syndrome (Clance & Imes,
2021). The competitive environment and constant comparison to peers can exacerbate feelings of
inadequacy and contribute to depressive symptoms which include but not limited to poor
concentration, low self-esteem, decreased energy levels and suicidal thoughts. Male engineering
students tend to suffer from more depression when compared to their female counterparts owing
to the fact that male students are more prone to depression due to tendency of bottling up issues
than the female students. Depression can result in poor performance due to disturbed thoughts.

Engineering students often experience sleep disturbances due to irregular schedules, excessive
workload, and high levels of stress (Pilcher & Walters, 1997). Chronic sleep deprivation can
negatively impact cognitive function, mood, and overall well-being, contributing to mental
health challenges. These is attributed to by the long hours of study which engineering students
tend to engage in. More often that, of the fellow colleagues have reported sleeping not more than
four hours on a perceived normal night and a decrease to two hours if not less on examination
weeks. These colleagues have showcased a higher degree of reduced concentration in lectures
and reduced motor function despite the hard working and more often than not dozing amid
lectures. This however leads to more work as there is more notes to be covered. Engineering
students therefore suffer the consequences of sleep deprivation which include but not limited to
distorted thinking and poor decision making.

Engineering students may also experience social isolation due to the demanding nature of their
coursework and limited opportunities for social interaction (Raj & Preethi, 2012). The focus on
individual study and problem-solving can lead to feelings of loneliness and alienation from
peers. Due to the demanding nature of engineering, it has been statistically reported that 68 % of
a sample of 70 electrical engineering students partook the whole degree program without much
of interaction with other people especially from other faculties and more than 57% reported not
having engaged in any meaningful relationship except for the study related relationships. This
however stretches beyond their college lives which leads to lifelong loneliness. Engineering
students showcase a high degree of social aversion in which they tend to isolate themselves from
social gatherings as interaction is perceived out of their comfort zone (Bursik & Holcomb, 2020).
This however affects their communication skills which are essential for the career path.

However to counter these issues, universities can implement stress management programs
tailored specifically to engineering students, providing them with tools and techniques to cope
with academic pressure effectively. These programs may include mindfulness-based stress
reduction techniques, time management workshops, and counselling services with professionals
trained in addressing depression who can provide individual therapy, group support sessions, and
psychiatric consultations to students experiencing depressive symptoms and services to help
students develop healthy coping mechanisms (Hemsworth .C, 2021).Universities can also
promote a culture of openness and acceptance, also incorporate wellness activities into the
curriculum to promote self-care and prevent burnout. Faculty members can encourage students to
prioritize their mental health by incorporating breaks, relaxation exercises, and stress-reducing
activities into the academic schedule.

In conclusion, as it can be observed these mental health challenges intertwine as one contributes
to the other which allows them to addressed in similar ways as a cure for one can positively
affect the other. Therefore addressing the mental health challenges faced by engineering students
requires a multifaceted approach involving universities, faculty members, and individual
students. By implementing proactive measures to promote mental well-being and providing
support services tailored to the unique needs of engineering students, we can create a supportive
environment where students can thrive academically and personally.

Words: 1053
References:

Bursik, K., & Holcomb, B. (2006). Socio-study relationships, health, and satisfaction with life in
college students. Journal of Financial Therapy, 1(1), 25-42.

Crispen M. (2019). Mental health concerns in engineering students. Journal of Mental Health
Issues, 1(1), 25-42

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women:
Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15 (3),
241-247.

Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006). Systematic review of depression,
anxiety, and other indicators of psychological distress among U.S. and Canadian medical
students. Academic Medicine, 81(4), 354-373.

Levecque et al (2016). Study On College Student’s Mental Health. Depression and its effects on
student performance, p20

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of
Psychology, 52(1), 397-422.

Pilcher, J. J., & Walters, A. S. (1997). How sleep deprivation affects psychological variables
related to college students' cognitive performance. Journal of American College Health, 46 (3),
121-126.

Raj, R., & Preethi, M. (2012). A study on impact of academic stress on engineering students.
International Journal of Engineering Research and Applications, 2 (3), 258-262.