BRIDGING THE GAP; INNOVATIVE SOLUTIONS FOR MENTAL HEALTH SUPPORT IN AFRICAN TERTIARY INSTITUTIONS

ABSTRACT

Graduating from secondary school as the senior prefect and valedictorian of my class and gaining admission into the University of Nigeria to study medicine only to spiral into the worst feeling of imposter syndrome, depression, self-doubt and denial from sheer hardship and academic failure; I can personally relate with the debilitating nature of students’ mental health in African tertiary institutions. As a Nigerian male child, I was raised to be hard: show no form of weakness, inferiority, or soft ‘feminine nature’ no matter the circumstance, which means I was not allowed to be emotional by body language, talk more of express or share my weakness with someone. And to top it off, I was an introvert who liked to keep my problems and emotions to myself. You can imagine the scenario thriving as a medical student in my typical African tertiary institution where mental health services/resources are unfortunately not given the priority they deserve and the allocation of low-budget funds towards informational and educational support is currently the norm. Over the years, the prevalence of mental health issues in these settings has increased, and it is expected to continue to rise. The weight of academic expectations and pressures disproportionately burden university students, leading to a higher prevalence of mental challenges. These challenges exert significant strain on their psychological well-being, potentially hindering their ability to thrive and succeed both academically and personally. Addressing mental health issues among students at African tertiary institutions is a matter of urgency. This essay proffers innovative solutions to this quagmire gleaned from a thorough literature review and the statistical and theoretical analysis of the status quo of students’ mental health in African tertiary institutions.

1.0  INTRODUCTION; THE MENTAL HEALTH LANDSCAPE IN AFRICAN TERTIARY INSTITUTIONS

With a staggering 20% of university students estimated to experience some form of mental illness (Karyotaki, 2020), the unique challenges faced by post-secondary learners' mental health is alarming. On average, about 32% of students begin higher than average levels of psychological distress (Salimi, 2023). More than 80% of these students cite academic-related issues as the source of their distress symptoms. The most prevalent stressors include isolation away from home, the stress of adjusting to institutional life, perceived academic failure, and excessive assigned workload (Sheldon, 2021).

A study by Mabrouk (2022) reveals that nearly one in four students in sub-Saharan Africa experience mental health challenges during their university years. In Nigeria, for example, where a barrage of socio-political, economic, health and security challenges escalate students’ mental health crisis in tertiary institutions, with students reporting highest dropout rates, poor academic performance, alcohol and substance abuse, suicidal ideation, and non-suicidal self-harm. Students collapse from heavy use of hard substances in an anxiety to excel in their academic pursuits leading to some. These and many more untold incidences at our tertiary institutions depict that Nigerian tertiary institutions foster mental health challenges.

According to the World Health Organization (WHO), mental health refers to cognitive, behavioural, and emotional well-being. In the context of this essay, student mental health is explored as the overall psychological and emotional well-being and the different supports that should be available in individual, institutional, and community settings to address the growing stress, anxiety, depression, suicidality, and other forms of emotional and mental challenges.

2.0 BARRIERS TO THE PROVISION OF MENTAL HEALTH SUPPORT IN TERTIARY EDUCATIONAL INSTITUTIONS OF AFRICA

Many students fail to access mental health support services in their tertiary institutions because of the lack of appropriate counselling and support systems. Other reasons for this low level of service uptake include poor awareness of existing services, low perceived need, refusal to acknowledge their own or others' impairments, low mental health literacy, site and time barriers, and the complexity of real or perceived paperwork/appointment processes. Salimi (2023) and Karyotaki (2020) reveal these mental health challenges are unique to educational environments. Usually, young students preparing for independent living are concerned about their privacy, afraid knowledge of their mental ill health will negatively impact their social circle: friends, intimate connections, extracurricular opportunities, and academic accommodations.

In a multilingual and multicultural setting like the tertiary colleges in Africa with students from various backgrounds and cultures, the process of seeking appropriate care becomes a complex endeavour. According to the popular Yoruba saying- tii dá ara 'personal solution' - 'Everyone’s solution is unique and specific to them.’ it is crucial to approach students’ mental health care in a way that acknowledges and personalizes the peculiar needs and preferences of each person. Moreover, seeking assistance for mental health often involves turning to diviners and herbalists, religious leaders such as clergy and sacred spaces like mosques or churches. The perceptions of mental illness in African countries remain heavily influenced by superstitions, unfounded fears, and deep-rooted prejudice towards those experiencing mental health challenges. Such misconceptions often link mental illness with malevolent forces, supernatural entities, or even witchcraft, perpetuating stigmatization and inhibiting effective treatment and support systems.

3.0 INNOVATIVE SOLUTIONS AND BEST PRACTICES FOR MENTAL HEALTH IN AFRICAN TERTIARY INSTITUTIONS

      I.         Technology can play vital roles in providing accessible solutions to students seeking mental health support, including the convenience of teletherapy sessions. In today's fast-paced digital age, where connectivity and efficiency are paramount, it is imperative to harness the power of technology to revolutionize the field of mental health support. These innovative tools provide personalized resources, allowing individuals to track their progress, learn coping strategies, and connect with support communities effortlessly.

Mobile mental health apps also play a critical role. Apps like Headspace, Calm, and MindMe provide students with tools to manage stress, anxiety, and depression (Eisenstadt 2021). These apps often include guided meditations, breathing exercises, and cognitive-behavioural techniques that students can use anytime and anywhere. Another cutting-edge solution is the use of AI-powered chatbots that can offer immediate emotional support and even detect signs of distress based on user interactions. While they can't replace human therapists, they can provide a valuable first line of support and refer students to appropriate resources when necessary.

    II.         Institutions should also develop comprehensive mental health policies that outline clear guidelines for mental health services, funding, and staff training. Integrating mental health education into the curriculum: teaching students about mental health, resilience, and self-care can help reduce stigma and encourage them to seek help when needed. Emphasis on preventive measures in promoting mental health as opposed to reactive healthcare with a focus on identifying and addressing risk factors (Owusu-Agyeman, 2023). In Africa, one intervention that has been used to address the challenges faced by those with mental health issues across the institutions is peer support/guidance programs that provide orientation week support to assist first-year students in handling the challenges they encounter when coming to campus. Through high-impact and large-reach programs, institutional and communal Interventions that foster an atmosphere of understanding and support, awareness, empathy, and access to appropriate resources can ensure students are better equipped to navigate the challenges that may arise during their educational journey. Addressing social determinants of (economic stability, education, social and community context, healthcare access, and neighbourhood environment) health also play a significant role in shaping the overall health and well-being of student communities in African tertiary institutions (Eisenstadt 2022).

  III. Community empowerment by providing education, resources, and support, we can empower individuals to take control of their health, make healthier choices, and advocate for their communities' needs. This collaborative approach fosters a sense of ownership and responsibility among community members, leading to sustainable change and improved health outcomes.

  IV.         Collaborative and multidisciplinary approach to address the complex nature of mental health in African tertiary institutions. Through strong partnerships and collaborations across sectors by bringing together healthcare professionals, community organizations, government agencies, and other stakeholders, we can leverage their unique expertise and resources to create a comprehensive and integrated approach to mental health promotion. These partnerships facilitate knowledge sharing, coordination of services, and joint advocacy efforts, resulting in a more efficient and effective healthcare system.

4.0 CONCLUSION

Mental health is a critical issue that cannot be ignored in African tertiary institutions. By leveraging technology, implementing policy reforms, fostering community support, and respecting cultural sensitivities, universities can bridge the gap in mental health support and create a nurturing environment where students can thrive. The time to act is now, and it requires a collective effort from governments, institutions, students, and society to prioritize mental health and invest in the well-being of future leaders.

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