In this post, Indigo Williams explores some of the factors contributing to the student mental health crisis, the varied ways this is shaping their university experience, and how we can begin to tackle it. Indigo is the Vice President Welfare at Edinburgh University Students’ Association. This post belongs to the Hot Topic theme: Critical insights into contemporary issues in Higher Education.

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The mental health crisis amongst University of Edinburgh students is an increasingly pressing issue. We’ve been talking about the student mental health crisis for years and it’s not getting better. So, we must get serious about responding to it and accepting that this is, sadly, the new reality for students. For our students, transitioning to this new environment, coping with increasing academic pressures, trying to maintain some semblance of social life, and the rising cost-of-living, can all contribute to the development of new mental health concerns, or exacerbate existing ones. Our community, with its diverse student body, is not immune to these challenges. A 2022 report by the Mental Health Foundation found that nearly three quarters of students in Scotland reported low well-being, and 45% said they had suffered from a serious psychological issue that they felt required professional help, so this is not an isolated issue. Ongoing conversations about where the responsibility for students with complex support needs lies – whether with the University or the NHS – often result in students falling through the gaps and not receiving the support they need. This is particularly concerning as students are increasingly coming to university with, or developing, more complex, less well-known, and chronic conditions such as disordered eating, obsessive-compulsive disorder, and psychosis. Pressures faced by students Students face a variety of different pressures, which can contribute to mental health concerns:

• Academic pressure: Higher Education, particularly at prestigious institutions such as Edinburgh, fosters a demanding academic environment with high student expectations, and where academic pressure is frequently intertwined with career pressure. This is especially true for international students, whose families have often invested significantly in their education expecting them to provide financial support to their families after graduation. The competitive nature of higher education, particularly on programmes where performance is compared publicly, can contribute to feelings of imposter syndrome.
• Financial hardship: As my fellow Sabbatical Officers, Dora and Ruth, explored in their contribution to this series, the cost-of-living in Edinburgh is soaring with sky-high rents and the ever-increasing cost of bills and essentials. These, combined with the debt burden of tuition fees and student loans, create a constant stress on all our students, even those not experiencing direct financial hardship.
• Social adjustment: For many of our students, University is their first experience of living away from home, often in a new city or even new country. This can be overwhelming for some, which when combined with the loss of existing friend and family support networks can lead to loneliness or isolation.
• Cultural adjustment: For the thousands of international students who make up nearly half of our community, adjusting to a new culture, language, and educational system can be challenging and contribute to mental health issues. These students can also sometimes find it challenging to navigate support services due to language and cultural barriers.
• Marginalised Communities: Students from marginalised communities often face unique challenges in higher education. Black, Asian, Minority Ethnic (BAME) students may experience discrimination, LGBTQ+ students may face bullying, and students with disabilities may encounter accessibility barriers. These challenges, combined with socioeconomic disadvantages and cultural barriers, can create significant pressure for underrepresented groups, making it difficult to thrive in academic environments.

The impact of mental health struggles on students’ lives When we are experiencing a period of poor mental health and well-being, it’s not just our personal lives or social relationships that are affected. Students facing a mental health crisis often see a knock-on impact on their academic work. Whether that’s because they are struggling to concentrate and remember information, a specific activity – such as a presentation or group work – is causing them anxiety, or because they cannot find the motivation to engage with their studies, students often see their academic performance suffer. These challenges can often have further cumulative effects, creating a vicious cycle where students struggle to find their footing. The pressure to catch up and recover from academic setbacks can lead to increased stress, reduced confidence, and even more difficulties. Resubmitting assignments or re-sitting exams can further exacerbate these issues, making it difficult for students to break out of this negative spiral. The transition to university can also be a challenging time for many students, often marked by feelings of loneliness and social isolation. The loss of familiar support systems, combined with the pressure to succeed academically, can contribute to feelings of stress and anxiety. Students may also assume that their struggles are unique, leading them to isolate themselves and avoid seeking help. This can create another vicious cycle, as social isolation can further exacerbate mental health issues. Particularly for new students, who may not yet have developed strong friendships or support networks, it’s important to recognise the value of reaching out to others and seeking support. Some students may turn to substances to self-medicate or escape. When struggling with mental health, substance abuse can be used as a coping mechanism for arising challenges that may lack necessary support approaches or availability. Mental health struggles can significantly hinder a student’s ability to reach their full academic potential. Challenges like anxiety, depression, and other complex conditions can lead to difficulties with concentration, motivation, and engagement in academic activities, often resulting in declining performance and increased stress. For some students, the cumulative impact of these challenges may become overwhelming, contributing to higher dropout rates among those experiencing severe mental health crises. The inability to continue their studies not only disrupts their immediate academic goals but also affects their prospects and overall well-being. Let’s address the problem It is important to recognise that even students with complex, severe, and chronic mental health conditions can still thrive when provided with the right support. This raises a critical question: what is the solution? Addressing the growing mental health crisis will require us to work together to improve the well-being of our students. Below are a few suggestions:

• Destigmatise and open up the conversation: Students can feel embarrassed about seeking out support, and we all have a part to play in tackling the stigma around mental health. We have excellent Professional Services staff who can give students the in-depth support they might need, but there is a lot that other members of our community can do. If we all were aware of the signs to look out for and knew about the resources available, more students might feel comfortable in seeking out the support. Staff that want to feel more comfortable engaging in conversations around mental health and signposting students appropriately are encouraged to take the University’s Mental Health Awareness Course.

Doing so creates an open and kind environment in classes, and we often see this approach reflected in submissions for our annual Teaching Awards, with students telling us how supportive our community can feel.

• Effective services and responses: Students will likely seek out support and specific services when they’re in crisis, so the design and development of this offer should be carried out through the lens of the service user. Websites and resources should be easy to navigate, quick to digest and understand, and putting the focus on the needs of service users, rather than internal structures.
• Preventative measures: One effective approach is encouraging staff to consider how their course design impacts well-being. Simple adjustments, such as spacing out assessment deadlines to avoid clustering or scheduling them directly after weekends, can significantly reduce stress. Presentations and public speaking can also be anxiety-inducing, so offering alternatives like smaller group settings or pre-recorded options can help ease this pressure. Moreover, when teaching sensitive or distressing topics, staff should provide content warnings and foster a supportive and inclusive environment where students can express concerns.
• Early intervention: Although a crucial part to supporting students, early intervention does not lie solely on individual staff. While they do play a role in identifying students who may be struggling, the broader, structural issues must also be addressed to create lasting impact. Universities need to invest in comprehensive mental health resources, including accessible counselling services, proactive outreach programmes, and clear pathways for students to seek help early on. Addressing structural issues like high academic pressure, financial stress, and accessibility barriers requires coordinated efforts at the institutional level.

To conclude Tackling the student mental health crisis requires a collective effort from both staff and students. By taking on the responsibility of understanding and recognising when members of our community are struggling, and by implementing the steps outlined above, we can make a meaningful impact. This approach not only supports those who are facing mental health challenges but also helps foster a positive, welcoming, and sportive university environment for everyone. Together, we can create a community where all students and staff feel valued, supported, and empowered to reach their full potential. Students and staff can learn more about well-being and mental health services and support available on the University’s Wellbeing Services and the EUSA Advice Place webpages.

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Indigo Williams

Indigo is Vice President Welfare at Edinburgh University Students’ Association.