IN THE RING OF LIFE: CARE FOR THE STUDENT LIVING WITH MENTAL HEALTH CONDITIONS

Substance use disorders, depression, anxiety disorder, schizophrenia, and suicidal behaviour have been reported in the broader literature as the typical and most prevalent mental health problems among the youth population in Ghana and within the Sub-Saharan Africa region (Nyundo et al., 2020; Ohene & Ofori-Atta, 2014). This is a source of grave concern to many stakeholders especially in the educational sector. It worthy to note that educational pursuits are essential for the individual for many reasons; to gain knowledge and information, build capacity, develop goals, and influence employment opportunities. It also enables the individual to learn social skills and soft skills, address social inequality and be responsible contributors to society. 

Despite its numerous benefits, the pursuit of education may also be daunting for students irrespective of their age. However, for students who are recovering from any form of mental health conditions (MHC), educational pursuit can be even more stressful for their mental, emotional, psychological and social well-being. Guardians, educators and friends of students with mental illnesses, it is imperative to have basic understanding of the conditions and readily provide some support to assist the affected students to make the best of their educational goals. Here are some useful tips to help provide a conducive environment for student's living with a mental health condition alongside appropriate therapy and/or medication.

1. Avoid information overload. While it is recommended that students read widely beyond the scope of lesson taught, studying (reading and learning) new materials for long periods without proper break times may be stressful for the mental capacity of students with mental illness. Especially during examination period where there is general pressure on students to perform excellently, students with mental illness must avoid information overload. This implies a need to prepare in advance by taking lessons seriously from the beginning of the school term, semester of year. Piling up reading materials for learning within a short period may result in severe headaches, confusion and even forgetfulness. 

2. Provide essential needs. Guardians must endeavour, as much as practicable, to provide for essential needs of their wards with mental illness in school. These may include payment of fees, school levies, provisions, sufficient money for upkeep and other tuition expenses. Absence of these can be a serious cause for worry and concern for the student. Inevitably, it may pose serious triggers and related effects like relapse, depressive states, anxiety, self-harm and poor academic performance. 

3. Be mindful of socialisation patterns. Socialisation is important to all individuals as members of society. However, students with mental illness are vulnerable and need to safeguard their interpersonal space. Students should be encouraged to refrain or withdraw from relationships that are unhealthy for their mental and emotional stability. Friends who constantly pass unsavoury judgements about the condition, engage in bullying, name-calling, teasing, offer pity or stigmatising such students must refrain from such acts. School authorities should institute measures and structures that support and protect students with mental health conditions. Students with mental illness should also be willing to avoid such associations as much as practicable. 

4. Provide information to relevant authorities about the condition. It seems education, knowledge and information on mental illness are still poorly patronized by majority of Ghanaians. It is, therefore, necessary for parents to disclose the condition of their ward to relevant authorities such as teachers/lecturers, school counsellors and school heads. This would enable the school authorities be armed with appropriate information to provide the needed support for such students to cope with academic demands. 

5. Assist students to focus on their strengths. On their own, students who live with mental illness must be mindful of their unique strengths and consciously focus on them. Others close to them being teachers, colleagues and guardians who can identify their strengths should consciously remind them of their capabilities. This would help them positively reinforce such qualities and improve their self-worth and confidence as well as enable them celebrate their achievements no matter how little it may seem.

6. Be mindful of weaknesses: Whereas it may not seem pleasant to be mindful of weaknesses, students with mental illness and their guardians, friends and educators need to have fair knowledge of the weak spots of such students. This is crucial to appreciate the limitations they can contain. Also, this can inform the level of interpersonal engagements they can cope with. Extra efforts may be put into areas students find challenging to help them improve upon them. 

7. Manage expectations. Evidently, living with a health condition such as mental illness means it is somewhat chronic or with a high level of potential to relapse. Students recovering from the condition as well as key figures in their lives like guardians, friends and educators must therefore manage the expectations of such students. There is no limit to their achievements; however, goals set must be realistic bearing in mind their unique abilities. Such individuals and influencers alike need to be sensitive in building expectations and be measured to avoid disappointments. Room should be made for revision in study programmes as best suitable for their psychological strengths. 

8. Avoid being judgemental. A prevalent trait among students with mental illness is the potential worry of being inadequate. The symptoms of mental illness are vast and clients may be overwhelmed with the consequences they have to deal with. They may be grappling with new realities which can be daunting; thus, any form of uninformed judgements or derogatory remarks about their state could have drastic implications for their well-being. One must be sensitive and measured without necessarily exhibiting pity towards such students. 

9. Support with therapy and/medication. Some therapeutic interventions and medications may last for a limited period while others may be needed for a lifetime. Depending on the peculiar demand for specific cases of students living with mental illness, there much be a commitment to punctually adhere to the treatment plan in order to achieve therapeutic or medicinal goals set together with the therapist or psychiatrist. Guardians should, as much as possible, supervise their wards to take their medications and keep appointments with their therapist/psychiatrist. 

10. Be patient and supportive. Being diagnosed with a health condition may be difficult for anyone and students are no exceptions. Guardians, colleagues and educators alike must refrain from stigmatisation, withdrawal and unhealthy reactions towards students with mental illness. They may be very sensitive and delicate; thus empathy, care and compassion should mark communication and relating with them. Showing students’ with mental illness care means being patient with them as they recover at a pace suitable to them. Their concerns should be prioritised and their fears allayed as best as practicable. Reassuring them that they can make recovery enough to return to a reasonable level of functioning is very important.

No individual deserves to be denied access to education because they are living with a mental health condition. Some individuals with certain mental illness, with the appropriate support and conducive environments, can excel in their field of pursuit and meaningfully contribute to humanity. 

Help is available if you or your loved one is experiencing any early onset of signs & symptoms of mental health challenges. Reach out to us via email (counsellorseyram@gmail.com) or Facebook messenger (Counsellor Seyram).

References

Nyundo, A., Manu, A., Regan, M., Ismail, A., Chukwu, A., Dessie, Y., ... & Smith Fawzi, M. C. (2020). Factors associated with depressive symptoms and suicidal ideation and behaviours amongst sub‐Saharan African adolescents aged 10‐19 years: cross‐sectional study. Tropical Medicine & International Health, 25(1), 54-69.

Ohene, S., & Ofori-Atta, A. (2014). Changing Trends in Mental Health Care and Research in Ghana. Sub-Saharan Publishers.