Staying Mentally Well on Campus:
A Report from the Student Perspective
Lana Abelsohn
Nermine Abdi
Sumayyah Gaied
Subbalakshmi Manohar
Jamie Brassard
Azad Michael
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We are a group of students from the faculty of Child and Youth Care who were given the task of
discovering and understanding what student mental well-being looks like at Ryerson University.
Using an appreciative inquiry approach, we set out to look at what students are doing to promote
their own mental well-being, both in and out of school. Our goal was to elevate the student voice,
by providing students the opportunity to speak to both what is working, and what is not working.
Using a peer-to-peer approach we hoped to gain perspective and insight on how to improve the
services on campus to better meet student needs.
To accomplish this, four focus groups were conducted with current students registered in
programs within the School of Community Services. Posters advertising the focus groups were
approved and hung around the Ryerson campus. E-mails were also sent out to the different
faculties and were ultimately forwarded to the student body.
The focus groups were completed throughout the course of a week, and were arranged on
different days and times in order to accommodate students’ schedules. Each focus group
consisted of three to six students, 16 students in total, who were provided with light refreshments
in appreciation for their attendance. The questions asked focused on what strategies students
attending Ryerson are currently using to support their mental well-being, as well as self-care
techniques they may be using. Students were also asked to provide their own recommendations
to improve services that would better support their mental well-being.
The following is the set of questions that were asked during the focus groups:
1. How does having a sense of mental well-being help students in university?
2. Think now about students you know who stay mentally well over the course of their
studies. What do you see them doing to stay well?
3. What strategies do you use yourself to maintain your mental wellness?
4. What do you see the faculty doing that helps students to maintain their mental wellbeing?
5. We have a chance to present ideas from a student perspective to recommend changes
that would support student mental well-being. What do you suggest helps students to be
mentally well?
Following the conclusion of the focus groups, a data analysis was completed with information
being divided into two sections, “strategies” and “what it looks like”. From there, information was
sorted into sub-sections capturing what students told us, their strategies and recommendations,
and ultimately, the final set of recommendations.
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What Students Told Us
When students are experiencing stress or anxiety, they find they have difficulty in
locating and accessing support services within the campus
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As a student seeking immediate support, whether it is for counselling, stress
management or the writing centre, the existing services were not able to accommodate
them appropriately. Students find that they are put on long wait lists, and often by the time
they are able to make an appointment, the issue they were experiencing is no longer in
the forefront.
Students who reports being in a state of crisis are often referred to external support
resources, such as a crisis hotline, whose services may not reflect the students’ needs.
When browsing through the Ryerson website students find that support services are not
linked together on one defined page. As students are not aware of what exists, it
becomes a challenge to find services. In the words of one student: “The problem is that
you have to do so much research to find services right now.”
Another barrier to access is the physical location of services. The Access Centre was
highlighted as being difficult to find, as it is located in a POD in the basement of the
Library building. Students feel that it is “hidden” and that the staff that are working in the
area are not able to direct them. Similarly, when students attempted to seek counselling
services, they found the office located behind multiple sets of doors that were described
as being “very institution like”. This was viewed as intimidating and some students were
even deterred from keeping their counselling appointments because they felt so
unwelcomed.
Students are keenly aware that existing support services do not necessarily reflect the
diverse cultural makeup of the student body. There are issues of student comfort when
seeking support, through the lens of a cultural need.
Students who are looking to faculty for support with school work related anxiety
sometimes find that faculty members are inconsistent in the amount and types of support
that they offer
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Students feel that approaching professors can often be intimidating and have shared their
previous experiences of not being supported when asking for help. This has taken the
form of having extension requests denied (even though the student was registered with
the Access Centre and had special accommodations), entire classes feeling unsure of
how to negotiate with the professor when they felt that a grade was unfair, and professors
chastising students who are attempting to clarify information. “Don’t tell us it’s an
academic facility and therefore we can’t ask for help. It’s not un-academic to seek help;
we’re paying money to learn.”
Communication has been highlighted as one of the most challenging issues for students
with faculty. Some professors don’t have accommodating office hours, may not be
reachable by e-mail, or do not respond to emails in a timely manner, all of which can lead
to increased anxiety for students. The general feeling is that: “Professors don’t have to
be accountable; it’s not in the policy framework.”
In addition, there is a consistent feeling of being “just a number” to professors who do not
take time to get to know students by name. Similarly, students who are in need of faculty
references for applications for further learning or employment feel like there are no
opportunities to make meaningful relationships with professors.
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Tuition fees alone are high enough to create anxiety for students. In addition, they feel
that Ryerson University is not providing value for their money when it comes to providing
adequate facilities and school accessibility
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Students often find that classrooms are dirty and uninviting. They report that it is difficult
to learn in an environment that is noisy or poorly lit as many classrooms are.
“Our tuition fees are so high that it is anxiety producing however, this is not reflected in
the quality of the campus.” Students are frequently finding that they are feeling stressed
when attempting to study in the library, as there is a limited amount of desk space and
seating. In addition to this, students report class sizes outnumber the physical space
provided. There are not enough desks, chairs and space and yet the school continues,
“just adding students without increasing the campus accommodations.”
Elevators in multiple buildings are not functioning properly and they don’t seem to be
receiving repairs. This can create anxiety for students who are trying to get to class on
time and is not inclusive for students who are physically challenged.
A major issue experienced by students is that of scheduling. This includes everything
from registering on RAMSS to classes offered.
Students felt that their academic studies overlapped with one another, and that there was
not enough time for them to finish the necessary essay writings or study for tests and
quizzes with time in between.
Both fall and winter reading weeks have been identified as only partially beneficial: “It
doesn’t feel like the university supports a student’s need to take a break.”
Students’ ability to balance everyday life with school affects their mental well-being and
their ability to recognize when they are feeling overwhelmed
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Students feel they can push themselves too far, even though they know they need a
break: “Pushing for good grades doesn’t allow you to take a break.”
Some students feel that there is a stigma attached and you may be seen as a failure if
you need a break. It is hard to ask for help if it seems like no one else feels the same
need.
Time management can be hard to implement, as: “You can’t compartmentalize school
from other parts of life.”
Some students feel a sense of guilt when taking the time to relax, even though it is
needed.
Students who are parents can experience increased amounts of stress and pressure. In
parallel, students who do not have children can feel guilty for feeling overwhelmed in
comparison to their classmates who have these added stressors.
When stress takes over, it can be difficult for a student to get back into doing the things
they would normally do to alleviate or relieve the stress.
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Strategies Students are using to Maintain Mental Well-Being
Socializing
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Ranting to partner and/or friends
Hugging partners and/or friends
Quality time with partner
Calling parents/relatives
Making time to spend with friends and family
Social outing (making sure not to drink too much)
Having someone to talk to and spend time with who is in the same program as you
Time Management
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Setting goals for yourself that need to be accomplished, working schedule out based on
goals
Using agenda or memorization
Balancing stress, finances and studies
Having good time management
Getting course work done at least a week before the due date
Structuring time in a way that works best for you such as using a calendar, or being
accountable to timelines
Planning ahead
Talking to people, such as a good friend, about stressors
Not over committing yourself, for example, doing too much in one day
Exercise
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Going to the gym creates more energy, and the ability to better focus on assignments
Exercising helps to relax and maintain mental wellness
Food/Diet
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Lowering or eliminating sugar and caffeine intake from diet
Eating healthy foods
Relaxing
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Having a drink of wine
Watching TV
Playing with a dog
Going to a chiropractor
Allowing the time to take a break without feeling guilty
Napping
Providing yourself with what you feel is lacking, such as space to be alone, sleep, family
time
Multitasking while studying, for example doing something enjoyable at the same time as
studying
Detaching yourself, going home to relax and not focus on studies
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Sleep
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Getting enough sleep everyday
Heating pads help to calm, relax and fall asleep
Self Care
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Self advocating
Not being afraid to ask questions
Being mindful, allowing yourself to be aware of how you are feeling before reaching a breaking
point
Self reflection
Allowing yourself to say “no”
Self-motivation
Practice personal acceptance
Pacing yourself
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Student Suggestions Regarding Self-Help Courses,
University Mechanics, and Improving Quality of
Relationships
Self-Help Courses
Students have highlighted a number of areas where learning specific skills would help them
maintain their mental well-being. These areas could be presented through courses such as time
management, stress management, mindfulness, and career development. Students would like to
see these offered as free seminars throughout the Ryerson campus, which in turn would promote
awareness on where and how to seek different kinds of support. Ideally, these seminars and
courses would be available part-time, full-time and online to be inclusive to all students.
University Mechanics
Students suggested a variety of mechanics that Ryerson University could implement that will
allow for increased student mental well-being. The areas identified were improved communication
between faculty members in order to prevent assignment overload, providing information for all
student services in an easily accessible format, and an easier process for registration and course
enrolment. As well, students would like to see an offering of services that reflect the growing
student population, to provide them with more immediate services.
Improving Quality of Relationships
Students reported that feeling a sense of community within the university would support their
mental well-being needs. This was especially true for students taking part-time studies and online
classes. Having a supportive relationship with professors was identified as crucial in supporting
academic studies. Some students found that a well-developed relationship with a professor
allowed them to feel comfortable to seek additional support with school-work. Similarly, there was
a feeling that professors were most likely to provide positive support and feedback when students
were engaging with them.
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Our Recommendations
Self-Help Courses
Providing the following mandatory courses is recommended to support students mental well being:
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Time Management (throughout the course of university studies)
Stress Management (mandatory for first year students)
Mindfulness (throughout the course of university studies)
Career Development (mandatory for fourth year students)
University Mechanics
Students’ mental well-being will be better supported by Ryerson University through implementing
different programs and services, which would provide additional assistance to them.
1. A school wide “Block Program” to allow for students to properly manage their studies. The
block program would enable students to design their due dates for assignments within the
semester. Blocks would be divided into four sections: A, B, C, and D. Some exceptions
would apply, such as exam timing, however, students will have room to schedule
assignments and quizzes in such a way that their due dates are not overlapping.
2. Reviews of the existing system for student enrolment on RAMSS, keeping in mind many
students are not able to access a computer at 5AM. Offering multiple registration
openings would allow students to sign up for classes, and avoid students missing out on
required courses.
3. More offerings of mandatory courses, so that students will not miss out on completing
their studies in a timely manner.
4. To make better use of students’ time, eliminate reading week and create smaller breaks
(such as long weekend breaks every other week) to total the same amount of days given
in an entire reading week. These breaks should not be scheduled too early in the
semester, to reflect the amount of work given.
5. Integrate RSU with the faculty, to work on different strategies to help students with their
academic.
6. All support services to be integrated into a larger wellness centre on campus, that
provides information and services for all issues involving mental wellness. Students will
know exactly where to go and receive immediate help and support from specialized staff
that are working within the centre.
7. Create quiet rooms in different buildings throughout the campus, where students can go
to relax or nap in a sleeping pod.
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Improving the quality of relationships
Students’ mental well-being will be better supported through increased opportunities to engage
with professors in the following ways:
1. Additional office hours provided by professors, for those who teach online classes, extending
availability through email or phone.
2. More met and greet social events for all students to meet their professors.
3. Providing education to professors about self-care, so that they are able to further educate and
support their students. In support of self-care, professors would be encouraged to check in
with students regarding dues dates for assignments and students’ comprehension of material.
This will create a dialogue that will better allow professors to help their students manage self
care.
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Changes We Want to See
1. Increasing student driven information seeking - more peer-to-peer focus
groups and surveys
2. Reviewing timing of both Fall and Winter semester reading week
3. Consolidating access and information for students about available support
services on Ryerson University’s website
4. Taking a focus on student mental well-being with daily e-mails, similar to
“Ryerson Today”
5. Creating a student mental health advocate for each faculty, to bring
communication together. This person could develop and run the self help
seminars, send weekly emails and represent the student voice.
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