Barriers to Help-Seeking for Psychiatric Disabilities by Postgraduate Students,
Law School Students, and Medical School Students
Michael McCue
Doctoral Student
Higher, Adult, and Lifelong Education
Michigan State University
The number of undergraduate students in the U.S. reporting psychiatric disabilities has risen over the past 30 years
and continues to grow. While reports of adjustment disorders and dysthymia have risen, students are also reporting
more serious psychiatric disabilities such as major depressive disorder, obsessive-compulsive disorder, and bipolar
disorder. Although the number of students reporting psychiatric disabilities has increased, psychiatric disabilities
frequently go unrecognized or untreated during students’ undergraduate years. As undergraduates matriculate to
graduate or professional schools they bring with them their psychiatric disabilities, whether diagnosed or not.
Additionally, increased stress levels found in postgraduate education can intensify the symptoms associated with
psychiatric disabilities. Seeking help to treat mental disorders can ensure a student’s academic success. However,
ecological factors may influence students’ decisions to seek help for psychiatric disabilities. This presentation will
address some of the ecological factors reported by postgraduate and professional students that influence their
decisions regarding help-seeking.