Tag: mental health

  • 3 Tips to Improve Student Mental Health

    3 Tips to Improve Student Mental Health

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    This post is a modified version of an article that originally appeared on the Cengage EMEA “Unstoppable Minds Blog.”

    As Mental Health Awareness Month comes to a close, we’re highlighting insights from someone who’s been in students’ shoes. While studying psychology at Queen Mary University of London and serving as a Cengage EMEA Student Ambassador, Roya Mohamed shared three simple but powerful tips to help students take care of their mental health.

    I remember my first year at university. All of the new friends I made, the exciting modules I took, the societies I joined, my first time living away from home, learning how to cook and how to save money. It was such an exciting time full of adventure and new beginnings. I learned so much about myself and the world of adulthood. However, I also remember the all-nighters, the breakdowns, the tears, the times I almost gave up, the sacrifices I made and the feelings of loneliness and exhaustion I had. Being a student is not easy — I would know — and the increasing academic and societal pressures cause a strain on our precious mental health. Being thrown into the deep end during my first year caused my mental health to plummet and I fell into a deep depression where I had to go to therapy. It was a bleak time in my life and for a while I didn’t know how to get out of the negative cycle I was in. But I did — hooray! There were a couple of changes I made to my daily routine that notably improved my wellbeing and stopped me from ever going back to that period of darkness. Follow these steps to start taking control of your mental health and wellbeing:

    1. Scheduling

    Not having a daily schedule can leave students feeling overwhelmed and unprepared. This can cause feelings of stress which can contribute to poor mental health. Planning time for revision, relaxation, hobbies, friends, family and sleep really helped to create a routine in my life and to avoid the anxiety I used to have about completing everything on my to-do list. However, it will take time to adapt and follow a routine. But having a structure to your life will make you feel less worried and we all know that worrying does us no good.

    1. Positive self-talk

    This is a psychological strategy that you can use to increase your self-esteem, confidence, self-love and positivity. How do you do it? The clue is in the name! This technique involves talking positively to yourself, praising your achievements no matter how big or small they are and motivating yourself with words of affirmation. Being kind to oneself is a crucial step to maintaining good mental health. For example, when I received a grade that I wasn’t happy with, I would say to myself, “Roya, that was a very difficult exam and you still scored above the class average, you should be really proud of yourself!” At first it felt weird doing this, but you begin to internalize the thoughts and quickly realize how good it makes you feel!

    1. Sleep

    We all know that students have a tricky relationship with sleep. It is recommended that university students sleep for 7-9 hours a night. This can prevent you from feeling fatigued, sleepy, having low concentration levels and becoming irritable. However, we commonly see students pulling “all-nighters” where they sleep very little — or not at all — in order to complete an academic task. I don’t recommend this at all. When it comes to revising, all-nighters are practically useless. This is because our sleep cycle at night consists of four cycles, each lasting 90 minutes. In each stage of the cycle, our body and brain rejuvenate in different ways. One area that is affected is our memory of that day. If you don’t go through the four cycles, then the hours of revision won’t be “consolidated” into your memory — moved from short term to long term memory. This causes stress and regularly losing sleep can contribute to poor mental well-being. Once I began to sleep enough, I really saw how it improved my life.

    These are just some of the changes I began to make which took my mental health out of the darkness I was in and back to the bright old me!

     

    Roya Mohamed was a former Cengage Student Ambassador studying psychology at Queen Mary University of London.

    Roya shared three meaningful student mental health tips that can help improve overall well-being. If you think these tips might be impactful for your students, share this article and also check out “5 Ways I’m Building Connections With My College Peers” by Pranav Harwadekar, a junior at Texas A&M University.

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  • connecting-with-peers-in-college-5-ways- The Cengage Blog

    connecting-with-peers-in-college-5-ways- The Cengage Blog

    Reading Time: 4 minutes

    May is Mental Health Awareness Month, a time to elevate conversations around mental wellbeing and reduce the stigma that surrounds it. In recognition, we’re sharing stories directly from students who are navigating the pressures and facing the challenges of higher ed life today.

    One of those students is Pranav Harwadekar, a junior at Texas A&M University. Here’s Pranav’s perspective, in his own words.

    The power of connection

    If there’s one thing I’ve learned as a college student, it’s that connection isn’t just helpful, it’s healing. In the middle of exam stress, academic pressure and juggling 12 open tabs of assignments (and let’s be honest, at least three of them are YouTube, Instagram and Tiktok), having people around you — friends, study partners or just someone to grab a coffee with — can make all the difference.

    Connection isn’t a one-size-fits-all thing. Some people find it during big events, others in quiet moments. As a student navigating a hectic schedule full of coding projects, data analysis and meetings (shoutout to the group projects that always start at 9:00 PM), I’ve had to find creative ways to build community. And in doing so, I’ve realized it’s not just about making friends but about protecting mental health and helping others do the same.

    So, here are five real ways I’ve been fostering connections with my peers, and why they’ve made college feel a little more human.

    1. Group chats that turn into lifelines

    Group chats usually start as the go-to place for messages like, “Wait…when is this due again?” or “Anyone understand question four?” But over time, something funny happens — they evolve. What began as an academic safety net in my computer science classes slowly morphed into a space where we actually talk. We rant when a project takes five hours longer than expected, laugh (gently) about who’s been making good use of extensions and spiral together when the exam review sheet drops and it’s 12 pages long.

    Those chaotic late-night messages, the random hot takes on campus food and the “I give up, I’m switching majors” jokes? They bond us. There’s something comforting about knowing you’re not the only one losing it over a bug that shouldn’t be there.

    2. Volunteering for a shared cause

    One of the most meaningful ways I’ve built connections is through giving back. Whether it was organizing events with UNICEF or volunteering at Hope Health Care, I’ve learned that shared purpose creates real bonds. At Texas A&M, I joined the Engineering Honors Executive Committee. One of the events we take the most pride in is The Big Event — where over 15,000 “Aggies” step out to serve the local community in a single day of service.

    There’s something powerful about rolling up your sleeves next to someone, whether you’re painting fences, planting trees or just picking up trash. You start out as strangers, but by the end, you’ve shared laughs, swapped stories and worked towards something bigger than yourselves. Service naturally opens the door to honest conversations and, often, unexpected friendships.

    3. Making space for real talk

    Some of the best conversations I’ve had in college didn’t happen in classrooms or club meetings. They’ve happened on the walk back from class, while sitting outside the library or in a dining hall when someone casually asked, “How’s everything going?” One time after a brutal week of exams, I admitted to a classmate that I was completely burnt out and questioning if I was even cut out for this major. Instead of brushing it off, they nodded and said, “Same.” That moment of honesty sparked a 30-minute conversation about stress, expectations and feeling like we were just trying to stay afloat.

    I’ve learned that being vulnerable about things, like imposter syndrome, burnout or just needing a mental break, often gives others permission to open up too. It doesn’t always have to be deep. But carving out space for real conversations can turn casual classmates into people you genuinely trust.

    Mental health isn’t just about crisis moments. It’s also about those small check-ins. A simple “How are you doing — really?” can go a long way.

    4. Saying yes to the spontaneous stuff

    Some of the most meaningful connections I’ve made came from saying “yes” to the random stuff: A late-night walk to the campus food truck. A last-minute invite to play spikeball on the quad. A spontaneous movie night where half of us fell asleep mid-way through.

    College is full of moments that don’t feel significant at first. They become the ones you remember because they weren’t forced. They were real. It’s easy to say, “I’m too busy” or “Maybe next time.” But leaning into those little, unplanned hangouts has helped me find people who make the stress feel lighter and the experience way more fun.

    Sometimes, connection starts with just showing up.

    5. Celebrating the little wins together

    College can feel like a never-ending cycle of deadlines, exams and late-night study sessions. It’s easy to stay stuck in survival mode — just pushing through one task after another. That’s why I’ve made it a habit to pause and celebrate the small stuff: finishing a tough project, surviving a brutal week or even just showing up when it was hard to.

    Sometimes that celebration means grabbing dinner with friends, playing spikeball until the sun goes down or spontaneously turning someone’s dorm into a cricket ground. These moments might seem small, but they remind us to slow down and actually enjoy the experience. When we celebrate the little wins together, the big challenges feel a lot more manageable.

    Why this matters (especially in May)

    College can feel isolating at times. And Mental Health Awareness Month is a powerful reminder that we’re not meant to navigate it all alone. The truth is: connection doesn’t have to be big or complicated. It can begin with something as small as a “You good?” text, a shared laugh over a meme or sitting next to someone new in class.

    When we make space for each other — through the small things — we build something bigger: resilience, community and a sense that we belong. Every time we show up for someone, or let them show up for us, we help create a more supportive and compassionate campus.

    And if you’re reading this and feeling even a little disconnected — I get it. I’ve been there too. But trust me: connection often starts with a tiny step. Say yes to that invite. Send that message. Sit down at the crowded table. You might be surprised by how much better things feel when you do.

    Written by Pranav Harwadekar, a junior computer science honors major at Texas A&M University.

    Are your students having trouble connecting with peers in college? Share Pranav’s article for inspiration. Plus, check out an additional student’s perspective on navigating the “College Life Crisis.”

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  • student-mental-wellbeing-college-life-crisisThe Cengage Blog

    student-mental-wellbeing-college-life-crisisThe Cengage Blog

    Reading Time: 3 minutes

    May is Mental Health Awareness Month, a time to elevate conversations around mental wellbeing and reduce the stigma that surrounds it. In recognition, we’re sharing stories directly from students who are navigating the pressures and facing the challenges of higher ed life today.

    One of those students is Ruby Adamowicz, a sophomore at Isenberg School of Management, University of Massachusetts, Amherst. Here’s Ruby’s perspective, in her own words.

    The right direction

    I’m nearing the end of my sophomore year of college, and I can still confidently say that I have absolutely no idea where I’ll end up after graduation. I see my peers landing internship offers and studying abroad — even my own roommate has a full-time job offer set for her once she graduates.

    Now, I’m not saying that I’m coasting through college. Trust me, I have put in the work. But I’ve also realized that success does not look the same for everyone. We’re all moving through life at our own pace. I always remind myself that some people find themselves as undergrads, some as post-grads and many are simply still trying to figure out who they are, which is normal and okay.

    This brings me to the question that’s almost always in every student’s head: “Am I headed in the right direction?”

    Second-guessing first-year decisions

    For me, I have always struggled with finding my passion and figuring out what jobs align with my major. It’s like a mental battle. I’m constantly asking myself: “Am I doing this because I genuinely love it, or is it just what makes the most sense?”

    I consider myself extremely fortunate that I was a freshman while both of my sisters were seniors at the same school. In all honesty, they were the ones who encouraged me to major in marketing. In my high school mind, following in their footsteps was what made the most sense. I figured I would know what classes to take, how to find an internship and have some overall guidance during my first year. And it seemed like the smart choice. Business is so broad and allows you to be creative. But, two years in, I still second-guess whether this is my “passion.”

    Figuring things out – one day at a time

    There are days when I feel inspired and even motivated to work on social media projects and brainstorm my entrepreneurial ideas. Other days, I feel like I’m going through the motions — just checking off my tasks for the day. Sometimes, I’m inspired to plan out my goals, update my resume and have a strong sense of where I want to be post-grad. There are also times when I feel like I’m stuck, almost like a fish out of water. And that’s okay. I’ve learned that “figuring it out” doesn’t mean that your life will fall into place that same day. It means taking small steps, such as talking to your professors, stepping out of your comfort zone, joining clubs, being social and challenging yourself.

    Follow your own path

    What I’ve come to learn during my time at college is that nobody has it all figured out — even your classmate who has 500+ connections on LinkedIn and is posting about their summer internship.

    We’re all experiencing college for the first time and trying to figure out what to do to be happy. There are ups and downs, but you can take it one day at a time. If you’re reading this and are feeling lost, confused, behind or even stuck, I’m here to remind you that it is so normal. It’s a feeling that comes from comparing yourself to people who are on a different path than you. As the saying goes, “Comparison is the thief of joy.”

    What now

    Honestly, this is a great question that I try to answer each day.

    Life is not one straight line. It’s everyone’s first time living, trying to navigate what the world has to offer. But the more you show up and put yourself out there, you’ll find what life has for you. College is not a race to be employed. It’s a chance to figure out what makes you feel happy.

    Apply for the internship you feel underqualified for, make friends with new people and take advantage of all the opportunities possible.

    So, I will leave you with this. If you’re feeling lost and keep asking yourself, “Am I doing enough?” — you are not alone.

    Take it one day at a time.

    Written by Ruby Adamowicz, sophomore marketing major at the University of Massachusetts, Amherst and Cengage Student Ambassador

    Do you see some students struggling with their mental health? Let them know they’re not alone. Share this article and explore additional articles about student mental wellbeing.

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  • Arizona Republicans Want Chaplains to be in Public Schools – The 74

    Arizona Republicans Want Chaplains to be in Public Schools – The 74


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    Republican politicians who accuse public school teachers of indoctrinating students with a “woke agenda” are pushing to bring religious chaplains into the same schools to provide counseling to students.

    “I think Jesus is a lot better than a psychologist,” Rep. David Marshall, R-Snowflake, said during a March 11 meeting of the Arizona House of Representatives’ Education Committee.

    Marshall said that he’s been a chaplain who provides counseling for 26 years.

    Senate Bill 1269, sponsored by Flagstaff Republican Sen. Wendy Rogers, was modeled after similar legislation passed in recent years in Texas and Florida.

    The proposal would give school districts the option of allowing volunteer religious chaplains to provide counseling and programs to public school students. Districts that decide to allow chaplains would be required to provide to parents a list of the volunteer chaplains at each school and their religious affiliation, and parents would be required to give permission for their child to receive support from a chaplain.

    Despite ample concerns that the proposal violates the First Amendment’s Establishment Clause and that it would open up schools to legal liability for any bad mental health advice a chaplain might provide, the bill has already passed through the Senate on a party-line vote. The House Education Committee also approved it along party lines.

    Rogers told the Education Committee that the existence of any requirement for the separation of church and state in U.S. law “was a myth,” adding that she sees no harm in bringing religion into public schools.

    Rogers, a far-right extremist, has embraced white nationalism, and in 2022 spoke at a white nationalist conference, calling the attendees “patriots” and advocating for the murder of her political enemies.

    She has also said she is “honored” to be endorsed by a prominent antisemitic Christian nationalist and regularly trafficks in antisemitic tropes. And Rogers has advocated racist theories, appeared on antisemitic news programs and aligned herself with violent anti-government extremists.

    Democrats on the committee raised the alarm that Rogers’ bill would violate the Establishment Clause by allowing chaplains with religious affiliations to counsel students, while not providing the same kinds of services to students who don’t follow a religion or who follow a less-common religion with no chaplains available to the school.

    An amendment to the bill, proposed by committee Chairman Matt Gress, a Phoenix Republican, requires that the chaplains be authorized to conduct religious activities by a religious group that believes in a supernatural being. The amendment would also allow a volunteer chaplain to be denied from the list if the school’s principal believes their counsel would be contrary to the school’s teachings.

    Both of these changes would allow districts to exclude chaplains from The Satanic Temple of Arizona, a group that doesn’t believe in a higher power but promotes empathy and has chapters across the country that challenge the intertwining of Christianity and government.

    Oliver Spires, a minister with The Satanic Temple of Arizona, voiced his opposition to Rogers’ bill during a Feb. 5 Senate Education Committee meeting.

    The legislation, Spires said, would disproportionately impact students from minority religions who see Christian chaplains providing support to their peers while no chaplains representing their religion are available.

    “If a district listed a Satanist on their chaplain list, would they have your support?” he asked the committee members.

    Gress’s amendment would preclude that.

    Gaelle Esposito, a lobbyist for the American Civil Liberties Union of Arizona, told committee members on Tuesday that school counselors are required to undergo specialized training to prepare them to help students — requirements that religious chaplains wouldn’t have to meet, even though they’d be providing similar services.

    “They will simply not be equipped to support students dealing with serious matters like anxiety, depression, eating disorders, self harm or suicidal ideation,” Esposito said. “Religious training is not a substitute for academic and professional training in counseling, health care or mental health… Even with the best intentions, chaplains may provide inappropriate responses or interventions that could harm students.”

    But as Democrats on the House Education Committee argued that Arizona should provide more funding for trained counselors and social workers to help students with mental health issues, the Republicans on the panel said that students are actually struggling with mental health issues because they don’t have enough religion in their lives.

    “I’ve heard that there is a mental health crisis afflicting kids,” Gress, a former school board member, said. “Now, I don’t necessarily think in many of these cases that something is medically wrong with these kids. I think, perhaps, there is a spiritual deficit that needs to be addressed.”

    Rep. Justin Olson, R-Mesa, said he’s been frustrated by the federal courts’ interpretation of the First Amendment to require the separation of church and state, claiming it has made the government hostile to religion instead of protecting it.

    “I heard comments here today that this is going to harm kids — harm kids by being exposed to religion? That is absolutely the opposite of what is happening here today in our society,” Olson said. “We have become a secular society, and that is damaging our society. We need to have opportunities for people to look to a higher power, and what better way than what is described here in this bill?”

    Democratic Rep. Nancy Gutierrez, of Tucson, called SB1269 “outrageous” and “incredibly inappropriate.”

    And Rep. Stephanie Simacek, of Phoenix, pointed out that the courts have repeatedly ruled against allowing religious leaders to be invited to share their faith with public school students. She described Rogers’ bill as indoctrination that gives preferential treatment to students who have religious beliefs over those who don’t

    “No one is saying that you may not go and celebrate your God, however you see fit,” Simacek, a former teacher and school board member, said. “But this is not the place, in public education, where our students go to learn math, reading and writing and history.”

    Florida’s school chaplain law, which went into effect last July and is similar to Rogers’ proposal, has received ample pushback from First Amendment advocacy groups, as well as some church groups who said that allowing untrained chaplains to provide mental health support to students would have unintended negative consequences.

    The option to bring chaplains into schools in Florida has not been particularly popular, with several large school districts deciding not to implement a program allowing them.

    Proposed legislation similar to SB 1269 has been introduced in red states across the country this year, including in Indiana, Nebraska, Iowa, Montana and North Dakota.

    The bill will next be considered by the full House of Representatives. If it passes the chamber, it will return to the Senate for a final vote before heading to Gov. Katie Hobbs.

    Arizona Mirror is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Arizona Mirror maintains editorial independence. Contact Editor Jim Small for questions: info@azmirror.com.


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  • Oklahoma Bills Would Restrict Student Cellphone Use, Social Media, Sex Ed – The 74

    Oklahoma Bills Would Restrict Student Cellphone Use, Social Media, Sex Ed – The 74


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    OKLAHOMA CITY — Oklahoma lawmakers filed hundreds of bills affecting education for the next legislative session.

    Oklahoma Voice collected some of the top trends and topics that emerged in legislation related to students, teachers and schools. The state Legislature will begin considering bills once its 2025 session begins Feb. 3.

    Bills would restrict minors’ use of cellphones and social media

    A poster reads, “bell to bell, no cell” at the Jenks Public Schools Math and Science Center on Nov. 13. The school district prohibits student cellphone use during class periods. (Nuria Martinez-Keel/Oklahoam Voice)

    As expected, lawmakers filed multiple bills to limit student cellphone use in public schools, an issue that leaders in both chambers of the Legislature have said is a top priority this year.

    The House and Senate each have a bill that would prohibit students from using cellphones during the entire school day. Some Oklahoma schools already made this a requirement while others allow cellphone access in between classes.

    After encouraging all districts to establish cellphone restrictions, Gov. Kevin Stitt visited multiple schools in November that have done so.

    Senate Bill 139 from Education Committee vice chair Sen. Ally Seifried, R-Claremore, would require all districts to ban students from accessing their cellphones from the morning bell until dismissal, and it would create a $2 million grant program to help schools enact phone-free policies.

    Legislation from a House leader on education funding, Rep. Chad Caldwell, R-Enid, would prohibit student cellphone use while on school premises.

    Multiple bills target children’s social media use. Sen. Kristen Thompson, R-Edmond, aims to ban social media accounts for anyone under 16 with SB 838 and, with SB 839, to deem social media addictive and dangerous for youth mental health. 

    A bill from Seifried would outlaw social media companies from collecting data from and personalizing content for a minor’s account, which a child wouldn’t be allowed to have without parent consent

    SB 371 from Sen. Micheal Bergstron, R-Adair, would require districts to prohibit the use of social media on school computers or on school-issued devices while on campus. SB 932 from Sen. Darcy Jech, R-Kingfisher, would allow minors or their parents to sue a social media company over an “adverse mental health outcome arising, in whole or in part, from the minor’s excessive use of the social media platform’s algorithmically curated service.”

    School chaplain bill reemerges

    Multiple lawmakers have refiled a bill seeking to enable religious chaplains to counsel students in public schools. A version of the controversial bill passed the House last year but failed in the Senate.

    Its original author, Rep. Kevin West, R-Moore, refiled it as House Bill 1232. Sen. Shane Jett, R-Shawnee, and Sen. Dana Prieto, R-Tulsa, filed similar school chaplain bills with SB 486 and SB 590.

    More restrictions suggested for sex education, gender expression

    Another unsuccessful bill returning this year is legislation that would have families opt into sex education for their children instead of opting out, which is the state’s current policy.

    Students wouldn’t be allowed to take any sex education course or hear a related presentation without written permission from their parents under SB 759 from Prieto, HB 1964 from Danny Williams, R-Seminole, and HB 1998 from Rep. Tim Turner, R-Kinta.

    Sen. Dusty Deevers, R-Elgin, would have any reference to sex education and mental health removed from health education in schools with SB 702.

    Prieto’s bill also would exclude any instruction about sexual orientation or gender identity from sex education courses. It would require school employees to notify a child’s parents before referring to the student by a different name or pronouns.

    Other bills similarly would limit students’ ability to be called by a different name or set of pronouns at school if it doesn’t correspond to their biological sex.

    Deevers’ Free to Speak Act would bar teachers from calling students by pronouns other than what aligns with their biological sex or by any name other than their legal name without parent consent. Educators and fellow students could not be punished for calling a child by their legal name and biological pronouns.

    Rep. Gabe Woolley, R-Broken Arrow, filed a similar bill.

    No public school could compel an employee or volunteer to refer to a student by a name or pronoun other than what corresponds with their sex at birth under SB 847 from Sen. David Bullard, R-Durant, nor could any printed or multimedia materials in a school refer to a student by another gender.

    Corporal punishment in schools

    Once again, Oklahoma lawmakers will consider whether to outlaw corporal punishment of students with disabilities. State law currently prohibits using physical pain as discipline on children with only the most significant cognitive disabilities.

    In 2020, the state Department of Education used its administrative rules to ban corporal punishment on any student with a disability, but similar bills have failed to pass the state Legislature, drawing frustration from child advocates.

    Sen. Dave Rader, R-Tulsa, was an author of last year’s bill to prohibit corporal punishment of students with any type of disability. He filed the bill again for consideration this session.

    HB 2244 from Rep. John Waldron, D-Tulsa, would require schools to report to the Oklahoma State Department of Education the number of times they administer corporal punishment along with the age, race, gender and disability status of the students receiving it. The state Department of Education would then have to compile the information in a report to the Oklahoma Commission on Children and Youth.

    Oklahoma Voice is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Oklahoma Voice maintains editorial independence. Contact Editor Janelle Stecklein for questions: info@oklahomavoice.com.


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  • “How Are You Doing Today?” A Survey for Starting Each Class – Faculty Focus

    “How Are You Doing Today?” A Survey for Starting Each Class – Faculty Focus

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