academic essay about mental health

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Mental Health Essay

Introduction

Mental health, often overshadowed by its physical counterpart, is an intricate and essential aspect of human existence. It envelops our emotions, psychological state, and social well-being, shaping our thoughts, behaviors, and interactions. With the complexities of modern life—constant connectivity, societal pressures, personal expectations, and the frenzied pace of technological advancements—mental well-being has become increasingly paramount. Historically, conversations around this topic have been hushed, shrouded in stigma and misunderstanding. However, as the curtains of misconception slowly lift, we find ourselves in an era where discussions about mental health are not only welcomed but are also seen as vital. Recognizing and addressing the nuances of our mental state is not merely about managing disorders; it's about understanding the essence of who we are, how we process the world around us, and how we navigate the myriad challenges thrown our way. This essay aims to delve deep into the realm of mental health, shedding light on its importance, the potential consequences of neglect, and the spectrum of mental disorders that many face in silence.

Importance of Mental Health

Mental health plays a pivotal role in determining how individuals think, feel, and act. It influences our decision-making processes, stress management techniques, interpersonal relationships, and even our physical health. A well-tuned mental state boosts productivity, creativity, and the intrinsic sense of self-worth, laying the groundwork for a fulfilling life.

Negative Impact of Mental Health

Neglecting mental health, on the other hand, can lead to severe consequences. Reduced productivity, strained relationships, substance abuse, physical health issues like heart diseases, and even reduced life expectancy are just some of the repercussions of poor mental health. It not only affects the individual in question but also has a ripple effect on their community, workplace, and family.

Mental Disorders: Types and Prevalence

Mental disorders are varied and can range from anxiety and mood disorders like depression and bipolar disorder to more severe conditions such as schizophrenia.

Depression: Characterized by persistent sadness, lack of interest in activities, and fatigue.
Anxiety Disorders: Encompass conditions like generalized anxiety disorder, panic attacks, and specific phobias.
Schizophrenia: A complex disorder affecting a person's ability to think, feel, and behave clearly.

The prevalence of these disorders has been on the rise, underscoring the need for comprehensive mental health initiatives and awareness campaigns.

Understanding Mental Health and Its Importance

Mental health is not merely the absence of disorders but encompasses emotional, psychological, and social well-being. Recognizing the signs of deteriorating mental health, like prolonged sadness, extreme mood fluctuations, or social withdrawal, is crucial. Understanding stems from awareness and education. Societal stigmas surrounding mental health have often deterred individuals from seeking help. Breaking these barriers, fostering open conversations, and ensuring access to mental health care are imperative steps.

Conclusion: Mental Health

Mental health, undeniably, is as significant as physical health, if not more. In an era where the stressors are myriad, from societal pressures to personal challenges, mental resilience and well-being are essential. Investing time and resources into mental health initiatives, and more importantly, nurturing a society that understands, respects, and prioritizes mental health is the need of the hour.

World Leaders: Several influential personalities, from celebrities to sports stars, have openly discussed their mental health challenges, shedding light on the universality of these issues and the importance of addressing them.
Workplaces: Progressive organizations are now incorporating mental health programs, recognizing the tangible benefits of a mentally healthy workforce, from increased productivity to enhanced creativity.
Educational Institutions: Schools and colleges, witnessing the effects of stress and other mental health issues on students, are increasingly integrating counseling services and mental health education in their curriculum.

In weaving through the intricate tapestry of mental health, it becomes evident that it's an area that requires collective attention, understanding, and action.

Short Essay about Mental Health

Mental health, an integral facet of human well-being, shapes our emotions, decisions, and daily interactions. Just as one would care for a sprained ankle or a fever, our minds too require attention and nurture. In today's bustling world, mental well-being is often put on the back burner, overshadowed by the immediate demands of life. Yet, its impact is pervasive, influencing our productivity, relationships, and overall quality of life.

Sadly, mental health issues have long been stigmatized, seen as a sign of weakness or dismissed as mere mood swings. However, they are as real and significant as any physical ailment. From anxiety to depression, these disorders have touched countless lives, often in silence due to societal taboos.

But change is on the horizon. As awareness grows, conversations are shifting from hushed whispers to open discussions, fostering understanding and support. Institutions, workplaces, and communities are increasingly acknowledging the importance of mental health, implementing programs, and offering resources.

In conclusion, mental health is not a peripheral concern but a central one, crucial to our holistic well-being. It's high time we prioritize it, eliminating stigma and fostering an environment where everyone feels supported in their mental health journey.

Frequently Asked Questions

What is the primary focus of a mental health essay?

Answer: The primary focus of a mental health essay is to delve into the intricacies of mental well-being, its significance in our daily lives, the various challenges people face, and the broader societal implications. It aims to shed light on both the psychological and emotional aspects of mental health, often emphasizing the importance of understanding, empathy, and proactive care.

How can writing an essay on mental health help raise awareness about its importance?

Answer: Writing an essay on mental health can effectively articulate the nuances and complexities of the topic, making it more accessible to a wider audience. By presenting facts, personal anecdotes, and research, the essay can demystify misconceptions, highlight the prevalence of mental health issues, and underscore the need for destigmatizing discussions around it. An impactful essay can ignite conversations, inspire action, and contribute to a more informed and empathetic society.

What are some common topics covered in a mental health essay?

Answer: Common topics in a mental health essay might include the definition and importance of mental health, the connection between mental and physical well-being, various mental disorders and their symptoms, societal stigmas and misconceptions, the impact of modern life on mental health, and the significance of therapy and counseling. It may also delve into personal experiences, case studies, and the broader societal implications of neglecting mental health.

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Mental Health Essay 2024

Importance of Mental Health Essay

According to the World Health Organization (WHO), there is no universally accepted definition of mental health. It is generally understood as a person's psychological, emotional, and social well-being, influencing their thoughts, feelings, and behaviours. Mental health refers to the state of cognitive and behavioural wellness, and it is often used to describe the absence of mental illness.

Did You Know?

Mental health involves maintaining a healthy mind. While people tend to prioritize physical health, they often neglect their mental well-being. Humanity's intellectual advantage over other animals lies in its superior mind, which has enabled mankind to shape and control life. Therefore, it is crucial to maintain both mental and physical health for optimal functioning and results.

Importance of Mental Health

An emotionally stable and mentally fit person experiences life with energy and vitality, easily managing difficult emotional situations. Physical fitness is also essential to achieving emotional resilience. While mental health is a deeply personal matter, different factors affect people in various ways, and certain common elements can contribute to mental health challenges.

Emotions such as depression, aggression, negative thinking, frustration, and fear can significantly impact our overall well-being. Someone physically fit tends to be in a better mood and can handle stress and emotional challenges more effectively. Regular physical activity not only boosts physical health but also supports mental fitness.

Mental fitness signifies a state of psychological balance. It reflects having a positive outlook on how we feel, think, and act, enhancing our ability to enjoy life. This state fosters a sense of self-determination and allows us to replace negative thoughts with proactive, positive ones.

Psychologists, mental health practitioners, schools, organisations, and the general population are increasingly using the term mental fitness to denote logical thinking, clear comprehension, and reasoning ability.

Negative Impact of Mental Health

Just as we can experience physical illness, we can also suffer from mental health issues. Mental illness is characterised by disruptions in emotions, thoughts, and behaviours. It can stem from various sources, including stress, traumatic events, genetic predispositions, biochemical imbalances, childhood abuse or trauma, social disadvantages, and poor physical health conditions. Fortunately, mental illness is treatable. Seeking professional help from specialists or adopting a positive mindset and lifestyle changes can aid in recovery.

Regular physical activities like morning walks, yoga, and meditation can significantly improve mental health. Additionally, maintaining a balanced diet and getting adequate sleep are crucial. Adults generally need between 7 to 9 hours of sleep per night. Difficulty falling asleep or persistent fatigue despite adequate rest can be signs of mental health issues. Overworking can lead not only to physical exhaustion but also to severe mental fatigue, often resulting in insomnia and anxiety.

There are many symptoms of mental health issues that differ from person to person and among the different kinds of issues as well. For instance, panic attacks and racing thoughts are common side effects. As a result of this mental strain, a person may experience chest aches and breathing difficulties. Another sign of poor mental health is a lack of focus. It occurs when you have too much going on in your life at once, and you begin to make thoughtless mistakes, resulting in a loss of capacity to focus effectively. Another element is being on edge all of the time.

When you find yourself getting easily irritated by minor issues, feeling offended, or having frequent arguments with family, friends, or colleagues, it may be due to accumulated internal stress. This can lead to a sense of isolation from loved ones, making you feel lonely and potentially leading to despair. To help prevent mental health issues, focus on self-care practices such as calming your mind with soothing music, engaging in social activities, setting achievable goals, and maintaining your physical health.

Surround yourself with people who understand and appreciate you for who you are. This support can be crucial in managing mental health challenges effectively. Educate yourself about mental health to better address any issues you may encounter. Seek emotional support from family and friends and practice gratitude regularly. Engaging in hobbies or creative activities that you enjoy can also contribute positively to your mental well-being.

Importance of Mental Health Essay 100 Words

Mental health is crucial for overall well-being and quality of life. It affects how we think, feel, and handle stress and is integral to our ability to form healthy relationships and achieve personal goals. Good mental health helps us manage daily challenges and contributes to our productivity and happiness. Without it, individuals may experience difficulties functioning and increased susceptibility to physical health problems. Prioritising mental health through support, therapy, and self-care is essential to maintaining a balanced and fulfilling life. Addressing mental health issues openly and compassionately promotes healthier, more resilient communities.

The Impact of Social Media on Mental Health Essay

Social media has a significant impact on mental health, both positive and negative. On the positive side, it allows individuals to stay connected with friends and family, find support communities, and access mental health resources. However, excessive use of social media can lead to various mental health issues. Constant exposure to idealised images and lifestyles can foster feelings of inadequacy and low self-esteem. The pressure to present a perfect image and the fear of missing out (FOMO) can also contribute to anxiety and depression. It is important to use social media mindfully, set boundaries, and seek support if negative effects arise.

Mental Health Essay 250 Words

Mental health is a vital component of overall well-being and encompasses emotional, psychological, and social aspects of our lives. It influences how we think, feel, and act, affecting our ability to handle stress, relate to others, and make decisions. Maintaining good mental health is essential for leading a fulfilling and balanced life. It enables individuals to cope with daily challenges, build healthy relationships, and achieve personal goals.

Good mental health is not merely the absence of mental illness but involves positive attributes like resilience, emotional stability, and a sense of purpose. Genetics, environment, life experiences, and social influences play a role in shaping mental health. Mental health issues, including anxiety, depression, and stress, can significantly impact daily functioning and overall quality of life. Addressing these issues requires a combination of self-care, professional support, and a supportive social network.

Promoting mental health involves creating awareness, reducing stigma, and encouraging open conversations about mental well-being. Strategies for maintaining mental health include practising mindfulness, seeking therapy, engaging in physical activity, and nurturing relationships. Schools, workplaces, and communities play a crucial role in supporting mental health through educational programs and resources and creating inclusive environments.

In conclusion, mental health is a cornerstone of overall well-being. By recognising its importance and taking proactive steps to support mental health, individuals and societies can foster healthier, more resilient communities. Prioritising mental health benefits everyone, leading to a more balanced and fulfilling life.

What do Experts Say About Mental Health?

Health experts emphasize that mental, social, and emotional well-being are crucial components of overall fitness. True physical fitness encompasses not just physical strength but also emotional and mental health. Emotional fitness is characterized by the ability to avoid negative thoughts and concentrate on positive, constructive activities.

Individuals should not overreact to challenges or let setbacks disrupt their emotional balance. Emotional fitness involves maintaining composure and resilience, even when physically strong and healthy. While there are no gyms specifically for emotional fitness, practices such as yoga, meditation, and reading self-help books can significantly enhance emotional strength.

Stress and depression can lead to severe health issues, including extreme cases like suicide. Maintaining good mental health helps extend life by increasing joy and happiness, improving cognitive clarity, boosting self-esteem, and fostering spiritual connections. It also allows us to support others without being a burden on them.

In the 21st century, mental health issues are becoming increasingly prevalent, but not everyone receives the necessary support. Despite the growing recognition of mental illness, stigma still surrounds it, causing many to feel ashamed and reluctant to seek help. It is important to distinguish between "mental health" and "mental illness," as they are not the same.

Mental health and mental illness are inextricably linked. Individuals with good mental health can develop mental illness, while those with no mental disease can have poor mental health. Mental illness does not imply that someone is insane, and it is not anything to be embarrassed by. Our society's perception of mental disease or disorder must shift. Mental health cannot be separated from physical health. They both are equally important for a person.

Our society needs to change its perception of mental illness or disorder. People have to remove the stigma attached to this illness and educate themselves about it. Only about 20% of adolescents and children with diagnosable mental health issues receive the therapy they need.

Research indicates that mental illness impacts 19% of the adult population, and nearly one in five children and adolescents worldwide experience mental health issues. Depression, which affects approximately 246 million people globally, is a leading cause of disability. Untreated mental illness can lead to severe consequences.

Schools and educational institutions play a crucial role in safeguarding the mental health of teenagers, who are particularly vulnerable to mental health issues. Poor mental health during adolescence can hinder the development of emotional and social skills. Key factors contributing to mental health problems in children include feelings of inferiority and insecurity, which can erode their confidence and independence. Encouraging self-belief and self-esteem in children can help mitigate these issues.

World Mental Health Day, observed on October 10th, aims to raise awareness about mental health issues and promote global efforts to support mental health.

The mind is a vital organ that influences the entire body's functioning. When mental health is compromised, it can impact overall bodily functions. Achieving success in all areas of life requires both physical and emotional fitness. It is essential to prioritise mental health as much as physical health, recognising that the two are interconnected. A balanced mental and physical well-being approach is crucial for overall health. Therefore, seeking support and maintaining a balance between mental and physical health is important to ensure comprehensive well-being.

FAQs on Mental Health Essay 2024

1. How to prevent mental health Issues?

To prevent mental health issues, stay active with regular exercise, eat well, and get enough sleep. Manage stress through relaxation and keep strong relationships with others. If needed, seek help from a professional and avoid drugs and excessive alcohol. Taking time for self-care and hobbies can also support your mental well-being.

2. How can exercise help in preventing mental health issues?

Exercise helps prevent mental health issues by releasing endorphins, which improve mood and reduce stress. Regular physical activity is a key strategy in maintaining mental well-being and preventing mental health issues.

3. Why is stress management important in preventing mental health issues?

Stress management is crucial for preventing mental health issues because chronic stress can lead to anxiety and depression. Using techniques like mindfulness and relaxation helps in effectively managing stress and preventing mental health issues.

4. How can seeking professional help prevent mental health issues?

Seeking professional help can prevent mental health issues by providing strategies and support for managing stress and emotional challenges. Professionals can offer guidance on how to prevent mental health issues and maintain overall well-being.

5. What is called mental health?

Mental health encompasses a person's emotional, psychological, and social well-being. It impacts how people think, feel, and behave, affecting their ability to manage stress, interact with others, and make decisions. Good mental health is essential for overall functioning and quality of life, and it involves maintaining a balance in managing emotions and coping with life's challenges.

6. What is mental health for students?

Mental health for students refers to their emotional and psychological well-being, affecting how they handle stress, interact with peers, and perform academically. It includes managing emotions, coping with pressures, and maintaining a positive mindset. Good mental health supports students' ability to focus on their studies, build healthy relationships, and achieve personal growth.

7. What is poor mental health?

Poor mental health refers to a state where an individual's emotional, psychological, or social well-being is compromised. This can manifest as persistent feelings of sadness, anxiety, or irritability, difficulty coping with daily stresses, and challenges in functioning effectively in daily life. Poor mental health often impacts relationships, academic or work performance, and overall quality of life and may require professional support to address.

8. What are the 7 risk factors for mental health?

Genetics: A family history of mental health disorders can increase susceptibility.

Trauma: Exposure to traumatic events or abuse can contribute to mental health problems.

Chronic Stress: Prolonged stress from personal, academic, or work-related pressures can negatively impact mental health.

Substance Abuse: Abuse of drugs or alcohol can lead to or worsen mental health issues.

Social Isolation: Lack of social support and relationships can increase the risk of mental health problems.

Unhealthy Lifestyle: Poor diet, lack of exercise, and inadequate sleep can affect mental well-being.

Pre-existing Health Conditions: Chronic physical health conditions can be linked to mental health issues.

9. What are examples of mental health?

Examples of mental health include experiencing positive emotions, such as happiness and contentment, and effectively managing stress in daily life. Healthy mental health also involves building strong relationships and demonstrating resilience by adapting to challenges. Self-awareness and the use of coping skills, like mindfulness, further contribute to a balanced mood and overall well-being.

10. Why is mental health important?

Mental health is important because it helps us handle stress, build strong relationships, and do well in school or work. It affects how we feel and deal with everyday problems. Good mental health lets us enjoy life and cope with tough times more easily.

Student mental health is in crisis. Campuses are rethinking their approach

Amid massive increases in demand for care, psychologists are helping colleges and universities embrace a broader culture of well-being and better equipping faculty to support students in need

Vol. 53 No. 7 Print version: page 60

Mental Health

college student looking distressed while clutching textbooks

By nearly every metric, student mental health is worsening. During the 2020–2021 school year, more than 60% of college students met the criteria for at least one mental health problem, according to the Healthy Minds Study, which collects data from 373 campuses nationwide ( Lipson, S. K., et al., Journal of Affective Disorders , Vol. 306, 2022 ). In another national survey, almost three quarters of students reported moderate or severe psychological distress ( National College Health Assessment , American College Health Association, 2021).

Even before the pandemic, schools were facing a surge in demand for care that far outpaced capacity, and it has become increasingly clear that the traditional counseling center model is ill-equipped to solve the problem.

“Counseling centers have seen extraordinary increases in demand over the past decade,” said Michael Gerard Mason, PhD, associate dean of African American Affairs at the University of Virginia (UVA) and a longtime college counselor. “[At UVA], our counseling staff has almost tripled in size, but even if we continue hiring, I don’t think we could ever staff our way out of this challenge.”

Some of the reasons for that increase are positive. Compared with past generations, more students on campus today have accessed mental health treatment before college, suggesting that higher education is now an option for a larger segment of society, said Micky Sharma, PsyD, who directs student life’s counseling and consultation service at The Ohio State University (OSU). Stigma around mental health issues also continues to drop, leading more people to seek help instead of suffering in silence.

But college students today are also juggling a dizzying array of challenges, from coursework, relationships, and adjustment to campus life to economic strain, social injustice, mass violence, and various forms of loss related to Covid -19.

As a result, school leaders are starting to think outside the box about how to help. Institutions across the country are embracing approaches such as group therapy, peer counseling, and telehealth. They’re also better equipping faculty and staff to spot—and support—students in distress, and rethinking how to respond when a crisis occurs. And many schools are finding ways to incorporate a broader culture of wellness into their policies, systems, and day-to-day campus life.

“This increase in demand has challenged institutions to think holistically and take a multifaceted approach to supporting students,” said Kevin Shollenberger, the vice provost for student health and well-being at Johns Hopkins University. “It really has to be everyone’s responsibility at the university to create a culture of well-being.”

Higher caseloads, creative solutions

The number of students seeking help at campus counseling centers increased almost 40% between 2009 and 2015 and continued to rise until the pandemic began, according to data from Penn State University’s Center for Collegiate Mental Health (CCMH), a research-practice network of more than 700 college and university counseling centers ( CCMH Annual Report , 2015 ).

That rising demand hasn’t been matched by a corresponding rise in funding, which has led to higher caseloads. Nationwide, the average annual caseload for a typical full-time college counselor is about 120 students, with some centers averaging more than 300 students per counselor ( CCMH Annual Report , 2021 ).

“We find that high-caseload centers tend to provide less care to students experiencing a wide range of problems, including those with safety concerns and critical issues—such as suicidality and trauma—that are often prioritized by institutions,” said psychologist Brett Scofield, PhD, executive director of CCMH.

To minimize students slipping through the cracks, schools are dedicating more resources to rapid access and assessment, where students can walk in for a same-day intake or single counseling session, rather than languishing on a waitlist for weeks or months. Following an evaluation, many schools employ a stepped-care model, where the students who are most in need receive the most intensive care.

Given the wide range of concerns students are facing, experts say this approach makes more sense than offering traditional therapy to everyone.

“Early on, it was just about more, more, more clinicians,” said counseling psychologist Carla McCowan, PhD, director of the counseling center at the University of Illinois at Urbana-Champaign. “In the past few years, more centers are thinking creatively about how to meet the demand. Not every student needs individual therapy, but many need opportunities to increase their resilience, build new skills, and connect with one another.”

Students who are struggling with academic demands, for instance, may benefit from workshops on stress, sleep, time management, and goal-setting. Those who are mourning the loss of a typical college experience because of the pandemic—or facing adjustment issues such as loneliness, low self-esteem, or interpersonal conflict—are good candidates for peer counseling. Meanwhile, students with more acute concerns, including disordered eating, trauma following a sexual assault, or depression, can still access one-on-one sessions with professional counselors.

As they move away from a sole reliance on individual therapy, schools are also working to shift the narrative about what mental health care on campus looks like. Scofield said it’s crucial to manage expectations among students and their families, ideally shortly after (or even before) enrollment. For example, most counseling centers won’t be able to offer unlimited weekly sessions throughout a student’s college career—and those who require that level of support will likely be better served with a referral to a community provider.

“We really want to encourage institutions to be transparent about the services they can realistically provide based on the current staffing levels at a counseling center,” Scofield said.

The first line of defense

Faculty may be hired to teach, but schools are also starting to rely on them as “first responders” who can help identify students in distress, said psychologist Hideko Sera, PsyD, director of the Office of Equity, Inclusion, and Belonging at Morehouse College, a historically Black men’s college in Atlanta. During the pandemic, that trend accelerated.

“Throughout the remote learning phase of the pandemic, faculty really became students’ main points of contact with the university,” said Bridgette Hard, PhD, an associate professor and director of undergraduate studies in psychology and neuroscience at Duke University. “It became more important than ever for faculty to be able to detect when a student might be struggling.”

Many felt ill-equipped to do so, though, with some wondering if it was even in their scope of practice to approach students about their mental health without specialized training, Mason said.

Schools are using several approaches to clarify expectations of faculty and give them tools to help. About 900 faculty and staff at the University of North Carolina have received training in Mental Health First Aid , which provides basic skills for supporting people with mental health and substance use issues. Other institutions are offering workshops and materials that teach faculty to “recognize, respond, and refer,” including Penn State’s Red Folder campaign .

Faculty are taught that a sudden change in behavior—including a drop in attendance, failure to submit assignments, or a disheveled appearance—may indicate that a student is struggling. Staff across campus, including athletic coaches and academic advisers, can also monitor students for signs of distress. (At Penn State, eating disorder referrals can even come from staff working in food service, said counseling psychologist Natalie Hernandez DePalma, PhD, senior director of the school’s counseling and psychological services.) Responding can be as simple as reaching out and asking if everything is going OK.

Referral options vary but may include directing a student to a wellness seminar or calling the counseling center to make an appointment, which can help students access services that they may be less likely to seek on their own, Hernandez DePalma said. Many schools also offer reporting systems, such as DukeReach at Duke University , that allow anyone on campus to express concern about a student if they are unsure how to respond. Trained care providers can then follow up with a welfare check or offer other forms of support.

“Faculty aren’t expected to be counselors, just to show a sense of care that they notice something might be going on, and to know where to refer students,” Shollenberger said.

At Johns Hopkins, he and his team have also worked with faculty on ways to discuss difficult world events during class after hearing from students that it felt jarring when major incidents such as George Floyd’s murder or the war in Ukraine went unacknowledged during class.

Many schools also support faculty by embedding counselors within academic units, where they are more visible to students and can develop cultural expertise (the needs of students studying engineering may differ somewhat from those in fine arts, for instance).

When it comes to course policy, even small changes can make a big difference for students, said Diana Brecher, PhD, a clinical psychologist and scholar-in-residence for positive psychology at Toronto Metropolitan University (TMU), formerly Ryerson University. For example, instructors might allow students a 7-day window to submit assignments, giving them agency to coordinate with other coursework and obligations. Setting deadlines in the late afternoon or early evening, as opposed to at midnight, can also help promote student wellness.

At Moraine Valley Community College (MVCC) near Chicago, Shelita Shaw, an assistant professor of communications, devised new class policies and assignments when she noticed students struggling with mental health and motivation. Those included mental health days, mindful journaling, and a trip with family and friends to a Chicago landmark, such as Millennium Park or Navy Pier—where many MVCC students had never been.

Faculty in the psychology department may have a unique opportunity to leverage insights from their own discipline to improve student well-being. Hard, who teaches introductory psychology at Duke, weaves in messages about how students can apply research insights on emotion regulation, learning and memory, and a positive “stress mindset” to their lives ( Crum, A. J., et al., Anxiety, Stress, & Coping , Vol. 30, No. 4, 2017 ).

Along with her colleague Deena Kara Shaffer, PhD, Brecher cocreated TMU’s Thriving in Action curriculum, which is delivered through a 10-week in-person workshop series and via a for-credit elective course. The material is also freely available for students to explore online . The for-credit course includes lectures on gratitude, attention, healthy habits, and other topics informed by psychological research that are intended to set students up for success in studying, relationships, and campus life.

“We try to embed a healthy approach to studying in the way we teach the class,” Brecher said. “For example, we shift activities every 20 minutes or so to help students sustain attention and stamina throughout the lesson.”

Creative approaches to support

Given the crucial role of social connection in maintaining and restoring mental health, many schools have invested in group therapy. Groups can help students work through challenges such as social anxiety, eating disorders, sexual assault, racial trauma, grief and loss, chronic illness, and more—with the support of professional counselors and peers. Some cater to specific populations, including those who tend to engage less with traditional counseling services. At Florida Gulf Coast University (FGCU), for example, the “Bold Eagles” support group welcomes men who are exploring their emotions and gender roles.

The widespread popularity of group therapy highlights the decrease in stigma around mental health services on college campuses, said Jon Brunner, PhD, the senior director of counseling and wellness services at FGCU. At smaller schools, creating peer support groups that feel anonymous may be more challenging, but providing clear guidelines about group participation, including confidentiality, can help put students at ease, Brunner said.

Less formal groups, sometimes called “counselor chats,” meet in public spaces around campus and can be especially helpful for reaching underserved groups—such as international students, first-generation college students, and students of color—who may be less likely to seek services at a counseling center. At Johns Hopkins, a thriving international student support group holds weekly meetings in a café next to the library. Counselors typically facilitate such meetings, often through partnerships with campus centers or groups that support specific populations, such as LGBTQ students or student athletes.

“It’s important for students to see counselors out and about, engaging with the campus community,” McCowan said. “Otherwise, you’re only seeing the students who are comfortable coming in the door.”

Peer counseling is another means of leveraging social connectedness to help students stay well. At UVA, Mason and his colleagues found that about 75% of students reached out to a peer first when they were in distress, while only about 11% contacted faculty, staff, or administrators.

“What we started to understand was that in many ways, the people who had the least capacity to provide a professional level of help were the ones most likely to provide it,” he said.

Project Rise , a peer counseling service created by and for Black students at UVA, was one antidote to this. Mason also helped launch a two-part course, “Hoos Helping Hoos,” (a nod to UVA’s unofficial nickname, the Wahoos) to train students across the university on empathy, mentoring, and active listening skills.

At Washington University in St. Louis, Uncle Joe’s Peer Counseling and Resource Center offers confidential one-on-one sessions, in person and over the phone, to help fellow students manage anxiety, depression, academic stress, and other campus-life issues. Their peer counselors each receive more than 100 hours of training, including everything from basic counseling skills to handling suicidality.

Uncle Joe’s codirectors, Colleen Avila and Ruchika Kamojjala, say the service is popular because it’s run by students and doesn’t require a long-term investment the way traditional psychotherapy does.

“We can form a connection, but it doesn’t have to feel like a commitment,” said Avila, a senior studying studio art and philosophy-neuroscience-psychology. “It’s completely anonymous, one time per issue, and it’s there whenever you feel like you need it.”

As part of the shift toward rapid access, many schools also offer “Let’s Talk” programs , which allow students to drop in for an informal one-on-one session with a counselor. Some also contract with telehealth platforms, such as WellTrack and SilverCloud, to ensure that services are available whenever students need them. A range of additional resources—including sleep seminars, stress management workshops, wellness coaching, and free subscriptions to Calm, Headspace, and other apps—are also becoming increasingly available to students.

Those approaches can address many student concerns, but institutions also need to be prepared to aid students during a mental health crisis, and some are rethinking how best to do so. Penn State offers a crisis line, available anytime, staffed with counselors ready to talk or deploy on an active rescue. Johns Hopkins is piloting a behavioral health crisis support program, similar to one used by the New York City Police Department, that dispatches trained crisis clinicians alongside public safety officers to conduct wellness checks.

A culture of wellness

With mental health resources no longer confined to the counseling center, schools need a way to connect students to a range of available services. At OSU, Sharma was part of a group of students, staff, and administrators who visited Apple Park in Cupertino, California, to develop the Ohio State: Wellness App .

Students can use the app to create their own “wellness plan” and access timely content, such as advice for managing stress during final exams. They can also connect with friends to share articles and set goals—for instance, challenging a friend to attend two yoga classes every week for a month. OSU’s apps had more than 240,000 users last year.

At Johns Hopkins, administrators are exploring how to adapt school policies and procedures to better support student wellness, Shollenberger said. For example, they adapted their leave policy—including how refunds, grades, and health insurance are handled—so that students can take time off with fewer barriers. The university also launched an educational campaign this fall to help international students navigate student health insurance plans after noticing below average use by that group.

Students are a key part of the effort to improve mental health care, including at the systemic level. At Morehouse College, Sera serves as the adviser for Chill , a student-led advocacy and allyship organization that includes members from Spelman College and Clark Atlanta University, two other HBCUs in the area. The group, which received training on federal advocacy from APA’s Advocacy Office earlier this year, aims to lobby public officials—including U.S. Senator Raphael Warnock, a Morehouse College alumnus—to increase mental health resources for students of color.

“This work is very aligned with the spirit of HBCUs, which are often the ones raising voices at the national level to advocate for the betterment of Black and Brown communities,” Sera said.

Despite the creative approaches that students, faculty, staff, and administrators are employing, students continue to struggle, and most of those doing this work agree that more support is still urgently needed.

“The work we do is important, but it can also be exhausting,” said Kamojjala, of Uncle Joe’s peer counseling, which operates on a volunteer basis. “Students just need more support, and this work won’t be sustainable in the long run if that doesn’t arrive.”

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150+ Mental Health Essay Topics

Mental health is one of those subjects that’s both broad and personal. It covers everything from everyday stress to serious disorders like bipolar disorder or schizophrenia. And because of that, choosing a perfect mental health essay topic can feel like a lot of pressure. You want something that’s interesting but not too overwhelming, relatable but also meaningful.

Here’s the good news: you don’t have to struggle alone. In this article, we’ll give you a solid list of mental health essay topics to write about — whether you’re looking for something simple or a little more complex. And if you’re still stuck, EssayHub’s always ready to help you out with any kind of essay or mental health research topic.

Simple Mental Health Topics

What is Mental Health? – A basic breakdown of mental health and why it matters for everyone, not just those with a diagnosis.
Understanding Seasonal Affective Disorder (SAD) – Why do some people feel down during winter, and what can be done to lift their spirits?
The Importance of Self-Care – How small acts like taking a break or setting boundaries can make a big difference in emotional well-being.
The Benefits of Journaling for Mental Health – How writing down your thoughts can help relieve stress and anxiety.
How Pets Improve Mental Health – From reducing loneliness to providing comfort, how animals play a key role in emotional support.
Exploring Gratitude Practices – Why focusing on the good things in life can shift your mindset and improve your mood.
Music as Therapy – How listening to your favorite tunes can ease stress and even help with depression.
The Effects of Laughter on Mental Health – Does laughter really heal? How humor helps manage stress.
Understanding Postpartum Depression – Why some new moms experience depression after giving birth and how it can be treated.
How Deep Breathing Reduces Stress – A simple, practical technique for calming the mind in stressful moments.

Interesting Mental Health Essay Topics

The Psychology of Procrastination – Why do we put things off, and how does procrastination affect our mental health in the long run?
Mental Health in the Digital Nomad Lifestyle – Exploring the unique challenges of maintaining emotional well-being while constantly traveling and working remotely.
How Virtual Reality is Used in Therapy – From treating PTSD to phobias, how is VR becoming a game-changer in the mental health field?
The Link Between Creativity and Mental Health – Are artists more prone to mental health struggles, and if so, why?
Psychedelics and Mental Health Treatment – Could substances like psilocybin and MDMA revolutionize the treatment of depression and PTSD?
The Mental Health Impact of Climate Change Anxiety – How fear about the future of the planet is affecting the mental health of young people and activists.
Digital Detox: How Unplugging Can Improve Mental Health – What happens to our minds when we take a break from screens and social media?
Mental Health Benefits of Volunteering – How helping others can boost your mood and reduce stress.
The Role of Gut Health in Mental Wellness – New research shows that our gut bacteria may play a bigger role in anxiety and depression than we think.
The Evolution of Mental Health in Video Games – How modern games are addressing mental health topics and providing safe spaces for players.

Best Mental Health Topics

Writing about mental health doesn’t have to be a chore. The trick is picking a topic that resonates with you and will spark real interest in your readers. Whether you want to fuel debates, present solid arguments, or simply inform, this guide breaks down the best mental health essay topics into categories.

Mental Health Debate Topics

Should Employers Be Required to Provide Mental Health Days? – Is it a necessary step toward better work-life balance or an unnecessary perk?
Is Social Media More Harmful or Helpful for Mental Health? – Does it provide connection or increase anxiety and depression?
Should Mental Health Screenings Be Mandatory in Schools? – Would this help catch issues early, or could it invade student privacy?
Should Insurance Fully Cover Mental Health Treatment? – Is mental health care a right or a privilege?
Is Medication Overused in Treating Mental Health Disorders? – Are we too quick to prescribe, or is medication the best solution for some?
Should Mental Health Be Taught as Part of School Curriculums? – Can early education on mental health make a difference, or is it the responsibility of parents?
Is the Concept of "Toxic Positivity" Harmful to Mental Health? – Does pushing constant positivity downplay real struggles?
Should Psychedelic Drugs Be Legalized for Mental Health Treatment? – A new frontier in therapy or a dangerous path?
Are Mental Health Disorders Overdiagnosed? – Is labeling more people with mental health issues helping or harming them?
Is Technology Contributing to a Decline in Mental Health? – Are our digital lives causing mental strain, or are we just adapting to a new reality?

Mental Health Argumentative Essay Topics

Should Mental Health Be Prioritized Over Physical Health in Healthcare Systems? – Is mental health equally or more important than physical health when allocating resources?
Do Video Games Positively or Negatively Impact Mental Health? – Should video games be seen as therapeutic or harmful to mental well-being?
Is Social Media Addiction a Real Mental Health Disorder? – Should excessive social media use be classified as an official mental health condition?
Is Therapy More Effective Than Self-Help Resources for Treating Anxiety and Depression? – Are professional therapists always the better option, or can self-help strategies be just as effective?
Are Online Support Groups as Effective as In-Person Therapy? – Can digital communities provide the same mental health benefits as face-to-face interactions?
Is the Modern Education System Contributing to Student Anxiety? – Are academic pressures driving the rise in student mental health problems?
Can Mental Health Awareness Campaigns Actually Reduce Stigma? – Are public awareness campaigns making a real difference, or are they simply lip service?
Is Overdiagnosis of ADHD Creating a Mental Health Crisis Among Children? – Are too many children being labeled with ADHD, or is it a necessary diagnosis?
Should Mental Health Records Be Confidential in All Cases? – Is keeping mental health history private always beneficial, or should there be exceptions?
Are Certain Personality Types More Prone to Mental Health Disorders? – Do specific personality traits increase the likelihood of developing mental health issues?

Mental Health Persuasive Essay Topics

Schools Should Implement Daily Mental Health Breaks for Students – Why incorporating mental health breaks can improve academic performance.
Mental Health Should Be Included in Standard Health Checkups – Regular mental health screenings could help catch issues early and save lives.
Public Figures Should Be More Open About Their Mental Health Struggles – How celebrities sharing their mental health journeys can help reduce stigma.
Mental Health Apps Should Be Regulated by Health Authorities – Why mental health apps need stricter oversight to ensure they’re safe and effective.
Workplaces Must Offer Mental Health Training for Managers – How training leaders to recognize mental health issues can create healthier work environments.
Parents Should Be Educated on Recognizing Early Signs of Mental Illness in Children – Why early intervention is key to preventing long-term mental health problems.
Mental Health Support Should Be Accessible to All Veterans – The importance of providing comprehensive mental health care for those who’ve served in the military.
Regular Exercise Should Be Prescribed as Part of Mental Health Treatment Plans – How physical activity can be as effective as medication for certain mental health conditions.
Media Representation of Mental Health Should Be More Accurate – Why it’s crucial for TV shows and movies to depict mental health struggles responsibly and truthfully.
High Schools Should Teach Emotional Intelligence Alongside Traditional Subjects – How emotional intelligence education could help teenagers better manage stress.

Mental Health Controversial Topics for Essays

Is the Rise in Mental Health Diagnoses Linked to Over-Medicalization? – Are we pathologizing normal human emotions by labeling them as mental health disorders?
Should People with Severe Mental Health Issues Be Exempt from Criminal Punishment? – Should mental illness be a valid defense in serious criminal cases?
Is Technology Like AI Becoming a Threat to Human Therapists? – Can AI-based therapy ever fully replace human mental health professionals?
Should Assisted Suicide Be Legal for People Suffering from Untreatable Mental Illness? – Is euthanasia an ethical option for those with extreme mental health conditions?
Are Trigger Warnings Necessary in Educational Settings? – Do trigger warnings help protect mental health, or are they contributing to over-sensitivity and avoidance?
Can Religious or Spiritual Practices Be Considered Effective Mental Health Treatments? – Should religious or spiritual counseling be acknowledged as valid mental health care?
Is the Mental Health Crisis Among Men Ignored by Society? – Why is there less focus on mental health issues faced by men, and is society perpetuating this silence?
Should Employers Have Access to Employees' Mental Health History? – Is it fair for employers to know about an employee’s mental health background?
Are Certain Personality Disorders Being Over-Diagnosed in Women? – Are mental health professionals more likely to diagnose women with personality disorders?
Should Therapy Be Mandatory for Individuals Who Commit Violent Crimes? – Could mandatory therapy sessions for criminals prevent future offenses, or is it an unrealistic solution?

Mental Health Informative Essay Topics

The Science Behind Cognitive Behavioral Therapy (CBT) – How CBT works and why it’s one of the most effective forms of therapy for anxiety and depression.
The Effects of Long-Term Stress on the Brain – How chronic stress changes brain structure and function over time.
The Role of Genetics in Mental Health Disorders – Exploring how much of mental health is determined by genetics versus environment.
How Mindfulness Meditation Impacts Brain Chemistry – The science behind how mindfulness changes brain chemistry and improves mental well-being.
The Different Types of Anxiety Disorders – An overview of various anxiety disorders, from generalized anxiety to panic disorder and social anxiety.
The Impact of Trauma on Mental Health – How traumatic experiences, especially in childhood, shape mental health in adulthood.
The Connection Between Sleep Disorders and Mental Health – Exploring how sleep disorders like insomnia and sleep apnea affect mental well-being.
How Substance Abuse Affects Mental Health – The relationship between drug/alcohol addiction and the development of mental health disorders.
The Importance of Building Resilience for Mental Health – How fostering resilience can help individuals cope with stress, anxiety, and other mental health challenges.
The Role of Nutrition in Supporting Mental Health – How certain foods and nutrients play a crucial role in maintaining emotional and psychological well-being.

Mental Health Essay Topics for Students

Mental health essay topics for high school students.

How Social Media Influences Teen Self-Esteem – Does constantly comparing ourselves online hurt our self-image?
The Impact of Bullying on Mental Health – How does bullying, both online and offline, lead to long-term emotional effects?
The Role of Friendships in Supporting Mental Health – Can having a strong group of friends really help reduce stress and anxiety?
How Music Can Help You Manage Stress – Exploring how listening to or creating music can improve mood and mental well-being.
The Pressure to Be Perfect in School and Its Mental Health Effects – How academic stress can lead to anxiety, burnout, and depression in teens.
The Importance of Talking About Mental Health in Schools – Why open conversations about mental health are crucial for student well-being.
How Exercise Can Boost Mental Health – The connection between physical activity and improved mood, especially for teens.
Dealing with Grief as a Teenager – How losing a loved one during your teen years impacts mental health and how to cope.
The Effects of Sleep Deprivation on Mental Health – Why pulling all-nighters and getting too little sleep can mess with your emotions.
How Hobbies Can Improve Mental Health – Whether it’s art, sports, or gaming, how doing what you love can reduce stress and boost happiness.

Mental Health Essay Topics for College Students

Managing Stress During Finals Week – How to handle the pressure of exams without burning out.
The Mental Health Effects of Moving Away from Home – How the transition to college life impacts emotional well-being.
Dealing with Loneliness in College – Why making friends in college can be tough and what to do about it.
The Role of Sleep in Academic Success and Mental Health – How pulling all-nighters and inconsistent sleep patterns affect both grades and mental health.
Balancing School, Work, and Social Life – How juggling multiple responsibilities can lead to anxiety and burnout in college students.
How College Culture Affects Body Image – Exploring how social pressure in college can impact body image and self-esteem.
The Impact of Party Culture on Mental Health – How binge drinking and drug use at college parties can contribute to anxiety and depression.
How Student Loans and Financial Stress Affect Mental Health – The psychological toll of student debt and financial insecurity on college students.
The Pressure to Choose a Career Path in College – How the uncertainty of picking a major or career can cause stress and anxiety.
The Benefits of College Counseling Services – Why seeking help on campus is important and how it can make a difference in students' mental health.

Mental Health Essay Topics for Nursing Students

How Caring for Patients Affects Nurses’ Mental Health – The emotional toll of working closely with patients, especially in high-stress environments like ICU or ER.
The Importance of Self-Care for Nursing Students – Why taking care of your own mental health is crucial when caring for others.
Dealing with Compassion Fatigue in Nursing – How constantly providing emotional support can lead to burnout and emotional exhaustion.
The Role of Nurses in Mental Health Care – How nurses play a key role in supporting patients with mental health issues, even outside of psychiatry.
The Impact of Shift Work on Mental Health – How irregular hours and night shifts can disrupt sleep and lead to mental health challenges for nurses.
Stress Management Techniques for Nursing Students – Practical strategies for staying calm under pressure in both clinical and academic settings.
Handling Grief and Loss in Nursing – How nursing students cope with losing patients and the emotional weight it carries.
The Connection Between Physical and Mental Health in Nursing – How nursing students can better understand the mind-body link and apply it to patient care.
How the Pandemic Has Affected Nurses' Mental Health – The long-term mental health impacts of COVID-19 on nursing professionals and students.
Supporting Mental Health in Geriatric Nursing – How caring for elderly patients with mental health conditions like dementia can be both challenging and rewarding.

Mental Illness Essay Topics

Mental illness is such a huge part of the global mental health conversation that it deserves its own category. Whether you're looking to explore the complexities of treatment or societal views, these topics will get you thinking deeply.

Mental Illness Argumentative Essay Topics

Should Mental Illness Be a Valid Defense in Criminal Trials? – Can mental illness excuse or explain criminal behavior, or does it create a slippery slope?
Is Social Isolation Worsening Mental Illness in the Digital Age? – Are we more isolated despite being “connected,” and how does this impact those with mental health disorders?
Should Celebrities Be More Open About Their Mental Illnesses? – Could high-profile individuals sharing their struggles help reduce stigma?
Is Mental Illness Genetic or Environmental? – Does mental illness run in families due to biology, or are environmental factors more influential?
Should Schools Have Programs Specifically for Students with Mental Illness? – Would separate programs for mental health issues help students thrive?
Does Technology, Like Smartphones and Social Media, Trigger Mental Illness? – How much of our tech-driven lifestyle contributes to the rise in conditions like anxiety?
Should Involuntary Treatment Be Allowed for Severe Mental Illness? – Is it ethical to force treatment on those who refuse but may need it?
Can Alternative Treatments Like Yoga and Meditation Replace Medication for Mental Illness? – Are natural approaches sufficient, or should they only complement traditional therapies?
Is There Enough Support for Caregivers of People with Mental Illness? – How does caregiving impact the mental health of family members?
Does Pop Culture Glorify Mental Illness? – Are movies, TV shows, and music romanticizing conditions like depression and anxiety in harmful ways?

Mental Illness Persuasive Essay Topics

Mental Health Education Should Be Mandatory in All Schools – Teaching students about mental illness early on can break down stigma and encourage understanding.
Therapy Should Be More Accessible and Affordable for All – High costs and limited access are barriers that prevent many from getting the help they need.
Social Media Platforms Should Do More to Protect Users’ Mental Health – Algorithms that push harmful content should be regulated to protect vulnerable users.
Workplaces Must Prioritize Mental Health Over Productivity – A mentally healthy workforce is more sustainable and productive in the long run.
Celebrities and Influencers Should Be More Responsible When Discussing Mental Health – Their words can have a huge impact, and with that comes the responsibility.
More Mental Health Resources Should Be Provided to the Homeless Population – Many homeless individuals struggle with untreated mental illness and need better access to care.
Physical Activity Should Be Prescribed as a Treatment for Depression – Exercise has proven mental health benefits, and it should be part of the treatment plan.
Mental Health Support Should Be a Priority in Disaster Relief Efforts – Natural disasters take a psychological toll, and mental health services should be included.
Public Schools Should Hire More Mental Health Counselors – Schools need more professionals on-site to help students navigate their mental health struggles.
Society Should Focus More on Preventing Mental Illness Rather Than Just Treating It – Proactive measures like reducing stress and promoting healthy lifestyles can reduce the onset of mental health disorders.

Mental Illness Controversial Topics for Essays

Should Parents Be Held Legally Responsible for Their Child's Mental Illness? – Are parents accountable for their child’s mental health, or are other factors at play?
Is Society Too Quick to Label Normal Emotions as Mental Illness? – Are we pathologizing normal human experiences like sadness and stress too easily?
Should Mental Illness Be Used as a Defense for Violent Crime? – Does mental illness justify leniency in cases of violence, or should it be treated like any other crime?
Is the Mental Health Care System Failing Minority Communities? – Are racial and cultural disparities in mental health treatment leading to worse outcomes?
Should People with Severe Mental Illness Be Allowed to Have Children? – Is it ethical to limit someone’s right to parent based on their mental health status?
Can Certain Mental Illnesses Ever Be Fully Cured? – Are some mental health conditions permanent, or is full recovery always possible?
Does the Media Exaggerate the Link Between Mental Illness and Violence? – Are people with mental illness unfairly portrayed as dangerous in movies, news, and TV?
Should Insurance Cover Alternative Treatments for Mental Illness? – Should options like acupuncture, aromatherapy, or art therapy be covered by insurance?
Is It Ethical to Use Psychedelics in Mental Health Treatment? – Are psychedelic treatments for conditions like PTSD groundbreaking or too risky?
Should Mental Health Professionals Be Allowed to Diagnose Children with Personality Disorders? – Is it fair to label children with conditions that are usually diagnosed in adults, like borderline personality disorder?

Mental Illness Informative Essay Topics

What Is the Difference Between Anxiety and Panic Disorders? – Exploring how these two commonly confused conditions differ in symptoms and treatment.
The History of Mental Illness Treatments – From ancient times to modern therapies, how treatment for mental illness has evolved over the centuries.
How Schizophrenia Affects Daily Life – Understanding the challenges and realities of living with schizophrenia.
The Role of Therapy Animals in Mental Health Treatment – How animals like dogs and horses are used to support individuals with mental illness.
Exploring the Different Types of Bipolar Disorder – A breakdown of bipolar I, bipolar II, and cyclothymic disorder, and how they impact individuals.
How Trauma Can Lead to Mental Illness – The connection between traumatic events and the development of conditions like PTSD and depression.
What Are the Early Warning Signs of Depression? – Recognizing the symptoms of depression before it becomes severe.
The Impact of Postpartum Depression on New Mothers – Understanding the causes, symptoms, and treatments for postpartum depression.
The Connection Between Substance Abuse and Mental Illness – How addiction and mental health disorders often go hand-in-hand, and what treatment looks like.
How Obsessive-Compulsive Disorder (OCD) Affects Behavior – A look at the symptoms and struggles of living with OCD, from compulsions to intrusive thoughts.

How to Choose Essay Topics About Mental Health?

Choosing essay topics about mental health can feel overwhelming, but it doesn't have to be. The trick is finding something that feels meaningful. You want a topic that resonates with you and your audience while offering enough depth for research.

Here’s a simple table to help guide your decision:

Consider This	Why It Matters
Your Interest 💡	Pick something that genuinely interests you — it makes writing easier and more enjoyable.
Relatability 🤝	Choose a topic that others can relate to or learn from, like everyday stress or social media effects.
Complexity Level 🧠	Need something simple or more challenging? Tailor your topic to match the depth you want to explore.
Relevance 📅	Current issues like post-pandemic and mental health stigma will grab attention and keep your essay timely.
Research Availability 🔍	Make sure there's enough credible info to support your arguments and examples.

Some of the most popular mental health essay topics include social media’s effect on well-being, the rise of anxiety in college students, and the connection between physical health and adolescent mental health and wellness. These subjects offer plenty of depth and relevance.

Still looking for the perfect topic or need essay writing assistance ? EssayHub’s professional writers are ready to assist with any type of essay or research paper. Whether it’s a dissertation or a quick essay, get the best service and expert support.

What are the Characteristics of a Good Mental Health Essay Topic?

What is a good essay topic on mental health.

Ryan Acton is an essay-writing expert with a Ph.D. in Sociology, specializing in sociological research and historical analysis. By partnering with EssayHub, he provides comprehensive support to students, helping them craft well-informed essays across a variety of topics.

Centers for Disease Control and Prevention. (2023). Learn about mental health . CDC.gov. https://www.cdc.gov/mentalhealth/learn/index.htm
Mayo Clinic. (2023). Mental illness: Symptoms and causes . Mayoclinic.org. https://www.mayoclinic.org/diseases-conditions/mental-illness/symptoms-causes/syc-20374968

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Expository Essay About Mental Health

Learn to Write Expository Essay About Mental Health - Examples & Tips

What is an Expository Essay About Mental Health?

An expository essay is a type of academic writing that provides an explanation, description, or argument about a certain topic. It seeks to explain and clarify the subject matter for the readers.

The goal of this type of essay is not to share your opinion or persuade the readers, but rather to inform them.

An expository essay on mental health aims to discuss and inform about different aspects of mental health.

The term mental health can refer to various aspects, such as mental health issues, psychological resilience, emotional health, etc. So, the scope of an expository essay on mental health is quite broad depending on your topic.

Here is a video that explains what mental health means in simple words:

Essay About Mental Health Examples

If you are wondering what a good essay about mental health issues looks like, here are a few example essays to help you get started:

Expository Essay About Social Media And Mental Health

Expository Essay Example About Depression

Expository Essay About Mental Health Awareness

Importance of Mental Health Essay Example

Expository Essay About Mental Health Of Students

Need more expository writing samples? Check out our expository essay examples blog!

Expository Essay Topics About Mental Illness

Here is a list of topics about mental health to help you start.

How does mental health affect physical health in children and adolescents?
The role of stigma in mental health problems.
What are the basic principles of positive psychology?
How are physical & emotional health related?
How can mindfulness improve mental health condition?
What is the importance of world mental health day?
Technology's impact on modern mental health issues.
Understanding trauma-informed care and its importance.
The role of the media in creating stereotypes about mental health issues.
How do different cultures view mental health disorders?
Common misconceptions about mental health in the United States.

You can choose one of these topics, to begin with. Moreover, these topics will help you brainstorm your own topic as well.

You can check out our expository essay topics blog for a list of creative topic ideas.

How To Write an Essay About Mental Health

Now that you know what an expository essay on mental health is and have some topics to choose from, it’s time to start writing.

Here are the steps you need to follow:

1. Choose Your Topic:

Brainstorm some ideas related to mental health. Try to pick a topic that interests you so that researching and writing about it will be easier for you.

Choosing a topic that is narrow enough to be covered within the word limit is also important. Moreover, make sure that the topic is not too complex for you to explain.

2. Conduct Research:

Once you have chosen your topic, it’s time to conduct extensive research.

A good expository essay should include facts, evidence, and other supporting information from reliable sources like journals, books, and articles. Make sure that you cite your sources properly.

3. Outline the Essay:

An outline will help you organize your ideas and create a clear structure for your essay. It is also an important step to ensure that all the necessary information is included in the essay.

In an expository essay outline , you should include the main points you want to discuss. Additionally, it should include the supporting evidence and arguments you gathered during the research.

4. Write the Introduction:

The introduction is the first part of your essay. It should include a hook to grab the reader’s attention and introduce the topic. Additionally, you should provide a brief overview of what will be discussed in the essay.

Finally, you should end your mental illness essay introduction with a thesis statement. A thesis statement is a sentence that states the main idea of your essay.

5. Write the Body Paragraphs:

The body paragraphs are where you explain and expand on your main points. Each paragraph should include evidence to support your claims and a brief explanation of how the evidence is related to the topic.

Remember that each body paragraph should focus on one main point and be organized in a logical manner.

6. Write the Conclusion:

The conclusion is where you restate the thesis statement and summarize the main points of the essay. Additionally, you should provide a brief explanation of how these points support your thesis statement.

Finally, end your conclusion with a call to action or an insightful thought that encourages readers to learn more about mental health.

7. Edit and Proofread:

Once you are done writing the essay, it’s important to go through each sentence and look for mistakes.

Make sure that all grammar, spelling, and punctuation errors are corrected. Additionally, make sure that the essay is well-structured and flows logically from one point to another.

Editing and proofreading can help you improve the quality of your work and ensure that all necessary information is included.

Following these steps will help you write a clear and well-researched expository essay on mental health.

Tips for Writing a Mental Health Essay

Writing about mental health requires more than a basic understanding of the subject. It is a sensitive and emerging topic, and new research is being produced every day. So, you need to be careful while proceeding with your essay.

Here are a few tips that can help you write a worthwhile essay on mental health:

Get Involved

Mental health essays often benefit greatly when written with personal insight or experience.

If you have any personal life experiences related to mental health, incorporate them into your essay to add more depth. Make your essay relatable to people’s daily life.

Focus on Solutions

When discussing a sensitive topic like mental health it’s important to focus on the solutions.

Consider suggesting ways people can manage their own mental wellness or outlining how families can support each other during difficult times.

Be Empathetic

While writing your essay try to put yourself in the reader’s shoes so that you present the information in a kind and sympathetic manner.

For many people, mental problems are a part of life. So avoid any language that could potentially be offensive or insensitive towards those who struggle with mental illness.

If you or someone you know is going through a rough time, feeling depressed, or thinking about self-harm, you can call the National Suicide Prevention Lifeline at 1-800-273-8255 or visit its website here. Other international suicide helplines can be found at befrienders.org.

Wrapping it up,

Mental health is a complex and important issue, and writing an essay on it requires proper research, understanding, empathy, and focus. By following these steps and tips, you can write an effective essay on mental health that will be well-received by your readers.

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Mental Health - List of Free Essay Examples And Topic Ideas

This section is dedicated to argumentative and persuasive essays on mental health awareness in the United States. Mental illness and psychological problems are social issues that require a solution. A student can represent their point of view and perspective through an argumentative essay about mental health. What causes this problem and which is the solution would be perfect subjects for this type of paper.

It’s always a challenging task for students to reflect on illnesses, so to get a hint on how to start writing, you can look at the thesis statement and research paper samples on mental health on our website.

As often, start with a coherent introduction, outline, and title planning the structure of a paper. Consult research essay topics and argumentative topics if necessary.

Having studied all the samples, topics for ideas, and mental illness essay examples compose the main part, giving reasons for the mental diseases, ways to cure them, and arguments on why a mental illness should be considered a severe health problem.

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How To Write An Essay On Mental Health

Introduction to mental health as an essay topic.

When writing an essay on mental health, it's essential to understand its complexity and significance in today's society. Mental health refers to the state of our emotional, psychological, and social well-being. It affects how we think, feel, and act, and it also helps determine how we handle stress, relate to others, and make choices. In your introduction, define mental health and its importance in maintaining overall well-being. Clarify the specific aspect of mental health you plan to explore, whether it's discussing a particular mental disorder, examining the impact of mental health on various life aspects, or analyzing mental health policies. This introduction should provide a clear context for your essay and highlight its relevance.

Exploring the Various Aspects of Mental Health

Dedicate the main body of your essay to a thorough exploration of your chosen aspect of mental health. If focusing on a specific mental disorder, discuss its symptoms, causes, and treatment options. For a broader approach, you might analyze the factors that contribute to good or poor mental health, such as genetics, environment, lifestyle, and societal influences. Include current research and statistics to back up your points and provide a comprehensive understanding of the topic. Remember to handle the subject with sensitivity and empathy, especially when discussing conditions that may affect your readers or their loved ones.

Addressing Challenges and Misconceptions

Another critical aspect of your essay should be addressing the challenges and misconceptions surrounding mental health. Discuss the stigma often associated with mental illness and its impact on individuals seeking help or treatment. Examine the barriers to accessing mental health care, such as cost, lack of resources, or cultural attitudes. You can also explore common misconceptions about mental health and how they hinder societal understanding and support for those affected. This section is crucial in shedding light on the obstacles faced in the realm of mental health and advocating for a more informed and supportive approach.

Concluding with the Importance of Mental Health Awareness

In your conclusion, summarize the main points discussed in your essay and reflect on the significance of mental health awareness and support. Emphasize the need for open dialogue, education, and comprehensive care to promote mental well-being. Discuss how increasing mental health awareness can benefit individuals and society as a whole, leading to a more empathetic and healthier community. Your conclusion should not only tie together your analysis but also inspire readers to recognize the importance of mental health and advocate for better support and resources in their communities.

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Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood

Original Paper
Open access
Published: 19 August 2020
Volume 56 , pages 857–866, ( 2021 )

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Sara Agnafors ORCID: orcid.org/0000-0002-6760-7902 1 ,
Mimmi Barmark 2 &
Gunilla Sydsjö 1

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A Correction to this article was published on 16 September 2023

This article has been updated

An inverse relationship between mental health problems and academic achievement is a well-known phenomenon in the scientific literature. However, how and when this association develops is not fully understood and there is a lack of longitudinal, population-based studies on young children. Early intervention is important if associations are to be found already during childhood. The aim of the present study was to investigate the development of the association between mental health and academic performance during different developmental periods of childhood and adolescence.

Data from a longitudinal birth cohort study of 1700 children were used. Child mental health was assessed through mother’s reports at age 3, and self-reports at age 12 and 20. Academic performance was assessed through teacher reports on educational results at age 12 and final grades from compulsory school (age 15–16) and upper secondary school (age 18–19). The association between mental health and academic performance was assessed through regression models.

The results indicate that social selection mechanisms are present in all three periods studied. Behavioral and emotional problems at age 3 were associated with performing below grade at age 12. Similarly, mental health problems at age 12 were associated with lack of complete final grades from compulsory school and non-eligibility to higher education. Academic performance at ages 15 and 19 did not increase the risk for mental health problems at age 20.

Mental health problems in early childhood and adolescence increase the risk for poor academic performance, indicating the need for awareness and treatment to provide fair opportunities to education.

Mental health problems and school performance in first graders: results of the prospective cohort study ikidS

Mental health problems, low birthweight and academic achievement in mathematics and reading

Effects of Health on Academic Performance Trajectories in Children: a Two-Year Follow-Up Study in Córdoba-Argentina

Avoid common mistakes on your manuscript.

Introduction

An inverse relationship between mental health and educational attainment is a well-known phenomenon in the scientific literature of sociology, epidemiology and social psychiatry [ 1 , 2 , 3 ]. Despite nearly a century of research into the matter, no consensus has been reached about how the association develops and persists. Several studies have demonstrated the effect of educational attainment on mental health (social causation) [ 1 , 3 , 4 ] and likewise, there is support for the influence of mental health problems on educational attainment (social selection) [ 1 , 2 , 5 ]. Naturally, this knowledge comes mostly from research on the adult population as the level of SES and educational attainment are established over the years. However, there are several reasons to investigate the association between mental health and academic performance already during childhood. Social causation processes during childhood are dependent on the level of SES and educational tradition of the family of origin. Equally important, schooling is a central part of all of childhood, with the educational path starting at an early age. If an association between mental health and academic performance can be found already during childhood and adolescence, early recognition and interventions are warranted. However, there are few longitudinal, population-based studies on children and adolescents. As academic performance is associated with future educational attainment [ 6 ], and mental health problems during childhood increases the risk for subsequent mental health problems [ 7 ], early intervention is highly valuable. Given the multifactorial etiology of mental illness, and the number of factors predicting educational attainment, there is reason to assume that the relation between the two is complex [ 8 ].

Studies on the impact of educational achievement and academic performance on mental health in the younger population mainly include adolescents. In a meta-analysis of 17 original works, early school drop-out was found to be associated with substance abuse, depression and externalizing problems [ 4 ]. Moreover, academic performance in adolescence has been associated with suicide in men but not in women [ 9 ]. In a recent Swedish study, a low Grade Point Average (GPA) at age 16 was found to be associated with depression in early adulthood, and this association was attenuated by externalizing comorbidity [ 10 ]. In a large population-based cohort, Jonsson et al. [ 11 ] found that a low GPA was associated with hospitalization due to depression in adolescence. However, academic performance was assessed at age 16 and depression between ages 12 and 17 making a definite conclusion about the direction of the association precarious. With regard to younger children, Deighton et al. [ 12 ] found support for the effect of poor academic performance on subsequent internalizing problems in middle childhood. In sum, a couple of studies investigated the effect of academic performance on mental health in adolescence and early adulthood, although most studies focused mainly on depression.

Several population-based studies investigated the effect of mental health on academic performance in children and adolescents. In a longitudinal study, Fletcher showed that adolescent depression was linked to years of schooling, controlling for psychiatric comorbidity and sociodemographic factors [ 5 ]. In a study on 800 children followed from age 6 to 18, externalizing but not internalizing problems predicted poor academic performance [ 13 ]. Breslau and colleagues found that attention problems at age 6 predicted math and reading achievement at age 17, while no effect was seen for externalizing and internalizing problems [ 14 ]. In a cohort study of 400 children, McLeod and Kaiser found that internalizing and externalizing problems at age 6–8 strongly diminished the chance of accomplishing a high-school degree [ 15 ]. Deighton et al. [ 12 ] investigated the association between internalizing and externalizing problems and academic performance during middle childhood and early adolescence, confirming the effect of externalizing problems on later academic achievement. In a longitudinal population-based study, Miech et al. [ 8 ] found that externalizing problems had direct negative effects on adolescent school performance, while neither causation nor selection processes applied for depression and SES. The authors conclude that disorder-specific models are required. In sum, previous research shows that mental health problems predict academic performance from middle childhood and up to adulthood. Results seem, however, to vary by the type of mental health problems and assessments of whether mental health problems as early as pre-school age predict educational outcomes have not yet been done.

The present study uses a sample from a longitudinal cohort study to investigate whether mental health predicts academic performance and, vice versa, whether academic performance predicts mental health during different developmental periods in childhood and adolescence. The study offers the opportunity to control for a variety of variables potentially impacting mental health and academic performance, including maternal mental health and parental education level. Given the evidence presented above, it is likely that there are mechanisms in both directions but that these vary between populations, national/cultural contexts, age groups, types of mental illness, different aspects of social class/educational achievement, etc. Further studies are, therefore, warranted.

The aim of the present study was to investigate the development of the association between mental health and academic performance during different developmental periods in childhood and adolescence. The following five hypotheses are used to test the associations empirically:

Internalizing and/or externalizing problems at age 3 increase the risk for poor academic performance at age 12.

Internalizing and/or externalizing problems at age 12 increase the risk for incomplete final grades from compulsory school (age 15–16).

Internalizing and/or externalizing problems at age 12 increase the risk for non-eligibility to higher education (age 18–19).

Incomplete final grades from compulsory school (age 15–16) increase the risk for internalizing and/or externalizing problems at age 20.

Non-eligibility to higher education increases the risk for internalizing and/or externalizing problems at age 20.

Subjects and procedures

Data from a longitudinal birth cohort study, the SESBiC study, were used [ 16 ]. All women who gave birth to children during 20 consecutive months 1995–1996 in five geographically adjacent municipalities in southern Sweden were asked to take part in the overarching study. Of those, 88% ( n = 1723) accepted participation. For an overview of the study population and the waves of data collection, see Fig. 1 . Among participating children, 52.8% were boys, and there were 27 pairs of twins. The baseline study and the 3-year follow-up were conducted at Child Welfare Centers (CWC’s), in connection with the routine age-based examination. At baseline, the mothers were interviewed by a psychologist, and at the 3-year follow-up, they filled out questionnaires on mental health and well-being for themselves as well as for their children.

Model of the study outline and participants

The 12-year follow-up, was carried out at school as most of the children still lived in the catchment area. Research assistants supervised the children as they filled out questionnaires on mental health and well-being and helped with questions. A package of questionnaires including standardized instruments regarding mental health and well-being was sent to parents by ground mail. Teachers rated academic performance for reading, mathematics and English language respectively at the 12-year follow-up. At the 20-year follow-up, the now young adults answered standardized instruments on mental health and behavior. Parents had to give written consent for the child to be enrolled in the baseline, 3-year and 12-year follow-ups. Written consent was obtained from the young adults themselves at the 20-year follow-up.

Instruments

The Edinburgh Postnatal Depression Scale (EPDS) [ 17 ] is a self-report scale designed to screen for postnatal depression in community samples. It holds 10 items ranged 0–3, with a total score of 30, a high score indicating postnatal depression. The EPDS refers to symptoms of depression and anxiety perceived during the recent week and was filled out by the mothers at baseline. A cut-off of 10 was set for the EPDS, which has been done previously for screening purposes [ 18 ]. In the analysis, the variable was, thus, dichotomized and women with a score of ≥ 10 were compared to women with a score of 9 or lower (reference).

The Child Behavior Checklist/2–3 (CBCL) [ 19 ] is a well-known form assessing child behavior into two main domains of internalizing and externalizing problems. The form holds 100 items, each scored 0–2 from “not a problem” to “often a problem”. The CBCL has been used previously in Scandinavian population-based studies and has shown good precision when screening for child psychiatric disorders [ 20 ]. The mothers filled out the Swedish version of the CBCL 2/3 at the 3-year follow-up. In logistic regression, the 90th percentile was used as cut-off. The variable was, thus, dichotomized, and children with a score within the 90th percentile were compared to children with a lower score (reference).

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument [ 21 ] consisting of 25 items divided between four problem subscales (emotional-, conduct-, hyperactivity- and peer problems) and one strength subscale (prosocial behavior). The self-report version was filled out by the children at the 12-year follow-up. In logistic regression, the 90th percentile was used as cut-off. The variable was, thus, dichotomized, and children with a score within the 90th percentile were compared to children with a lower score (reference).

The Symptom Checklist (SCL-25) was completed by the mothers at the 12-year follow-up [ 22 ]. The form consists of 25 items scoring on a scale of 1–4, from “not at all” to “extremely” and is designed to measure anxiety and depression during the most recent 14 days. When used in logistic regression, a cut-off was set to mean value 1.75 which has been used previously [ 23 ].

The teacher’s report form (TRF) [ 24 ] is a screening instrument for child behavior problems including information on academic performance. The TRF 5–18 was answered by the teachers at the 12-year follow-up and in this study, only information on child performance in reading, mathematics and English language was used. English is the secondary language for the study participants, taught from age 10 at the latest. The teachers rated child performance on a 5-point scale as “far below grade”, “somewhat below grade”, “at grade level”, “somewhat above grade” and “far above grade”. In models using logistic regression, the variable was dichotomized and “far below grade” and “somewhat below grade” was compared to “at grade level”, “somewhat above grade” and “far above grade” (reference).

The Adult Self Report [ 25 ] is a 126-item form assessing mental health divided into the two main domains of internalizing and externalizing problems. Each item is rated on a 3-point scale from “not true” to “somewhat or sometimes true” and “very true or often true”. The ASR has shown good validity and has been used previously in population-based studies [ 26 ]. The ASR was answered by the young adults at the 20-year follow-up.

Register data

The Swedish school system is based on 10 years of compulsory education, followed by 3-year optional upper secondary education. Individuals without complete grades from upper secondary education may attend municipal adult education, with the possibility to achieve the eligibility requirements for university studies. In 2019, 84.3% of students received complete final grades from compulsory school [ 27 ], and approximately 80% completed upper secondary education. Final grades from compulsory and upper secondary school were obtained from the national statistics office. Lack of complete grades (and thereby inability to continue upper secondary school) was compared to complete final grades from compulsory school (reference). Non-eligibility to university studies/higher education was compared to eligibility to higher education (reference).

Socio-demographic factors

Parental immigration status was noted at the baseline study, and children of one or both parents born abroad were compared to children of parents born in Sweden (reference). Information on school drop-out of the mothers was obtained at the baseline survey. Mothers who did not complete compulsory school or upper secondary school were compared to mothers who did (reference). Information on parental education was obtained at the 12-year follow-up. Mothers and fathers reported their highest level of education, and compulsory/upper secondary school (≤ 12 years of schooling) was compared to post-secondary education (> 12 years of schooling, reference level), based on the parent with the highest level of education.

Data analysis

For frequencies of included variables, that is, mental health parameters (CBCL, SDQ, ASR), academic performance (performance in reading, mathematics and English language at age 12, final grades from compulsory school and upper secondary school) and control variables (maternal school drop-out, maternal mental health, parental education level, gender and parental immigrations status), see Table 1 . Missing data ranged from 0% (gender) to 58.4% (ASR externalizing). To test the hypotheses of an association between mental health and education, bivariate linear regression or logistic regression was performed in five separate models. Linear regression was used for continuous dependent variables, and logistic regression was used for binary outcome variables. Then, for each model, multivariate linear or logistic regression was carried out controlling for maternal school drop-out, maternal mental health, parental education level, gender and parental immigration status, and when possible also for mental health at a previous data collection point. Stepwise regression was performed, excluding the control variable with the highest p value until all remaining control variables showed statistical significance. Gender was, however, included in all final models. In the linear regression tables the beta coefficients ( B ) and the 95% confidence intervals (CI) are presented, and in the logistic regression tables the odds ratios (OR) and their respective CI are presented. Statistical significance was defined as (two-sided) p ≤ 0.05. All statistical analyses were performed using IBM SPSS version 24. For an overview of the study outline, see Fig. 1 .

Drop-out rate analysis

At the 3-year follow-up, the retention rate was 84.2% ( n = 1452). At the 12-year follow-up, the corresponding number was 68.7% ( n = 1183). At the 20-year follow-up, two individuals had died, 10 had moved out of the country, 25 had incorrect or missing postal addresses, 19 individuals declined participation due to learning disabilities or autism resulting in 1667 eligible participants out of whom 41.7% ( n = 695) accepted participation. For detailed information on the drop-out rate analysis, see Supplementary Material.

Model 1, social selection

In bivariate analysis, externalizing problems at age 3 increased the risk for performing below grade in English and mathematics, but not reading, at age 12 (Table 2 ). Internalizing problems increased the risk for low performance in reading, English and mathematics (Table 2 ).

In multivariate analysis, externalizing problems at age 3 were still associated with English language performance at age 12, after controlling for parental education level and gender (Table 2 ). When including concurrent conduct problems in the model, the association remained. No associations were seen for externalizing problems at age 3 on mathematics and reading performance at age 12 (Table 2 ). Internalizing problems at age 3 were shown to predict performing below grade in English language and mathematics after controlling for parental education level and gender (Table 2 ). The associations remained even when including concurrent emotional problems in the models.

Model 2, social selection

In bivariate analysis, conduct problems at age 12 was associated with lack of final grades from compulsory school (Table 2 ). No association between emotional problems at age 12 and incomplete grades from compulsory school was found (Table 2 ).

In multivariate analysis, conduct problems at age 12 predicted incomplete grades from compulsory school after controlling for gender and parental education level at the child’s age 12 (Table 2 ). Likewise, an association was found between internalizing problems at age 12 and incomplete grades from compulsory school after controlling for the above-mentioned variables (Table 2 ).

Model 3, social selection

In bivariate analysis, both conduct and emotional problems at age 12 were associated with non-eligibility to higher education (Table 2 ).

In multivariate analysis, conduct problems at age 12 increased the risk for non-eligibility to higher education after controlling for gender and parental education level at the child’s age 12 (Table 2 ). The same applied for emotional problems.

Model 4, social causation

In bivariate analysis, incomplete grades from compulsory school were associated with externalizing problems at age 20, while no association was found for internalizing problems (Table 3 ).

In multivariate analysis, no association was found between incomplete grades from compulsory school and externalizing problems at age 20 after controlling for gender, maternal symptoms of postpartum depression, conduct problems at age 12 and emotional problems at age 12 (Table 3 ). However, when controlling only for gender and maternal symptoms of postpartum depression, incomplete grades from compulsory school increased the risk for externalizing problems at age 20 (OR 2.77, CI 0.32–5.22). No association was found between incomplete grades from compulsory school and internalizing problems at age 20 after controlling for gender, maternal symptoms of postpartum depression and emotional problems at age 12 (Table 3 ).

Model 5, social causation

Non-eligibility to higher education was associated with externalizing problems at age 20 in bivariate analysis (Table 3 ). No association was found for internalizing problems.

In multivariate analysis, no association was found between non-eligibility to higher education and externalizing problems at age 20, controlling for gender, maternal symptoms of postpartum depression, conduct problems at age 12 and emotional problems at age 12 (Table 3 ). Likewise, no association was found between non-eligibility to higher education and internalizing problems at age 20 controlling for above mentioned factors (Table 3 ).

To further investigate the support for the social causation theory using data from the SESBiC study, whether academic performance at age 12 predicted internalizing and externalizing problems at age 20 was investigated; however, no associations were found. Likewise, parental education level at the child’s age 12 did not predict internalizing or externalizing problems at age 20.

The aim of the present study was to investigate whether mental health predicts academic performance and, vice versa, whether academic performance predicts mental health during different developmental periods in childhood and adolescence. The main findings are discussed below.

Externalizing problems at age 3 predicted academic performance (English language) at age 12, after controlling for a number of relevant factors. Conduct problems at age 12 were also found to increase the risk for incomplete grades from compulsory school and non-eligibility for higher education. Additionally, externalizing problems at age 3 increased the risk for incomplete final grades from compulsory school (data not shown). These findings are in line with previous studies investigating the association between externalizing problems during middle childhood and adolescence and subsequent academic achievement [ 8 , 14 , 15 ]. Externalizing problems include Conduct Disorder and Oppositional Defiant Disorder which implicates behavioral disturbances that could affect the adjustability in the classroom, and thereby the performance. Early behavioral problems might also trigger child–teacher conflicts and social exclusion leading to negative experiences of the school environment.

In the present study, selection effects were also found for internalizing problems on academic achievement. Mental health at pre-school age was associated with academic performance (English and mathematics) at age 12. Similarly, internalizing problems at age 12 increased the risk for incomplete grades at ages 15 and 19. Previous research shows, however, mixed results. A recent study found strong selection effects for internalizing problems such as anxiety and depression in an adult twin-population [ 2 ]. Internalizing problems in early school age has been shown to diminish the chances of completing a high-school degree [ 15 ]. In contrast, other studies found no effects of internalizing problems on academic performance from childhood to adolescence [ 13 ], or from adolescence to early adulthood [ 8 ]. With the background of previous conflicting results, the present study adds to the literature confirming social selection processes for the association between internalizing problems and academic performance.

Interestingly, boys were more likely to perform below grade in reading at age 12 and to be non-eligible for higher education compared to girls. No gender differences were noted for lack of compulsory school grades. In fact, the impact of gender on eligibility to higher education in the present study was considerable; 61% of non-eligible individuals were boys. Gender differences in academic performance with an advantage for girls are a well-known phenomenon [ 28 ].

Incomplete grades from compulsory school (age 15–16) were not associated with mental health at age 20. When controlling only for gender and maternal symptoms of postpartum depression, incomplete grades from compulsory school predicted externalizing problems at age 20. When controlling for mental health problems at age 12, however, the association diminishes, indicating that the association is a result of social selection rather than social causation mechanisms. Regarding the effect of academic performance on internalizing problems, no associations were found neither in bivariate nor in multivariate analysis.

These findings stand in contrast to the previous findings on the adult population including a meta-analysis, where the risk of reporting depression was almost doubled in low SES groups [ 29 ]. Similarly, Miech et al. found effects of adolescent school performance on anxiety conditions [ 8 ], while Sörberg Wallin et al. demonstrated an increased risk for depressive symptoms in early adulthood following poor academic performance in adolescence [ 10 ]. The social causation models in the present study were limited by a large drop-out rate, and a higher retention rate might have rendered other results. Also, at the age of 20, many individuals have not established a stable level of SES; university students not yet even graduated. For a child, poor academic performance does not have the same direct consequences as low educational attainment might in adulthood (possibly lower income, lesser ability to compete on the labor market). Moreover, the Swedish society offers additional possibilities to complete upper secondary education, which could influence the effect of poor academic performance on mental health during adolescence. Academic performance in childhood is, however, related to later educational attainment [ 6 ], which in turn has a strong effect on mental health in adulthood. It is, therefore, still, from a mental health perspective, of utterly importance that effort is being made to support children who perform “below grade level” to prevent health risks associated with low SES later in life.

Girls had a fivefold increased risk for internalizing problems at age 20 compared to boys; however, no gender differences were seen for externalizing problems. Previous results support gender differences in mental health with a pattern of higher frequency of internalizing problems in girls and higher prevalence of externalizing problems in boys [ 30 ]. In the present study, girls participated in the 20-year follow-up to a greater extent than boys (51.4% compared to 30.5%, p < 0.001), possibly impacting the results.

Limitations

While the present study is strengthened by the large number of participants and the longitudinal design, a few limitations need to be considered when interpreting the results. First, using the social selection and social causation approach in a child population means that possible associations need to be interpreted carefully. While the social causation hypothesis generally implies that lower education level brings lower income, unhealthier life style and more life stressors, this does not readily apply during childhood and adolescence. Rather, children are under influence of the environmental circumstances impacting their parents and thus, a number of possibly confounding factors need to be considered. We have included several such factors in the models but cannot be certain that some important variable has not been left out. Second, a long period of time elapsed between the measures of mental health problems and academic performance, possibly diluting the effects. Narrower timespans between the follow-ups, or additional follow-ups would have been of great value. Moreover, while the influence of mental health on academic performance was modelled with three separate outcomes of academic performance during adolescence, the influence of academic performance on mental health was based on one single measurement of mental health at age 20. The effect of academic performance on mental health might have been stronger if measured for example within the year after receiving incomplete grades from compulsory school. Third, there was a considerable drop-out (58.3%) at the 20-year follow-up. In general, differences between participants and non-participants were noted on educational variables rather than mental health parameters. Moreover, fewer 20-year olds whose parents were born abroad and fewer men than women chose to take part in the 20-year follow-up. Since immigration status often is associated with lower SES [ 31 ], the skewed drop-out could have an impact on the results. However, parental immigration status was not found to be strongly associated with the outcomes measured in the present study. The skewness regarding men and women might have contributed to a lower degree of externalizing problems, as this is more common in men than in women. While no difference between participants and non-participants regarding mental health at age 3 or 12 was noted, we cannot completely rule out the possibility that individuals who developed mental health problems after 12 years of age were less likely to participate in the follow-up. If so, that would diminish the chance of detecting an association between academic performance in adolescence and mental health problems in early adulthood in line with the social causation hypothesis.

Conclusions

The study adds to the existing literature by the use of a large, two-generational cohort, and longitudinal prospective design with multiple data collection points, investigating the association between mental health and academic performance during different developmental periods from age 12 to 20. The results emphasize the necessity to detect externalizing and internalizing problems at a young age and continuously throughout the school years. In practice, it means that these kinds of problems need to be noticed at preschool age and educational practices adjusted and adequate treatment given to promote transition to the school environment and completion of compulsory school. Knowledge and recognition of the potential effects of internalizing problems on academic performance might be especially important as these problems tend to be less explicit to others compared to externalizing problems.

No support was found for the association between academic performance during adolescence and mental health status in early adulthood in this Swedish context. However, this result needs to be interpreted in the light of a considerable drop-out rate and a long time span between measures of impact and outcome.

Change history

16 september 2023.

A Correction to this paper has been published: https://doi.org/10.1007/s00127-023-02560-7

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Acknowledgements

We would like to thank Professor emerita Marianne Cederblad, and Professor emeritus Carl Göran Svedin for their work in the SESBiC study.

Funding was provided by Skandia research, Swedish Research Council for Health Working Life and Welfare and Professor Bror Gadelius memorial foundation. Open access funding provided by Linköping University.

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The study was approved by the Ethics committee at the University of Lund in 1994 and 1998, and by the Ethical review board in Linköping in 2007 and 2015.

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Agnafors, S., Barmark, M. & Sydsjö, G. Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood. Soc Psychiatry Psychiatr Epidemiol 56 , 857–866 (2021). https://doi.org/10.1007/s00127-020-01934-5

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DOI : https://doi.org/10.1007/s00127-020-01934-5

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Mental Health Essay for Students and Children

500+ words essay on mental health.

Every year world mental health day is observed on October 10. It was started as an annual activity by the world federation for mental health by deputy secretary-general of UNO at that time. Mental health resources differ significantly from one country to another. While the developed countries in the western world provide mental health programs for all age groups. Also, there are third world countries they struggle to find the basic needs of the families. Thus, it becomes prudent that we are asked to focus on mental health importance for one day. The mental health essay is an insight into the importance of mental health in everyone’s life.

Mental Health

In the formidable years, this had no specific theme planned. The main aim was to promote and advocate the public on important issues. Also, in the first three years, one of the central activities done to help the day become special was the 2-hour telecast by the US information agency satellite system.

Mental health is not just a concept that refers to an individual’s psychological and emotional well being. Rather it’s a state of psychological and emotional well being where an individual is able to use their cognitive and emotional capabilities, meet the ordinary demand and functions in the society. According to WHO, there is no single ‘official’ definition of mental health.

Thus, there are many factors like cultural differences, competing professional theories, and subjective assessments that affect how mental health is defined. Also, there are many experts that agree that mental illness and mental health are not antonyms. So, in other words, when the recognized mental disorder is absent, it is not necessarily a sign of mental health.

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One way to think about mental health is to look at how effectively and successfully does a person acts. So, there are factors such as feeling competent, capable, able to handle the normal stress levels, maintaining satisfying relationships and also leading an independent life. Also, this includes recovering from difficult situations and being able to bounce back.

Important Benefits of Good Mental Health

Mental health is related to the personality as a whole of that person. Thus, the most important function of school and education is to safeguard the mental health of boys and girls. Physical fitness is not the only measure of good health alone. Rather it’s just a means of promoting mental as well as moral health of the child. The two main factors that affect the most are feeling of inferiority and insecurity. Thus, it affects the child the most. So, they lose self-initiative and confidence. This should be avoided and children should be constantly encouraged to believe in themselves.

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Mental health

Affordable, effective and feasible strategies exist to promote, protect and restore mental health.
The need for action on mental health is indisputable and urgent.
Mental health has intrinsic and instrumental value and is integral to our well-being.
Mental health is determined by a complex interplay of individual, social and structural stresses and vulnerabilities.

Concepts in mental health

Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community. It is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in. Mental health is a basic human right. And it is crucial to personal, community and socio-economic development.

Mental health is more than the absence of mental disorders. It exists on a complex continuum, which is experienced differently from one person to the next, with varying degrees of difficulty and distress and potentially very different social and clinical outcomes.

Mental health conditions include mental disorders and psychosocial disabilities as well as other mental states associated with significant distress, impairment in functioning, or risk of self-harm. People with mental health conditions are more likely to experience lower levels of mental well-being, but this is not always or necessarily the case.

Determinants of mental health

Throughout our lives, multiple individual, social and structural determinants may combine to protect or undermine our mental health and shift our position on the mental health continuum.

Individual psychological and biological factors such as emotional skills, substance use and genetics can make people more vulnerable to mental health problems.

Exposure to unfavourable social, economic, geopolitical and environmental circumstances – including poverty, violence, inequality and environmental deprivation – also increases people’s risk of experiencing mental health conditions.

Risks can manifest themselves at all stages of life, but those that occur during developmentally sensitive periods, especially early childhood, are particularly detrimental. For example, harsh parenting and physical punishment is known to undermine child health and bullying is a leading risk factor for mental health conditions.

Protective factors similarly occur throughout our lives and serve to strengthen resilience. They include our individual social and emotional skills and attributes as well as positive social interactions, quality education, decent work, safe neighbourhoods and community cohesion, among others.

Mental health risks and protective factors can be found in society at different scales. Local threats heighten risk for individuals, families and communities. Global threats heighten risk for whole populations and include economic downturns, disease outbreaks, humanitarian emergencies and forced displacement and the growing climate crisis.

Each single risk and protective factor has only limited predictive strength. Most people do not develop a mental health condition despite exposure to a risk factor and many people with no known risk factor still develop a mental health condition. Nonetheless, the interacting determinants of mental health serve to enhance or undermine mental health.

Mental health promotion and prevention

Promotion and prevention interventions work by identifying the individual, social and structural determinants of mental health, and then intervening to reduce risks, build resilience and establish supportive environments for mental health. Interventions can be designed for individuals, specific groups or whole populations.

Reshaping the determinants of mental health often requires action beyond the health sector and so promotion and prevention programmes should involve the education, labour, justice, transport, environment, housing, and welfare sectors. The health sector can contribute significantly by embedding promotion and prevention efforts within health services; and by advocating, initiating and, where appropriate, facilitating multisectoral collaboration and coordination.

Suicide prevention is a global priority and included in the Sustainable Development Goals. Much progress can be achieved by limiting access to means, responsible media reporting, social and emotional learning for adolescents and early intervention. Banning highly hazardous pesticides is a particularly inexpensive and cost–effective intervention for reducing suicide rates.

Promoting child and adolescent mental health is another priority and can be achieved by policies and laws that promote and protect mental health, supporting caregivers to provide nurturing care, implementing school-based programmes and improving the quality of community and online environments. School-based social and emotional learning programmes are among the most effective promotion strategies for countries at all income levels.

Promoting and protecting mental health at work is a growing area of interest and can be supported through legislation and regulation, organizational strategies, manager training and interventions for workers.

Mental health care and treatment

In the context of national efforts to strengthen mental health, it is vital to not only protect and promote the mental well-being of all, but also to address the needs of people with mental health conditions.

This should be done through community-based mental health care, which is more accessible and acceptable than institutional care, helps prevent human rights violations and delivers better recovery outcomes for people with mental health conditions. Community-based mental health care should be provided through a network of interrelated services that comprise:

mental health services that are integrated in general health care, typically in general hospitals and through task-sharing with non-specialist care providers in primary health care;
community mental health services that may involve community mental health centers and teams, psychosocial rehabilitation, peer support services and supported living services; and
services that deliver mental health care in social services and non-health settings, such as child protection, school health services, and prisons.

The vast care gap for common mental health conditions such as depression and anxiety means countries must also find innovative ways to diversify and scale up care for these conditions, for example through non-specialist psychological counselling or digital self-help.

WHO response

All WHO Member States are committed to implementing the “Comprehensive mental health action plan 2013–2030" , which aims to improve mental health by strengthening effective leadership and governance, providing comprehensive, integrated and responsive community-based care, implementing promotion and prevention strategies, and strengthening information systems, evidence and research. In 2020, WHO’s “Mental health atlas 2020” analysis of country performance against the action plan showed insufficient advances against the targets of the agreed action plan.

WHO’s “World mental health report: transforming mental health for all” calls on all countries to accelerate implementation of the action plan. It argues that all countries can achieve meaningful progress towards better mental health for their populations by focusing on three “paths to transformation”:

deepen the value given to mental health by individuals, communities and governments; and matching that value with commitment, engagement and investment by all stakeholders, across all sectors;
reshape the physical, social and economic characteristics of environments – in homes, schools, workplaces and the wider community – to better protect mental health and prevent mental health conditions; and
strengthen mental health care so that the full spectrum of mental health needs is met through a community-based network of accessible, affordable and quality services and supports.

WHO gives particular emphasis to protecting and promoting human rights, empowering people with lived experience and ensuring a multisectoral and multistakeholder approach.

WHO continues to work nationally and internationally – including in humanitarian settings – to provide governments and partners with the strategic leadership, evidence, tools and technical support to strengthen a collective response to mental health and enable a transformation towards better mental health for all.

World mental health report: transforming mental health for all
Comprehensive Mental Health Action Plan 2013─2030
Mental health atlas 2020

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Begin by discussing the stigma surrounding mental health. Explain how society's perceptions can hinder individuals from seeking help and why it's crucial to challenge these stereotypes.

The Statistics and Prevalence Hook

Start with shocking statistics or data on the prevalence of mental health issues. Highlight the scale of the problem and its impact on individuals and communities.

The Historical Perspective Hook

Explore the historical treatment of mental health. Discuss how society's understanding of mental illnesses has evolved over time and the significance of these changes.

The Celebrities and Advocacy Hook

Highlight the advocacy efforts of well-known figures who have openly discussed their mental health struggles. Explain how their stories have helped reduce stigma and raise awareness.

The Impact on Daily Life Hook

Discuss how mental health issues affect everyday life, including relationships, work, and overall well-being. Share relatable scenarios to engage readers emotionally.

The Psychological Insights Hook

Introduce a psychological concept or theory related to mental health. Explain its relevance and how it can provide valuable insights into human behavior and emotions.

The Global Mental Health Hook

Examine mental health on a global scale. Discuss disparities in access to mental health care and the impact of cultural factors on mental well-being.

The Resilience and Recovery Hook

Share stories of individuals who have overcome mental health challenges and emphasize the themes of resilience, recovery, and hope. Showcase the importance of seeking help and support.

The Call to Action Hook

Conclude your essay with a compelling call to action. Encourage readers to prioritize their mental health, seek help when needed, and advocate for better mental health care and awareness.

Proposal Essay Examples on Mental Health

When delving into the realm of proposal essays , it's crucial to explore a diverse array of topics that capture the complexities of societal issues. In this context, mental health emerges as a critical area deserving attention and analysis. Below, you'll find a curated list of proposal essay topics centered around mental health, aiming to spark insightful discussions and potential solutions.

The Impact of Social Media on Mental Health Awareness
Improving Access to Mental Health Services in Rural Communities
Addressing Stigma Surrounding Mental Illness in Schools
Implementing Mental Health Education Programs in the Workplace
Enhancing Support Systems for Veterans' Mental Health
Exploring Alternative Therapies for Managing Anxiety and Depression
Promoting Mental Wellness Among College Students
Integrating Mental Health Screening into Primary Care Settings
Combatting Loneliness and Isolation Among the Elderly
Creating Support Networks for Families of Individuals with Mental Illness

The Impact of Social Media on Student Mental Health

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The Stigma of Mental Illness and Forms of Treatment

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How to Overcome Teenage Depression

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The Topic of Mental Disorders in Winnie The Pooh

The importance of mental health awareness, mental illnesses: definition, kinds and its effects on society, the effects of the stigmatization of mental illness on the society, the theme of mental illness in "the woman in the window" written by a.j. finn, research of stigmatization of mental illness, the history of the treatment of mental illness in the middle ages, the cultural beliefs concerning mental illnesses in the south asian community, the effect of mental illnesses on art throughout different time periods, the perception of mental illnesses by senegalese people, supportive homes for people with serious mental illness, the problem of ignorance about mental illness, an examination of the six mental illnesses and its impact on human life, the special needs of the criminal justice on mental illness cases, serial killers with mental illnesses, the interrelation between mental illness and drug addiction, child abuse as a reason for childhood mental illness, bridging the gap between police officers and citizens with mental illnesses in canada, exercise help people with mental health issues, dear person who is "so ocd".

A mental illness, referred to as a mental disorder or psychiatric disorder, is a condition characterized by disrupted behavioral or mental patterns that result in considerable distress or impairment to an individual's personal functioning.

Anxiety disorders, mood disorders, psychotic disorders, personality disorders, eating disorders, sleep disorders, sexuality related disorders, other disorders.

Genetic and biological factors: Having a family history of mental illness can elevate the likelihood of experiencing such conditions. Additionally, specific genetic variations and imbalances in brain chemistry can contribute to an individual's susceptibility to mental health disorders. Environmental factors: Adverse childhood experiences, including trauma, abuse, neglect, or growing up in a stressful and unstable environment, increase the vulnerability to developing mental health issues. Psychological factors: Certain traits like high levels of neuroticism or low self-esteem can also contribute to an individual's susceptibility to mental health problems. Substance abuse: Alcohol and drug abuse is strongly associated with an increased risk of mental health disorders. Medical conditions: Certain medical conditions and chronic illnesses, such as cardiovascular disease, cancer, or neurological disorders, can be linked to a heightened risk of mental illness.

Emotional disturbances: persistent sadness, anxiety, irritability, mood swings, or a general sense of emptiness. Cognitive impairments: mental health disorders can affect cognitive processes such as thinking, concentration, memory, and decision-making. Individuals may experience difficulties in focusing, problem-solving, or retaining information. Behavioral changes: withdrawal from social activities, changes in sleep patterns, appetite fluctuations, increased substance use, self-harm, or engaging in risky behaviors. Distorted perceptions: hallucinations (perceiving things that are not there) or delusions (strongly held beliefs that are not based on reality). Impairment in functioning: mental illness often interferes with an individual's ability to function effectively in their daily life. This can include challenges in personal relationships, occupational difficulties, impaired academic performance, or a decline in overall quality of life. Physical symptoms: headaches, digestive problems, fatigue, or unexplained aches and pains.

Psychotherapy: also referred to as talk therapy, involves collaborating with a trained therapist to explore thoughts, emotions, and behaviors. Its purpose is to gain insights, develop coping skills, and foster positive transformations. Medication: certain mental disorders can be aided by medication, such as antidepressants, antianxiety drugs, or mood stabilizers. These medications assist in regulating brain chemistry and alleviating symptoms. Lifestyle changes: adopting a healthy lifestyle, including regular exercise, balanced nutrition, sufficient sleep, and effective stress management, can contribute to enhancing mental well-being. Support groups: becoming part of support groups or engaging in group therapy can provide a sense of community and empathy, allowing for the exchange of experiences and receiving support from peers. Alternative therapies: some individuals find alternative treatments like yoga, meditation, art therapy, or acupuncture beneficial. These practices can reduce stress, promote relaxation, and enhance emotional well-being. Hospitalization or intensive treatment programs: in severe cases or during mental health emergencies, hospitalization or intensive treatment programs may be required to ensure safety, stabilization, and access to specialized care.

The significance of the subject of mental illness cannot be overstated, as it holds profound relevance for individuals, families, and society at large. The far-reaching impact of mental health conditions on countless people globally necessitates attention and understanding. These conditions impose substantial suffering, impair daily functioning, and tragically, may even lead to loss of life. Recognizing and comprehending mental illness is imperative to foster awareness, combat societal stigma, and enable timely intervention. Prioritizing mental health enables the enhancement of overall well-being and life quality for those affected, while also driving the development of effective treatment methods, improved accessibility to resources, and the cultivation of supportive environments that nurture healing and resilience.

The topic of mental illness is immensely deserving of an essay due to its profound significance in today's society. Exploring mental illness provides an opportunity to raise awareness, challenge misconceptions, and promote understanding. By delving into this subject, one can shed light on the experiences of individuals facing mental health challenges, the impact on their lives, and the broader societal implications. It allows for an examination of the available resources, treatment approaches, and the need for improved mental healthcare systems. Addressing mental illness in an essay contributes to reducing stigma, fostering empathy, and inspiring action to create a more compassionate and supportive environment for those affected.

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. 2. World Health Organization. (2019). Mental disorders. Retrieved from https://www.who.int/news-room/fact-sheets/detail/mental-disorders 3. Kessler, R. C., Chiu, W. T., Demler, O., & Walters, E. E. (2005). Prevalence, severity, and comorbidity of twelve-month DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R). Archives of General Psychiatry, 62(6), 617-627. 4. National Institute of Mental Health. (n.d.). Mental health information. Retrieved from https://www.nimh.nih.gov/health/topics/index.shtml 5. Substance Abuse and Mental Health Services Administration. (2019). Key substance use and mental health indicators in the United States: Results from the 2018 National Survey on Drug Use and Health. Rockville, MD: Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration. 6. Greenberg, G. (2013). The book of woe: The DSM and the unmaking of psychiatry. New York, NY: Penguin Books. 7. Corrigan, P. W., Druss, B. G., & Perlick, D. A. (2014). The impact of mental illness stigma on seeking and participating in mental health care. Psychological Science in the Public Interest, 15(2), 37-70. 8. Pincus, H. A., Davis, W. W., & McQueen, L. E. (2017). "Subthreshold" mental disorders: A review and synthesis of studies on minor depression and other "brand names." British Journal of Psychiatry, 190(4), 288-294. 9. Sartorius, N. (2017). Stigma and mental health. Lancet Psychiatry, 4(10), 777-778. 10. Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., ... & Unützer, J. (2018). The Lancet Commission on global mental health and sustainable development. The Lancet, 392(10157), 1553-1598.

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Social Media and Mental Health: Benefits, Risks, and Opportunities for Research and Practice

John a. naslund.

a Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA

Ameya Bondre

b CareNX Innovations, Mumbai, India

John Torous

c Department of Psychiatry, Beth Israel Deaconess Medical Center, Boston, MA

Kelly A. Aschbrenner

d Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH

Social media platforms are popular venues for sharing personal experiences, seeking information, and offering peer-to-peer support among individuals living with mental illness. With significant shortfalls in the availability, quality, and reach of evidence-based mental health services across the United States and globally, social media platforms may afford new opportunities to bridge this gap. However, caution is warranted, as numerous studies highlight risks of social media use for mental health. In this commentary, we consider the role of social media as a potentially viable intervention platform for offering support to persons with mental disorders, promoting engagement and retention in care, and enhancing existing mental health services. Specifically, we summarize current research on the use of social media among mental health service users, and early efforts using social media for the delivery of evidence-based programs. We also review the risks, potential harms, and necessary safety precautions with using social media for mental health. To conclude, we explore opportunities using data science and machine learning, for example by leveraging social media for detecting mental disorders and developing predictive models aimed at characterizing the aetiology and progression of mental disorders. These various efforts using social media, as summarized in this commentary, hold promise for improving the lives of individuals living with mental disorders.

Introduction

Social media has become a prominent fixture in the lives of many individuals facing the challenges of mental illness. Social media refers broadly to web and mobile platforms that allow individuals to connect with others within a virtual network (such as Facebook, Twitter, Instagram, Snapchat, or LinkedIn), where they can share, co-create, or exchange various forms of digital content, including information, messages, photos, or videos ( Ahmed, Ahmad, Ahmad, & Zakaria, 2019 ). Studies have reported that individuals living with a range of mental disorders, including depression, psychotic disorders, or other severe mental illnesses, use social media platforms at comparable rates as the general population, with use ranging from about 70% among middle-age and older individuals, to upwards of 97% among younger individuals ( Aschbrenner, Naslund, Grinley, et al., 2018 ; M. L. Birnbaum, Rizvi, Correll, Kane, & Confino, 2017 ; Brunette et al., 2019 ; Naslund, Aschbrenner, & Bartels, 2016 ). Other exploratory studies have found that many of these individuals with mental illness appear to turn to social media to share their personal experiences, seek information about their mental health and treatment options, and give and receive support from others facing similar mental health challenges ( Bucci, Schwannauer, & Berry, 2019 ; Naslund, Aschbrenner, Marsch, & Bartels, 2016b ).

Across the United States and globally, very few people living with mental illness have access to adequate mental health services ( Patel et al., 2018 ). The wide reach and near ubiquitous use of social media platforms may afford novel opportunities to address these shortfalls in existing mental health care, by enhancing the quality, availability, and reach of services. Recent studies have explored patterns of social media use, impact of social media use on mental health and wellbeing, and the potential to leverage the popularity and interactive features of social media to enhance the delivery of interventions. However, there remains uncertainty regarding the risks and potential harms of social media for mental health ( Orben & Przybylski, 2019 ), and how best to weigh these concerns against potential benefits.

In this commentary, we summarized current research on the use of social media among individuals with mental illness, with consideration of the impact of social media on mental wellbeing, as well as early efforts using social media for delivery of evidence-based programs for addressing mental health problems. We searched for recent peer reviewed publications in Medline and Google Scholar using the search terms “mental health” or “mental illness” and “social media”, and searched the reference lists of recent reviews and other relevant studies. We reviewed the risks, potential harms, and necessary safety precautions with using social media for mental health. Overall, our goal was to consider the role of social media as a potentially viable intervention platform for offering support to persons with mental disorders, promoting engagement and retention in care, and enhancing existing mental health services, while balancing the need for safety. Given this broad objective, we did not perform a systematic search of the literature and we did not apply specific inclusion criteria based on study design or type of mental disorder.

Social Media Use and Mental Health

In 2020, there are an estimated 3.8 billion social media users worldwide, representing half the global population ( We Are Social, 2020 ). Recent studies have shown that individuals with mental disorders are increasingly gaining access to and using mobile devices, such as smartphones ( Firth et al., 2015 ; Glick, Druss, Pina, Lally, & Conde, 2016 ; Torous, Chan, et al., 2014 ; Torous, Friedman, & Keshavan, 2014 ). Similarly, there is mounting evidence showing high rates of social media use among individuals with mental disorders, including studies looking at engagement with these popular platforms across diverse settings and disorder types. Initial studies from 2015 found that nearly half of a sample of psychiatric patients were social media users, with greater use among younger individuals ( Trefflich, Kalckreuth, Mergl, & Rummel-Kluge, 2015 ), while 47% of inpatients and outpatients with schizophrenia reported using social media, of which 79% reported at least once-a-week usage of social media websites ( Miller, Stewart, Schrimsher, Peeples, & Buckley, 2015 ). Rates of social media use among psychiatric populations have increased in recent years, as reflected in a study with data from 2017 showing comparable rates of social media use (approximately 70%) among individuals with serious mental illness in treatment as compared to low-income groups from the general population ( Brunette et al., 2019 ).

Similarly, among individuals with serious mental illness receiving community-based mental health services, a recent study found equivalent rates of social media use as the general population, even exceeding 70% of participants ( Naslund, Aschbrenner, & Bartels, 2016 ). Comparable findings were demonstrated among middle-age and older individuals with mental illness accessing services at peer support agencies, where 72% of respondents reported using social media ( Aschbrenner, Naslund, Grinley, et al., 2018 ). Similar results, with 68% of those with first episode psychosis using social media daily were reported in another study ( Abdel-Baki, Lal, D.-Charron, Stip, & Kara, 2017 ).

Individuals who self-identified as having a schizophrenia spectrum disorder responded to a survey shared through the National Alliance of Mental Illness (NAMI), and reported that visiting social media sites was one of their most common activities when using digital devices, taking up roughly 2 hours each day ( Gay, Torous, Joseph, Pandya, & Duckworth, 2016 ). For adolescents and young adults ages 12 to 21 with psychotic disorders and mood disorders, over 97% reported using social media, with average use exceeding 2.5 hours per day ( M. L. Birnbaum et al., 2017 ). Similarly, in a sample of adolescents ages 13-18 recruited from community mental health centers, 98% reported using social media, with YouTube as the most popular platform, followed by Instagram and Snapchat ( Aschbrenner et al., 2019 ).

Research has also explored the motivations for using social media as well as the perceived benefits of interacting on these platforms among individuals with mental illness. In the sections that follow (see Table 1 for a summary), we consider three potentially unique features of interacting and connecting with others on social media that may offer benefits for individuals living with mental illness. These include: 1) Facilitate social interaction; 2) Access to a peer support network; and 3) Promote engagement and retention in services.

Summary of potential benefits and challenges with social media for mental health

Features of Social Media	Examples	Studies

1) Facilitate social interaction	• Online interactions may be easier for individuals with impaired social functioning and facing symptoms • Anonymity can help individuals with stigmatizing conditions connect with others • Young adults with mental illness commonly form online relationships • Social media use in individuals with serious mental illness associated with greater community and civic engagement • Individuals with depressive symptoms prefer communicating on social media than in-person • Online conversations do not require iimnediate responses or non-verbal cues	( ; ; ; ; ; ; ; )
2) Access to peer support network	• Online peer support helps seek information, discuss symptoms and medication, share experiences, learn to cope and for self-disclosure. • Individuals with mental disorders establish new relationships, feel less alone or reconnect with people. • Various support patterns are noted in these networks (e.g. ‘informational’, ‘esteem’, ‘network’ and ‘emotional’)	( ; ; ; ; ; ; ; ; )
3) Promote engagement and retention in services	• Individuals with mental disorders connect with care providers and access evidence-based services • Online peer support augments existing interventions to improve client engagement and compliance. • Peer networks increase social connectedness and empowerment during recovery. • Interactive peer-to-peer features of social media enhance social functioning • Mobile apps can monitor symptoms, prevent relapses and help users set goals • Digital peer-based interventions target fitness and weight loss in people with mental disorders • Online networks support caregivers of those with mental disorders	( ; ; ; ; ; ; ; ; ; ; ; ; )

1) Impact on symptoms	• Studies show increased exposure to harm, social isolation, depressive symptoms and bullying • Social comparison pressure and social isolation after being rejected on social media is coimnon • More frequent visits and more nmnber of social media platforms has been linked with greater depressive symptoms, anxiety and suicide • Social media replaces in-person interactions to contribute to greater loneliness and worsens existing mental symptoms	( ; ; ; ; ; ; ; ; ; ; ; )
2) Facing hostile interactions	• Cyberbullying is associated with increased depressive and anxiety symptoms • Greater odds of online harassment in individuals with major depressive symptoms than those with mild or no symptoms.	( ; ; ; )
3) Consequences for daily life	• Risks pertain to privacy, confidentiality, and unintended consequences of disclosing personal health information • Misleading information or conflicts of interest, when the platforms promote popular content • Individuals have concerns about privacy, threats to employment, stigma and being judged, adverse impact on relationships and online hostility	( ; ; ; )

Facilitate Social Interaction

Social media platforms offer near continuous opportunities to connect and interact with others, regardless of time of day or geographic location. This on demand ease of communication may be especially important for facilitating social interaction among individuals with mental disorders experiencing difficulties interacting in face-to-face settings. For example, impaired social functioning is a common deficit in schizophrenia spectrum disorders, and social media may facilitate communication and interacting with others for these individuals ( Torous & Keshavan, 2016 ). This was suggested in one study where participants with schizophrenia indicated that social media helped them to interact and socialize more easily ( Miller et al., 2015 ). Like other online communication, the ability to connect with others anonymously may be an important feature of social media, especially for individuals living with highly stigmatizing health conditions ( Berger, Wagner, & Baker, 2005 ), such as serious mental disorders ( Highton-Williamson, Priebe, & Giacco, 2015 ).

Studies have found that individuals with serious mental disorders ( Spinzy, Nitzan, Becker, Bloch, & Fennig, 2012 ) as well as young adults with mental illness ( Gowen, Deschaine, Gruttadara, & Markey, 2012 ) appear to form online relationships and connect with others on social media as often as social media users from the general population. This is an important observation because individuals living with serious mental disorders typically have few social contacts in the offline world, and also experience high rates of loneliness ( Badcock et al., 2015 ; Giacco, Palumbo, Strappelli, Catapano, & Priebe, 2016 ). Among individuals receiving publicly funded mental health services who use social media, nearly half (47%) reported using these platforms at least weekly to feel less alone ( Brusilovskiy, Townley, Snethen, & Salzer, 2016 ). In another study of young adults with serious mental illness, most indicated that they used social media to help feel less isolated ( Gowen et al., 2012 ). Interestingly, more frequent use of social media among a sample of individuals with serious mental illness was associated with greater community participation, measured as participation in shopping, work, religious activities or visiting friends and family, as well as greater civic engagement, reflected as voting in local elections ( Brusilovskiy et al., 2016 ).

Emerging research also shows that young people with moderate to severe depressive symptoms appear to prefer communicating on social media rather than in-person ( Rideout & Fox, 2018 ), while other studies have found that some individuals may prefer to seek help for mental health concerns online rather than through in-person encounters ( Batterham & Calear, 2017 ). In a qualitative study, participants with schizophrenia described greater anonymity, the ability to discover that other people have experienced similar health challenges, and reducing fears through greater access to information as important motivations for using the Internet to seek mental health information ( Schrank, Sibitz, Unger, & Amering, 2010 ). Because social media does not require the immediate responses necessary in face-to-face communication, it may overcome deficits with social interaction due to psychotic symptoms that typically adversely affect face-to-face conversations ( Docherty et al., 1996 ). Online social interactions may not require the use of non-verbal cues, particularly in the initial stages of interaction ( Kiesler, Siegel, & McGuire, 1984 ), with interactions being more fluid, and within the control of users, thereby overcoming possible social anxieties linked to in-person interaction ( Indian & Grieve, 2014 ). Furthermore, many individuals with serious mental disorders can experience symptoms including passive social withdrawal, blunted affect and attentional impairment, as well as active social avoidance due to hallucinations or other concerns ( Hansen, Torgalsbøen, Melle, & Bell, 2009 ); thus, potentially reinforcing the relative advantage, as perceived by users, of using social media over in person conversations.

Access to a Peer Support Network

There is growing recognition about the role that social media channels could play in enabling peer support ( Bucci et al., 2019 ; Naslund, Aschbrenner, et al., 2016b ), referred to as a system of mutual giving and receiving where individuals who have endured the difficulties of mental illness can offer hope, friendship, and support to others facing similar challenges ( Davidson, Chinman, Sells, & Rowe, 2006 ; Mead, Hilton, & Curtis, 2001 ). Initial studies exploring use of online self-help forums among individuals with serious mental illnesses have found that individuals with schizophrenia appeared to use these forums for self-disclosure, and sharing personal experiences, in addition to providing or requesting information, describing symptoms, or discussing medication ( Haker, Lauber, & Rössler, 2005 ), while users with bipolar disorder reported using these forums to ask for help from others about their illness ( Vayreda & Antaki, 2009 ). More recently, in a review of online social networking in people with psychosis, Highton-Williamson et al (2015) highlight that an important purpose of such online connections was to establish new friendships, pursue romantic relationships, maintain existing relationships or reconnect with people, and seek online peer support from others with lived experience ( Highton-Williamson et al., 2015 ).

Online peer support among individuals with mental illness has been further elaborated in various studies. In a content analysis of comments posted to YouTube by individuals who self-identified as having a serious mental illness, there appeared to be opportunities to feel less alone, provide hope, find support and learn through mutual reciprocity, and share coping strategies for day-to-day challenges of living with a mental illness ( Naslund, Grande, Aschbrenner, & Elwyn, 2014 ). In another study, Chang (2009) delineated various communication patterns in an online psychosis peer-support group ( Chang, 2009 ). Specifically, different forms of support emerged, including ‘informational support’ about medication use or contacting mental health providers, ‘esteem support’ involving positive comments for encouragement, ‘network support’ for sharing similar experiences, and ‘emotional support’ to express understanding of a peer’s situation and offer hope or confidence ( Chang, 2009 ). Bauer et al. (2013) reported that the main interest in online self-help forums for patients with bipolar disorder was to share emotions with others, allow exchange of information, and benefit by being part of an online social group ( Bauer, Bauer, Spiessl, & Kagerbauer, 2013 ).

For individuals who openly discuss mental health problems on Twitter, a study by Berry et al. (2017) found that this served as an important opportunity to seek support and to hear about the experiences of others ( Berry et al., 2017 ). In a survey of social media users with mental illness, respondents reported that sharing personal experiences about living with mental illness and opportunities to learn about strategies for coping with mental illness from others were important reasons for using social media ( Naslund et al., 2017 ). A computational study of mental health awareness campaigns on Twitter provides further support with inspirational posts and tips being the most shared ( Saha et al., 2019 ). Taken together, these studies offer insights about the potential for social media to facilitate access to an informal peer support network, though more research is necessary to examine how these online interactions may impact intentions to seek care, illness self-management, and clinically meaningful outcomes in offline contexts.

Promote Engagement and Retention in Services

Many individuals living with mental disorders have expressed interest in using social media platforms for seeking mental health information ( Lal, Nguyen, & Theriault, 2018 ), connecting with mental health providers ( M. L. Birnbaum et al., 2017 ), and accessing evidence-based mental health services delivered over social media specifically for coping with mental health symptoms or for promoting overall health and wellbeing ( Naslund et al., 2017 ). With the widespread use of social media among individuals living with mental illness combined with the potential to facilitate social interaction and connect with supportive peers, as summarized above, it may be possible to leverage the popular features of social media to enhance existing mental health programs and services. A recent review by Biagianti et al (2018) found that peer-to-peer support appeared to offer feasible and acceptable ways to augment digital mental health interventions for individuals with psychotic disorders by specifically improving engagement, compliance, and adherence to the interventions, and may also improve perceived social support ( Biagianti, Quraishi, & Schlosser, 2018 ).

Among digital programs that have incorporated peer-to-peer social networking consistent with popular features on social media platforms, a pilot study of the HORYZONS online psychosocial intervention demonstrated significant reductions in depression among patients with first episode psychosis ( Alvarez-Jimenez et al., 2013 ). Importantly, the majority of participants (95%) in this study engaged with the peer-to-peer networking feature of the program, with many reporting increases in perceived social connectedness and empowerment in their recovery process ( Alvarez-Jimenez et al., 2013 ). This moderated online social therapy program is now being evaluated as part of a large randomized controlled trial for maintaining treatment effects from first episode psychosis services ( Alvarez-Jimenez et al., 2019 ).

Other early efforts have demonstrated that use of digital environments with the interactive peer-to-peer features of social media can enhance social functioning and wellbeing in young people at high risk of psychosis ( Alvarez-Jimenez et al., 2018 ). There has also been a recent emergence of several mobile apps to support symptom monitoring and relapse prevention in psychotic disorders. Among these apps, the development of PRIME (Personalized Real-time Intervention for Motivational Enhancement) has involved working closely with young people with schizophrenia to ensure that the design of the app has the look and feel of mainstream social media platforms, as opposed to existing clinical tools ( Schlosser et al., 2016 ). This unique approach to the design of the app is aimed at promoting engagement, and ensuring that the app can effectively improve motivation and functioning through goal setting and promoting better quality of life of users with schizophrenia ( Schlosser et al., 2018 ).

Social media platforms could also be used to promote engagement and participation in in-person services delivered through community mental health settings. For example, the peer-based lifestyle intervention called PeerFIT targets weight loss and improved fitness among individuals living with serious mental illness through a combination of in-person lifestyle classes, exercise groups, and use of digital technologies ( Aschbrenner, Naslund, Shevenell, Kinney, & Bartels, 2016 ; Aschbrenner, Naslund, Shevenell, Mueser, & Bartels, 2016 ). The intervention holds tremendous promise as lack of support is one of the largest barriers toward exercise in patients with serious mental illness ( Firth et al., 2016 ) and it is now possible to use social media to counter such. Specifically, in PeerFIT, a private Facebook group is closely integrated into the program to offer a closed platform where participants can connect with the lifestyle coaches, access intervention content, and support or encourage each other as they work towards their lifestyle goals ( Aschbrenner, Naslund, & Bartels, 2016 ; Naslund, Aschbrenner, Marsch, & Bartels, 2016a ). To date, this program has demonstrate preliminary effectiveness for meaningfully reducing cardiovascular risk factors that contribute to early mortality in this patient group ( Aschbrenner, Naslund, Shevenell, Kinney, et al., 2016 ), while the Facebook component appears to have increased engagement in the program, while allowing participants who were unable to attend in-person sessions due to other health concerns or competing demands to remain connected with the program ( Naslund, Aschbrenner, Marsch, McHugo, & Bartels, 2018 ). This lifestyle intervention is currently being evaluated in a randomized controlled trial enrolling young adults with serious mental illness from a variety of real world community mental health services settings ( Aschbrenner, Naslund, Gorin, et al., 2018 ).

These examples highlight the promise of incorporating the features of popular social media into existing programs, which may offer opportunities to safely promote engagement and program retention, while achieving improved clinical outcomes. This is an emerging area of research, as evidenced by several important effectiveness trials underway ( Alvarez-Jimenez et al., 2019 ; Aschbrenner, Naslund, Gorin, et al., 2018 ), including efforts to leverage online social networking to support family caregivers of individuals receiving first episode psychosis services ( Gleeson et al., 2017 ).

Challenges with Social Media for Mental Health

The science on the role of social media for engaging persons with mental disorders needs a cautionary note on the effects of social media usage on mental health and well being, particularly in adolescents and young adults. While the risks and harms of social media are frequently covered in the popular press and mainstream news reports, careful consideration of the research in this area is necessary. In a review of 43 studies in young people, many benefits of social media were cited, including increased self-esteem, and opportunities for self-disclosure ( Best, Manktelow, & Taylor, 2014 ). Yet, reported negative effects were an increased exposure to harm, social isolation, depressive symptoms and bullying ( Best et al., 2014 ). In the sections that follow (see Table 1 for a summary), we consider three major categories of risk related to use of social media and mental health. These include: 1) Impact on symptoms; 2) Facing hostile interactions; and 3) Consequences for daily life.

Impact on Symptoms

Studies consistently highlight that use of social media, especially heavy use and prolonged time spent on social media platforms, appears to contribute to increased risk for a variety of mental health symptoms and poor wellbeing, especially among young people ( Andreassen et al., 2016 ; Kross et al., 2013 ; Woods & Scott, 2016 ). This may partly be driven by the detrimental effects of screen time on mental health, including increased severity of anxiety and depressive symptoms, which have been well documented ( Stiglic & Viner, 2019 ). Recent studies have reported negative effects of social media use on mental health of young people, including social comparison pressure with others and greater feeling of social isolation after being rejected by others on social media ( Rideout & Fox, 2018 ). In a study of young adults, it was found that negative comparisons with others on Facebook contributed to risk of rumination and subsequent increases in depression symptoms ( Feinstein et al., 2013 ). Still, the cross sectional nature of many screen time and mental health studies makes it challenging to reach causal inferences ( Orben & Przybylski, 2019 ).

Quantity of social media use is also an important factor, as highlighted in a survey of young adults ages 19 to 32, where more frequent visits to social media platforms each week were correlated with greater depressive symptoms ( Lin et al., 2016 ). More time spent using social media is also associated with greater symptoms of anxiety ( Vannucci, Flannery, & Ohannessian, 2017 ). The actual number of platforms accessed also appears to contribute to risk as reflected in another national survey of young adults where use of a large number of social media platforms was associated with negative impact on mental health ( Primack et al., 2017 ). Among survey respondents using between 7 and 11 different social media platforms compared to respondents using only 2 or fewer platforms, there was a 3 times greater odds of having high levels of depressive symptoms and a 3.2 times greater odds of having high levels of anxiety symptoms ( Primack et al., 2017 ).

Many researchers have postulated that worsening mental health attributed to social media use may be because social media replaces face-to-face interactions for young people ( Twenge & Campbell, 2018 ), and may contribute to greater loneliness ( Bucci et al., 2019 ), and negative effects on other aspects of health and wellbeing ( Woods & Scott, 2016 ). One nationally representative survey of US adolescents found that among respondents who reported more time accessing media such as social media platforms or smartphone devices, there was significantly greater depressive symptoms and increased risk of suicide when compared to adolescents who reported spending more time on non-screen activities, such as in-person social interaction or sports and recreation activities ( Twenge, Joiner, Rogers, & Martin, 2018 ). For individuals living with more severe mental illnesses, the effects of social media on psychiatric symptoms have received less attention. One study found that participation in chat rooms may contribute to worsening symptoms in young people with psychotic disorders ( Mittal, Tessner, & Walker, 2007 ), while another study of patients with psychosis found that social media use appeared to predict low mood ( Berry, Emsley, Lobban, & Bucci, 2018 ). These studies highlight a clear relationship between social media use and mental health that may not be present in general population studies ( Orben & Przybylski, 2019 ), and emphasize the need to explore how social media may contribute to symptom severity and whether protective factors may be identified to mitigate these risks.

Facing Hostile Interactions

Popular social media platforms can create potential situations where individuals may be victimized by negative comments or posts. Cyberbullying represents a form of online aggression directed towards specific individuals, such as peers or acquaintances, which is perceived to be most harmful when compared to random hostile comments posted online ( Hamm et al., 2015 ). Importantly, cyberbullying on social media consistently shows harmful impact on mental health in the form of increased depressive symptoms as well as worsening of anxiety symptoms, as evidenced in a review of 36 studies among children and young people ( Hamm et al., 2015 ). Furthermore, cyberbullying disproportionately impacts females as reflected in a national survey of adolescents in the United States, where females were twice as likely to be victims of cyberbullying compared to males ( Alhajji, Bass, & Dai, 2019 ). Most studies report cross-sectional associations between cyberbullying and symptoms of depression or anxiety ( Hamm et al., 2015 ), though one longitudinal study in Switzerland found that cyberbullying contributed to significantly greater depression over time ( Machmutow, Perren, Sticca, & Alsaker, 2012 ).

For youth ages 10 to 17 who reported major depressive symptomatology, there was over 3 times greater odds of facing online harassment in the last year compared to youth who reported mild or no depressive symptoms ( Ybarra, 2004 ). Similarly, in a 2018 national survey of young people, respondents ages 14 to 22 with moderate to severe depressive symptoms were more likely to have had negative experiences when using social media, and in particular, were more likely to report having faced hostile comments, or being “trolled”, from others when compared to respondents without depressive symptoms (31% vs. 14%) ( Rideout & Fox, 2018 ). As these studies depict risks for victimization on social media and the correlation with poor mental health, it is possible that individuals living with mental illness may also experience greater hostility online compared to individuals without mental illness. This would be consistent with research showing greater risk of hostility, including increased violence and discrimination, directed towards individuals living with mental illness in in-person contexts, especially targeted at those with severe mental illnesses ( Goodman et al., 1999 ).

A computational study of mental health awareness campaigns on Twitter reported that while stigmatizing content was rare, it was actually the most spread (re-tweeted) demonstrating that harmful content can travel quickly on social media ( Saha et al., 2019 ). Another study was able to map the spread of social media posts about the Blue Whale Challenge, an alleged game promoting suicide, over Twitter, YouTube, Reddit, Tumblr and other forums across 127 countries ( Sumner et al., 2019 ). These findings show that it is critical to monitor the actual content of social media posts, such as determining whether content is hostile or promotes harm to self or others. This is pertinent because existing research looking at duration of exposure cannot account for the impact of specific types of content on mental health and is insufficient to fully understand the effects of using these platforms on mental health.

Consequences for Daily Life

The ways in which individuals use social media can also impact their offline relationships and everyday activities. To date, reports have described risks of social media use pertaining to privacy, confidentiality, and unintended consequences of disclosing personal health information online ( Torous & Keshavan, 2016 ). Additionally, concerns have been raised about poor quality or misleading health information shared on social media, and that social media users may not be aware of misleading information or conflicts of interest especially when the platforms promote popular content regardless of whether it is from a trustworthy source ( Moorhead et al., 2013 ; Ventola, 2014 ). For persons living with mental illness there may be additional risks from using social media. A recent study that specifically explored the perspectives of social media users with serious mental illnesses, including participants with schizophrenia spectrum disorders, bipolar disorder, or major depression, found that over one third of participants expressed concerns about privacy when using social media ( Naslund & Aschbrenner, 2019 ). The reported risks of social media use were directly related to many aspects of everyday life, including concerns about threats to employment, fear of stigma and being judged, impact on personal relationships, and facing hostility or being hurt ( Naslund & Aschbrenner, 2019 ). While few studies have specifically explored the dangers of social media use from the perspectives of individuals living with mental illness, it is important to recognize that use of these platforms may contribute to risks that extend beyond worsening symptoms and that can affect different aspects of daily life.

In this commentary we considered ways in which social media may yield benefits for individuals living with mental illness, while contrasting these with the possible harms. Studies reporting on the threats of social media for individuals with mental illness are mostly cross-sectional, making it difficult to draw conclusions about direction of causation. However, the risks are potentially serious. These risks should be carefully considered in discussions pertaining to use of social media and the broader use of digital mental health technologies, as avenues for mental health promotion, or for supporting access to evidence-based programs or mental health services. At this point, it would be premature to view the benefits of social media as outweighing the possible harms, when it is clear from the studies summarized here that social media use can have negative effects on mental health symptoms, can potentially expose individuals to hurtful content and hostile interactions, and can result in serious consequences for daily life, including threats to employment and personal relationships. Despite these risks, it is also necessary to recognize that individuals with mental illness will continue to use social media given the ease of accessing these platforms and the immense popularity of online social networking. With this in mind, it may be ideal to raise awareness about these possible risks so that individuals can implement necessary safeguards, while also highlighting that there could also be benefits. For individuals with mental illness who use social media, being aware of the risks is an essential first step, and then highlighting ways that use of these popular platforms could also contribute to some benefits, ranging from finding meaningful interactions with others, engaging with peer support networks, and accessing information and services.

To capitalize on the widespread use of social media, and to achieve the promise that these platforms may hold for supporting the delivery of targeted mental health interventions, there is need for continued research to better understand how individuals living with mental illness use social media. Such efforts could inform safety measures and also encourage use of social media in ways that maximize potential benefits while minimizing risk of harm. It will be important to recognize how gender and race contribute to differences in use of social media for seeking mental health information or accessing interventions, as well as differences in how social media might impact mental wellbeing. For example, a national survey of 14- to 22-year olds in the United States found that female respondents were more likely to search online for information about depression or anxiety, and to try to connect with other people online who share similar mental health concerns, when compared to male respondents ( Rideout & Fox, 2018 ). In the same survey, there did not appear to be any differences between racial or ethnic groups in social media use for seeking mental health information ( Rideout & Fox, 2018 ). Social media use also appears to have a differential impact on mental health and emotional wellbeing between females and males ( Booker, Kelly, & Sacker, 2018 ), highlighting the need to explore unique experiences between gender groups to inform tailored programs and services. Research shows that lesbian, gay, bisexual or transgender individuals frequently use social media for searching for health information and may be more likely compared to heterosexual individuals to share their own personal health experiences with others online ( Rideout & Fox, 2018 ). Less is known about use of social media for seeking support for mental health concerns among gender minorities, though this is an important area for further investigation as these individuals are more likely to experience mental health problems and more likely to experience online victimization when compared to heterosexual individuals ( Mereish, Sheskier, Hawthorne, & Goldbach, 2019 ).

Similarly, efforts are needed to explore the relationship between social media use and mental health among ethnic and racial minorities. A recent study found that exposure to traumatic online content on social media showing violence or hateful posts directed at racial minorities contributed to increases in psychological distress, PTSD symptoms, and depression among African American and Latinx adolescents in the United States ( Tynes, Willis, Stewart, & Hamilton, 2019 ). These concerns are contrasted by growing interest in the potential for new technologies including social media to expand the reach of services to underrepresented minority groups ( Schueller, Hunter, Figueroa, & Aguilera, 2019 ). Therefore, greater attention is needed to understanding the perspectives of ethnic and racial minorities to inform effective and safe use of social media for mental health promotion efforts.

Research has found that individuals living with mental illness have expressed interest in accessing mental health services through social media platforms. A survey of social media users with mental illness found that most respondents were interested in accessing programs for mental health on social media targeting symptom management, health promotion, and support for communicating with health care providers and interacting with the health system ( Naslund et al., 2017 ). Importantly, individuals with serious mental illness have also emphasized that any mental health intervention on social media would need to be moderated by someone with adequate training and credentials, would need to have ground rules and ways to promote safety and minimize risks, and importantly, would need to be free and easy to access.

An important strength with this commentary is that it combines a range of studies broadly covering the topic of social media and mental health. We have provided a summary of recent evidence in a rapidly advancing field with the goal of presenting unique ways that social media could offer benefits for individuals with mental illness, while also acknowledging the potentially serious risks and the need for further investigation. There are also several limitations with this commentary that warrant consideration. Importantly, as we aimed to address this broad objective, we did not conduct a systematic review of the literature. Therefore, the studies reported here are not exhaustive, and there may be additional relevant studies that were not included. Additionally, we only summarized published studies, and as a result, any reports from the private sector or websites from different organizations using social media or other apps containing social media-like features would have been omitted. Though it is difficult to rigorously summarize work from the private sector, sometimes referred to as “gray literature”, because many of these projects are unpublished and are likely selective in their reporting of findings given the target audience may be shareholders or consumers.

Another notable limitation is that we did not assess risk of bias in the studies summarized in this commentary. We found many studies that highlighted risks associated with social media use for individuals living with mental illness; however, few studies of programs or interventions reported negative findings, suggesting the possibility that negative findings may go unpublished. This concern highlights the need for a future more rigorous review of the literature with careful consideration of bias and an accompanying quality assessment. Most of the studies that we described were from the United States, as well as from other higher income settings such as Australia or the United Kingdom. Despite the global reach of social media platforms, there is a dearth of research on the impact of these platforms on the mental health of individuals in diverse settings, as well as the ways in which social media could support mental health services in lower income countries where there is virtually no access to mental health providers. Future research is necessary to explore the opportunities and risks for social media to support mental health promotion in low-income and middle-income countries, especially as these countries face a disproportionate share of the global burden of mental disorders, yet account for the majority of social media users worldwide ( Naslund et al., 2019 ).

Future Directions for Social Media and Mental Health

As we consider future research directions, the near ubiquitous social media use also yields new opportunities to study the onset and manifestation of mental health symptoms and illness severity earlier than traditional clinical assessments. There is an emerging field of research referred to as ‘digital phenotyping’ aimed at capturing how individuals interact with their digital devices, including social media platforms, in order to study patterns of illness and identify optimal time points for intervention ( Jain, Powers, Hawkins, & Brownstein, 2015 ; Onnela & Rauch, 2016 ). Given that most people access social media via mobile devices, digital phenotyping and social media are closely related ( Torous et al., 2019 ). To date, the emergence of machine learning, a powerful computational method involving statistical and mathematical algorithms ( Shatte, Hutchinson, & Teague, 2019 ), has made it possible to study large quantities of data captured from popular social media platforms such as Twitter or Instagram to illuminate various features of mental health ( Manikonda & De Choudhury, 2017 ; Reece et al., 2017 ). Specifically, conversations on Twitter have been analyzed to characterize the onset of depression ( De Choudhury, Gamon, Counts, & Horvitz, 2013 ) as well as detecting users’ mood and affective states ( De Choudhury, Gamon, & Counts, 2012 ), while photos posted to Instagram can yield insights for predicting depression ( Reece & Danforth, 2017 ). The intersection of social media and digital phenotyping will likely add new levels of context to social media use in the near future.

Several studies have also demonstrated that when compared to a control group, Twitter users with a self-disclosed diagnosis of schizophrenia show unique online communication patterns ( Michael L Birnbaum, Ernala, Rizvi, De Choudhury, & Kane, 2017 ), including more frequent discussion of tobacco use ( Hswen et al., 2017 ), symptoms of depression and anxiety ( Hswen, Naslund, Brownstein, & Hawkins, 2018b ), and suicide ( Hswen, Naslund, Brownstein, & Hawkins, 2018a ). Another study found that online disclosures about mental illness appeared beneficial as reflected by fewer posts about symptoms following self-disclosure (Ernala, Rizvi, Birnbaum, Kane, & De Choudhury, 2017). Each of these examples offers early insights into the potential to leverage widely available online data for better understanding the onset and course of mental illness. It is possible that social media data could be used to supplement additional digital data, such as continuous monitoring using smartphone apps or smart watches, to generate a more comprehensive ‘digital phenotype’ to predict relapse and identify high-risk health behaviors among individuals living with mental illness ( Torous et al., 2019 ).

With research increasingly showing the valuable insights that social media data can yield about mental health states, greater attention to the ethical concerns with using individual data in this way is necessary ( Chancellor, Birnbaum, Caine, Silenzio, & De Choudhury, 2019 ). For instance, data is typically captured from social media platforms without the consent or awareness of users ( Bidargaddi et al., 2017 ), which is especially crucial when the data relates to a socially stigmatizing health condition such as mental illness ( Guntuku, Yaden, Kern, Ungar, & Eichstaedt, 2017 ). Precautions are needed to ensure that data is not made identifiable in ways that were not originally intended by the user who posted the content, as this could place an individual at risk of harm or divulge sensitive health information ( Webb et al., 2017 ; Williams, Burnap, & Sloan, 2017 ). Promising approaches for minimizing these risks include supporting the participation of individuals with expertise in privacy, clinicians, as well as the target individuals with mental illness throughout the collection of data, development of predictive algorithms, and interpretation of findings ( Chancellor et al., 2019 ).

In recognizing that many individuals living with mental illness use social media to search for information about their mental health, it is possible that they may also want to ask their clinicians about what they find online to check if the information is reliable and trustworthy. Alternatively, many individuals may feel embarrassed or reluctant to talk to their clinicians about using social media to find mental health information out of concerns of being judged or dismissed. Therefore, mental health clinicians may be ideally positioned to talk with their patients about using social media, and offer recommendations to promote safe use of these sites, while also respecting their patients’ autonomy and personal motivations for using these popular platforms. Given the gap in clinical knowledge about the impact of social media on mental health, clinicians should be aware of the many potential risks so that they can inform their patients, while remaining open to the possibility that their patients may also experience benefits through use of these platforms. As awareness of these risks grows, it may be possible that new protections will be put in place by industry or through new policies that will make the social media environment safer. It is hard to estimate a number needed to treat or harm today given the nascent state of research, which means the patient and clinician need to weigh the choice on a personal level. Thus offering education and information is an important first step in that process. As patients increasingly show interest in accessing mental health information or services through social media, it will be necessary for health systems to recognize social media as a potential avenue for reaching or offering support to patients. This aligns with growing emphasis on the need for greater integration of digital psychiatry, including apps, smartphones, or wearable devices, into patient care and clinical services through institution-wide initiatives and training clinical providers ( Hilty, Chan, Torous, Luo, & Boland, 2019 ). Within a learning healthcare environment where research and care are tightly intertwined and feedback between both is rapid, the integration of digital technologies into services may create new opportunities for advancing use of social media for mental health.

As highlighted in this commentary, social media has become an important part of the lives of many individuals living with mental disorders. Many of these individuals use social media to share their lived experiences with mental illness, to seek support from others, and to search for information about treatment recommendations, accessing mental health services, and coping with symptoms ( Bucci et al., 2019 ; Highton-Williamson et al., 2015 ; Naslund, Aschbrenner, et al., 2016b ). As the field of digital mental health advances, the wide reach, ease of access, and popularity of social media platforms could be used to allow individuals in need of mental health services or facing challenges of mental illness to access evidence-based treatment and support. To achieve this end and to explore whether social media platforms can advance efforts to close the gap in available mental health services in the United States and globally, it will be essential for researchers to work closely with clinicians and with those affected by mental illness to ensure that possible benefits of using social media are carefully weighed against anticipated risks.

Acknowledgements

Dr. Naslund is supported by a grant from the National Institute of Mental Health (U19MH113211). Dr. Aschbrenner is supported by a grant from the National Institute of Mental Health (1R01MH110965-01).

Publisher's Disclaimer: This Author Accepted Manuscript is a PDF file of a an unedited peer-reviewed manuscript that has been accepted for publication but has not been copyedited or corrected. The official version of record that is published in the journal is kept up to date and so may therefore differ from this version.

Conflict of Interest

The authors have nothing to disclose.

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Sample Essay Mental Health

2019, Positive thinking

Positive thinking contribute to your mental health; Improving feelings of happiness as well as wellbeing; positive thinking supports mental health by eliciting positive emotions, enhancing the coping process, and developing a supportive network.

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ABSTRACT Mental health has suffered significant neglect in health education and health sciences because of poor consciousness and awareness of the importance of this dimension of health. Physical health has enjoyed a high level of patronage among experts neglecting emotional health which is central to even physical health. Undergraduates are faced with a number of stressors which predispose them to mental health problems and disorders. These disorders are not considered threatening because only marked mental health problems are termed health disorders. Understanding predictors of mental health status is central to improving the health and well-being status of undergraduates which are keys to academic excellence. It is against this backdrop that this study was designed to examine psycho-social predictors of mental health status of undergraduates in the University of Ibadan. The descriptive survey research design was employed in the study and the population comprised all undergraduates in the University of Ibadan. A sample of 945 respondents was drawn using multi stage sampling technique. Data was collected using a self-developed and modified questionnaire with a reliability of 0.88 Cronbach alpha and generated data were analysed using descriptive statistics of frequency counts and percentages and inferential statistics of regression models and t-test at 0.05 alpha level. The result of the study showed that respondents recorded poor mental health status and that there was significant difference in mental health status of male and female respondents with the former recording a higher level of mental health status. Findings also showed that psychological factors of self-esteem (R = 0.427, Adj. R2 = 0.221, p=0.000<0.05), self-efficacy (R = 0.140, Adj. R2 = 0.019, p=0.000<0.05) as well as the joint effect of these factors (R = 0.632, Adj. R2 = 0.387, p=0.000<0.05) significantly predicted mental health status of the respondents. It was also found that social factors of relationship factors (R = 0.836, Adj. R2 = 0.698, p=0.000<0.05) and academic factors (R = 0.424, Adj. R2 = 0.180, p=0.000<0.05)also significantly predicted mental health status of the respondents while familial factors (R = 0.045, Adj. R2 = 0.001, p=0.000<0.05) did not significantly predict it. Joint effects of social factors (R = 0.879, Adj. R2 = 0.773, p=0.000<0.05) as well as the joint effects of psycho-social (R = 0.970, Adj. R2 = 0.941, p=0.000<0.05) factors were also found to predict mental health status of respondents thus providing insight for necessary school health educational strategies. From the findings of the study, it was concluded that undergraduates in the University of Ibadan record poor mental health status and that male undergraduates have better mental health status than their female counterparts. Devising appropriate and responsive school health educational interventions among other actions were recommended. Key Words: Mental Health Status, Undergraduates, Psycho-Social Factors, Predictors

Journal of International Buddhist Studies, 2019

[Abstract] The purpose of this article is to study the ways to apply teachings in the Sabbāsavasutta to manage stress. First of all an introduction to the severity of the stress and significance of finding new ways to overcome stress is given. Then the way to apply the method of seeing has been analytically presented. The importance of obtaining a clear view is emphasized in this step. Afterwards the ways to apply the methods of restraining, using, endurance, avoidance, removal have been presented accordingly. Finally the ways to apply the method of development has been elaborated emphasizing the fact that the development of positive factors is essential as well as the control and elimination of the negative aspects.

Application of Teachings in the Sabbāsavasutta for Managing Stress Cover Page

Career Services Guide: Supporting People Affected by Mental Health Issues free download at ceric.ca/mentalhealth Employment is a cornerstone of social inclusion, yet people living with mental health problems face the highest unemployment rate of any disability group. Although people want to and are able to work, employment for many remains an illusive goal. People living with mental illness are capable of making an important contribution in the workforce, and do NOT need to be symptom-free to be successful. At the same time, career service workers report more people are disclosing mental health problems as a factor in their employment journey. They feel challenged to support these clients due to a lack of knowledge about mental health and a lack of tools and resources to move clients forward effectively. This Career Services Guide offers a new lens for understanding people affected by mental illness and practical strategies for engaging them in supportive ways. When properly trained, career service workers play a critical role in helping clients to meet their full employment potential. Available for free download: http://ceric.ca/?q=en/node/1062

Career Services Guide: Supporting People Affected by Mental Health Issues Cover Page

The rise of mental health problems such as depression cannot be understood in narrowly medical terms, but instead needs to be understood in its political-economic context. An economy driven by debt (and prone to problem debt at the level of households) will have a predisposition towards rising rates of depression.

Financial Melancholia: Mental Health and Indebtedness Cover Page

in Guendalina Graffigna, Janice M.Morse, A.Claudio Bosio (Eds.) Engaging People Inhealth Promotion & Well Being New Opportunities, Proceedings of the 2nd Global Congress for Qualitative Health Research And Challenge For Qualitative Research

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This paper will consider religion and spirituality through the lens of responses to two of the most striking features of the last century: the medicalisation of emotion, and the re-imagining of non-western ideas by the West for therapeutic purposes. Because the medicalisation of emotion is a pervasive aspect of western culture, much discussion in the last century has concerned whether religion and spirituality complement, challenge or conflict with medical approaches to emotion. I will begin by discussing the backlash against the Freudian-influenced negative assessment of religion which is evident in the increasingly numerous studies of whether religion and spirituality are beneficial for mental health, pointing to how attention to a more diverse range of religions and to religions in context might nuance our understanding of the relationships between religion and mental health. Having considered ways in which religion and spirituality have been thought both to conflict with and to complement mental health, I will turn to ways in which religions and spirituality have been re-imagined for emotional healing, initially in 'alternative' but increasingly in mainstream popular and medical cultures. I will argue that at the heart of the re-imagining of spiritual resources by western consumers are not only practical, therapeutic concerns but also some important philosophical concerns to do with the mind and emotion: the relationship between the body and the mind, between the human person and the larger world (or the nature of consciousness), the nature of human wellbeing and its relationship to experiences of suffering, and the nature, value, importance and role of emotion. While therefore in some ways sympathetic to these re-imaginings, however, I will point to some important concerns raised by religious practitioners and by religious studies scholars about the appropriation of religious and spiritual traditions for therapeutic ends, focusing on issues of misrepresentation. As with the religion and mental health literature discussed earlier in the paper, I will argue that increased attention to the religious traditions in question is needed, and that this should be combined with a more respectful attitude towards them.

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A collection of chapters by a variety of academics devoted to expounding Bhutan's policy of Gross National Happiness. My contributions address mainly basic definitional issues (chap. 1) and the concept of good governance (chap. 14).

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International Journal of Heritage Studies, 2019

This article presents the results of a questionnaire-based survey of the perceived effects of metal detecting among British Armed Forces veterans with PTSD (Post Traumatic Stress Disorder) and/or other diagnosed or undiagnosed psychological disorders. Although the qualitative analysis presented here is only a first step towards understanding its beneficial effects, the authors conclude that archaeological metal detecting can be regarded as having the potential to positively influence well-being and happiness for people suffering from mental health problems. The findings suggest that practitioners feel that metal detecting has a significantly positive and lasting effect on their health and well-being. A significant number of respondents feel that metal detecting has alleviated specific symptoms of their mental disorders (PTSD, depression, anxiety disorders). The key factors for the beneficial effect of metal detecting appear to be of a mental, sensory, physical and social nature. First and foremost, however, its beneficial effect seems to be deeply rooted in the fact that the participants interact with archaeological heritage.