Welcome And Why Mental Health Matters

Andy 0:13

Welcome to Make the Leap, the Ross College podcast where we talk about the real experiences students face as they pursue careers in healthcare. Today we're tackling a topic that affects many students but is not always talked about openly. Mental health. Balancing school, work, family responsibilities, and financial pressures can be overwhelming. Yet many students hesitate to seek help because of stigma or uncertainty about where to turn. Today, we want to help normalize those conversations and talk about strategies these students can use.

Kristen 0:49

We are joined today by Dilyn Szpila, Director of Social Services and Resource Development at Ross College. Dilyn works closely with students to connect them with resources that support their well-being, their stability, and success both inside and outside the classroom. Dilyn, thanks so much for joining us. Thank you for having me.

Andy 1:13

Dilyn, to start us off, can you help us understand what you're seeing when it comes to mental health challenges among college students today?

Dilyn 1:22

Yeah, so what I'm seeing is that mental health challenges among college students are both incredibly common and increasingly complex. The most common struggle students report tends to include anxiety, depression, chronic stress, burnout, loneliness, and feeling overwhelmed by the pressure of balancing school, work, finances, family responsibilities, and their future plans. And for some students, there are also deeper challenges happening beneath the surface, like trauma, housing instability, food insecurity, relationship violence, grief, or untreated mental health conditions. And I think many students hesitate to ask for help for several reasons. Stigma is still a major factor. A lot of students don't want to be seen as weak, incapable, or like they're not handling adulthood well. And others may not even realize that what they are experiencing is something they can get support for. Some students have had negative past experiences with asking for help, or they come from backgrounds where mental health simply is not talked about openly. And on top of that, some students are in survival mode. When they're just trying to get through the day, support can feel like it's out of reach or like one more thing to figure out. And that is a big part of why we do see this gap between students reporting distress and actually seeking support. Many students are struggling, but barriers do get in the way. And those barriers can include shame, lack of time, limited knowledge of those available resources, concerns about cost, transportation, privacy, or just not believing their situation is serious enough. Sometimes students also fear being judged or misunderstood. So even when help does exist, it does not always feel accessible or safe to them. And what this tells us is that support services cannot just exist. They do have to be visible, they have to be approachable, and they have to be responsive. Students are far more likely to engage when they feel heard, when the process is simple, and when someone responds in a way that is compassionate rather than clinical or dismissive. And often a student's willingness to accept help does start with one person creating that safe opening or space for that conversation to happen.

Kristen 3:54

Oh, thank you. Let's talk about what this might look like for a student. Um, imagine a student balancing school and a job and family responsibilities, and over time they start to feel overwhelmed and they struggle to sleep and have difficulty concentrating, but instead of asking for help, they try to push through real quietly. Dilyn, does this sound like something you encounter with students?

Dilyn 4:21

Yeah, this is something I encounter very frequently. Many students are juggling multiple responsibilities, and over time it can become very overwhelming. What often stands out is that students don't always openly say they're struggling. Instead, we see it through changes in behavior or functioning. Some common warning signs include increased absences or lateness, a drop in academic performance, uh, difficulty concentrating, and maybe even some missed assignments as well. Students may also appear more withdrawn or less engaged or just unusually quiet. Physically, they might also report trouble sleeping, constant fatigue, or just feeling run down. And emotionally, we might notice increased irritability, anxiety, or signs of being overwhelmed. Sometimes students will also make comments that hint at stress, uh, like saying they're just trying to get through the week or that everything just feels like it's too much. And for students themselves, recognizing when they may need support often comes down to noticing patterns. If what they're feeling, like stress, sadness, um, anxiety, or exhaustion, if it's lasting longer than a couple of weeks and it's starting to interfere with their daily life, um, or just making it hard to function at school, work, or home, that is a strong indicator that support could be helpful. Another key sign is when coping strategies that used to work are no longer enough.

Kristen 6:04

What is a safe first step for someone who feels unsure about reaching out?

Dilyn 6:11

A safe first step doesn't have to be anything big or formal. It can start with something as simple as talking to one trusted person, whether that's a staff member, uh, an instructor, an advisor, or just even a peer. It could also be sending a quick email, stopping by a support office, or asking a simple question like, I'm not sure what I need, but can you point me in the right direction? The goal here is just to open the door. And what's important is helping students understand that they don't have to wait until things feel unmanageable to seek support. Those early small steps can make a significant difference. And when support feels approachable and judgment-free, students are much more likely to engage.

Andy 6:59

That's a very comprehensive answer.

Dilyn 7:02

Thank you.

Andy 7:04

Let's shift to some practical tools that students can use. Mental health support doesn't have to mean going to therapy. Sometimes there are small habits you can incorporate into your daily routine that make a big difference. What are some self-care practices that students can go to quickly when they're starting to feel overwhelmed?

Dilyn 7:27

Yeah, so you're you're absolutely right. Mental health support doesn't always have to start with therapy. For many students, small, consistent daily habits can make a very meaningful difference, especially when they're feeling overwhelmed. Some simple self-care practices I often recommend include starting with basic routines. That might look like setting a consistent sleep schedule, even if it's not perfect, or building in short breaks throughout the day to reset. Something as small as stepping outside for fresh air, taking a five to ten minute walk, or pausing to take a few slow, deep breaths can help regulate stress in the moment. I also encourage students to focus on manageable tasks, breaking things into smaller steps instead of trying to tackle everything at one time. Even writing down a short to-do list with two to three priorities can help reduce that feeling of overwhelm.

Dilyn 8:29

Staying connected is another important piece. Reaching out to a friend, a classmate, or support person, even briefly, can reduce feelings of isolation. For some students, grounding techniques like journaling, listening to music, or limiting screen time before bed can also be helpful in creating that sense of stability. When it comes to sleep, nutrition and movement, they those are really the foundation of mental health. Sleep impacts concentration, mood, and overall functioning. When students are not getting enough rest, everything tends to feel a little bit more difficult. Nutrition, of course, plays a role in energy levels and emotional regulation. Skipping meals or relying on quick, low-nutrient options can contribute to fatigue and irritability. And movement, even in small amounts, can significantly reduce stress and improve mood by helping release that built-up tension.

Dilyn 9:31

For students, the key message here is that self-care doesn't have to be time-consuming or complicated. It's about small, realistic habits that support their well-being day by day. And while these strategies can be very helpful, they can also be a stepping stone. If a student is still struggling, that's a sign that additional support might be beneficial, and that's okay too.

Andy 9:58

You talked a little bit about limiting your screen time. I think we've all heard stories about, you know, how difficult that can be to cut yourself off from your phone, but for a lot of students, that is the main way that they find tools and they find support as well. Can you talk at all about some of the digital tools that might be available to students?

Dilyn 10:22

Yeah, absolutely. Technology can be a really helpful entry point for students when it comes to mental health support, especially because it's accessible, it's private, and it's something that they're already using every day. And there are several types of apps and digital tools I often recommend. So for meditation and mindfulness, apps like Headspace, Calm, and Loona are great for guided meditations, sleep support, and stress reduction. They're especially helpful for students who are new to mindfulness because they provide a structure in short, manageable sessions. And for mood tracking and building self-awareness, apps like Daylio and Moody Me allow students to log how they're feeling and start to notice patterns over time. This can be really powerful in helping students understand their triggers and recognize when they may need additional support as well. For guided breathing and immediate stress relief, tools like UCLA Mindful or even short breathing exercises built into apps like Insight Timer can help students calm their nervous system in the moment, especially during high stress situations like exams or busy clinical days. What's important to emphasize here is that these tools are meant to support but not replace human connection and professional care. They can be a really great first step or a supplement to other supports. For many students, using an app feels less intimidating than reaching out right away, and it can help build that confidence and taking the next step if they need more support later. And ultimately, the goal is to meet students where they are, and for many of them, that does start right on their phone.

Kristen 12:17

Well, I know sometimes self-care is just not enough, and professional support can really help. For students who may be unfamiliar with therapy, Dilyn, could you explain the differences between things like individual counseling or group therapy or peer support?

Dilyn 12:36

That's a great question, especially because many students aren't always sure what these options mean or how they differ. Individual counseling is one-on-one support between an individual and a licensed mental health professional. This setting allows for more personalized private conversations where people can explore their thoughts, emotions, and experiences at their own pace. And it's often a good fit for people who want focused attention or are working through more specific or sensitive concerns.

Dilyn 13:13

Group therapy, on the other hand, involves a small group of individuals who meet with a counselor and share experiences in a structured, supportive environment. And while that can feel intimidating at first, many people who do find it helpful to realize they're not alone in what they're going through. It can build connection, it can reduce isolation, and it can offer different perspectives and coping strategies.

Dilyn 13:40

Peer support is typically less formal and it involves connecting with trained peers rather than licensed clinicians. This might look like student-led support groups or maybe peer mentoring or even campus-based programs. It can feel more approachable for students who are hesitant to seek traditional counseling, and it does often serve as a great first step into support.

Kristen 14:09

How might a student decide which option is right for them?

Dilyn 14:13

It really depends on the student's comfort level and needs. If someone is looking for privacy and deeper exploration, then individual counseling might be the best fit for them. If they're feeling isolated and they want connection with others who understand their experience, group therapy might be very beneficial in that case. And if they're unsure or nervous about formal services, peer support can be a more accessible starting point for students who are concerned about cost or accessibility. There are often several options available. There are community mental health agencies that provide services on a sliding scale based on income. Telehealth options have made therapy more accessible as well. This allows students to connect with providers virtually. In addition, some nonprofits and crisis lines offer immediate free support when students need someone to talk to right away. The most important message is that there isn't a one-size-fits-all approach. What matters here is helping students find support, a support option that feels safe, it feels accessible, and it feels manageable for them because taking that first step is often the hardest part.

Andy 15:32

You touched on it a little bit earlier: the stigma around getting help with mental health. And that's changed some in recent years. What do you think that students can do at a campus level to try to help normalize these conversations even more?

Dilyn 15:51

I think students play a really powerful role in normalizing conversations around mental health, often way more than they realize. A lot of that starts with everyday language and small intentional actions. When students talk openly about stress, burnout, or seeking help in a way that's honest but not judgmental, it does send a message that it's okay to not be okay. And even simple check-ins with friends like asking, How are you really doing? And being willing to listen without trying to fix everything can help shift that culture.

Andy 16:31

And what does a healthy campus culture around mental health look like?

Dilyn 16:35

One where support is visible, accessible, and normalized. It looks like students feeling comfortable talking about their experiences without fear of judgment and knowing where to go for help. It also means that mental health is treated just as important as physical health, and it's not something that's only addressed in a crisis. In those types of environments, faculty and staff are also engaged, they're also using that supportive language, and they're sharing resources regularly with each other and with students, and reinforcing that seeking help is a strength, not a weakness.

Dilyn 17:13

Students can support one another in positive ways by creating those safe supportive spaces. That includes listening without minimizing someone's experience. We want to avoid phrases like, 'it could be worse'. And instead, we want to respond with empathy, with something like, 'that sounds really hard'. The language we use makes a difference. And encouraging friends to seek support while respecting their autonomy can also make a big difference. It's also important for students to model boundaries and practice self-care because that gives others permission to do the same. Ultimately, normalizing mental health conversations is not about having the perfect words. It's just about being present. We want to be genuine and helping others feel seen and supported. When students consistently show up for one another in those ways, it does create a ripple effect that strengthens the entire campus community.

Andy 18:12

It seems like many other conversations we have on the podcast, including stories from students who have struggled with different things, the difficulty really is that first step. That once you get into it, it's a lot easier to accept other help and find the resources that you need. If a student right now who's listening to this, is struggling with mental health, and they're still not sure about asking for help, what advice would you give that student?

Dilyn 19:01

I would start by saying you're not alone, even if it feels that way right now. A lot of students are struggling quietly, and it can be very hard to take that first step, especially when you're unsure what to say, or where to go. And you don't have to have everything figured out before reaching out. It's okay to start small. That might look like talking to one trusted person or sending a simple message or even saying, I'm not doing okay and I'm not sure what I need, but I think I might need some support. And that alone is enough to begin. It's also important to remember that what you're feeling is so valid. You don't have to wait until things feel overwhelming or like a crisis to deserve help. If something is impacting your ability to focus, sleep, or get through your day, that matters too. If reaching out does feel intimidating, you can start in ways that feel safer for you. Whether that's using a mental health app, exploring campus resources online, or just learning about what support options exist. Sometimes building that awareness can make the next step feel more manageable. And most importantly, asking for help is not a sign of weakness. It's actually a really strong and important step. You deserve support. And there are people who genuinely want to help you through whatever you're experiencing. Taking that first step might feel a little uncomfortable, but it can be the beginning of feeling a little less alone, and that's a really important place to start.

Kristen 20:28

Mental health is an important part of overall well-being, and asking for help is indeed a sign of strength, not weakness. Dilyn, thank you for sharing your expertise and helping us open up this important conversation.

Dilyn 20:44

Thank you for having me.

Andy 21:20

Until next time, keep learning, keep growing, and keep making the leap.