Dear Editor,

As a lecturer deeply invested in the academic journey of my students, I find myself increasingly concerned about the pervasive stress many of them face.

It’s a cry that echoes through lecture halls, study groups, and late-night e-mails — a cry that cannot be ignored. Today I raise my voice not only as an educator but also as an advocate for the mental well-being of our tertiary students.

The academic landscape has become a pressure cooker, with students juggling coursework, extracurricular activities, part-time jobs, and personal responsibilities. In the midst of this whirlwind, stress has become normalised, almost romanticised, as if being overwhelmed is a badge of honour. But let me be clear, it is not. Stress should never be the price of admission to higher education.

As faculty members we strive to support our students in every way possible. We offer guidance on programme requirements, share insights into career paths, and provide academic assistance whenever needed. However, there’s a limit to what we can do within the confines of our roles. While programme advising and career counselling are crucial, they only scratch the surface of the support students require.

What many fail to realise is that academic counselling goes beyond simply choosing courses or mapping out a career trajectory. It delves into the heart of the student experience, addressing the underlying issues that may hinder academic success. From time management and study skills to stress management and mental health, academic counsellors play a pivotal role in helping students navigate the challenges they face.

Unfortunately, the demand for academic counselling far outweighs the available resources. Tertiary institutions are often understaffed in this regard, leaving students struggling to cope on their own. The consequences are dire: increased dropout rates; declining academic performance; and a rise in mental health issues, such as anxiety and depression.

It’s time for change. We cannot continue to turn a blind eye to the suffering of our students. We must prioritise their well-being by investing in more academic counsellors who can provide the personalised support they need. This means allocating sufficient funding and resources to counselling services, hiring qualified professionals, and integrating counselling into the fabric of campus life.

But it’s not just about numbers; it’s about culture. We need to foster a culture of care and compassion within our institutions — one that recognises the importance of mental health and acknowledges the humanity of our students. This means destigmatising seeking help, promoting self-care practices, and creating safe spaces for open dialogue.

As educators we have a responsibility not only to impart knowledge but also to nurture the holistic development of our students. This includes addressing the mental health challenges they face and providing the necessary support systems to help them thrive. After all, an investment in student well-being is an investment in the future of our society.

To my fellow educators, I urge you to join me in echoing the cry of stressed tertiary students. Let us advocate for the resources and support systems they so desperately need. Let us stand in solidarity with them as they navigate the complexities of higher education. And let us never forget that our students’ well-being should always be our top priority.

It’s time to listen to the voices of our students, acknowledge their struggles, and take decisive action to support them. Only then can we truly create an environment in which every student has the opportunity to succeed not just academically, but in life.

The call for more academic counsellors in tertiary institutions is not just a plea; it’s a necessity.

Leroy Fearon Jr

leroyfearon85@gmail.com