The Canadian Journal of Psychiatry / La Revue Canadienne de Psychiatrie2023, Vol. 68(2) 130‐131© The Author(s) 2023Article reuse guidelines:sagepub.com/journals-permissionsDOI: 10.1177/07067437221125303TheCJP.ca | LaRCP.ca
Keywordscoronavirus disease 2019, mental health, students, psychological support systems
With great interest we read the article by King et al. (2022) evaluating the impact of the coronavirus disease 2019 (COVID-19) pandemic on the mental health of a Canadian undergraduate student sample.1 Highlighting an increased prevalence of common mental health concerns, this study answers the call for evidence to better characterize how pandemic-related changes have affected student mental health.2 To mitigate downstream consequences within this vulnerable population, strategies to improve the effectiveness and quality of support systems that aim to provide a comprehensive psychological care pathway for students should be considered.
When planning for appropriate student support networks at the institutional- and community-level, an initial needs assessment of pressures facing existing community services and post-secondary resources is imperative. Since the onset of the pandemic, the rising global mental health burden has led to an increased demand for additional support services. Recent estimates from the World Health Organization (WHO) have revealed that 67% of counselling/psychotherapy services, 65% of critical harm reduction services, and over 75% of school mental health programmes have been disrupted.3 Long patient waiting lists, increases in community referrals, and staffing issues have also impeded service provision.4 Post-secondary services must now accommodate students who face these barriers to accessing mental health help in their communities, which may cause additional strain on institutions.
Despite an influx of evidence examining the mental health of student populations during the pandemic, there is a paucity of research on the implementation and evaluation of targeted solutions to address current and future treatment challenges. The WHO 2013–2030 Mental Health Action Plan proposes strategies for global partners to target improved mental well-being, particularly for at-risk groups.5 Adapting and implementing this action plan for student populations in the context of COVID-19 may allow for exploration of solution-focused strategies, such as coping mechanisms and improving social connectedness. Along with in-person service delivery, providing remote care options through telepsychiatry and e-mental health platforms (e.g., Good2Talk, Kids Help Phone, Crisis Services Canada) can further help to address pandemic-related service disruptions.4
Various upstream solutions rooted in health promotion principles and policies may also be considered. Early assessment and identifying risk factors for mental well-being are key to support referral processes for service delivery. Furthermore, the provision of resources like adequate housing, food security, and employment opportunities can combat common stressors contributing to deteriorating mental health. Integration of these upstream approaches is necessary to develop sustainable, student-centred initiatives, and should be prioritized by policymakers and institutional administrators.
In both systems planning and treatment decisions, it is strongly recommended to engage service users. Meaningful engagement through co-development and partnership in the design and implementation of interventions can promote access to care and service continuation. Students who are empowered to inform the development of pathways to effective mental health supports can further benefit from improved mental health literacy and positive self-development.
Evaluating system adaptations and improvements is vital to protect and promote the well-being of students. Having uncovered a student mental health crisis during a global pandemic, it is clear that our current support system and approach to care are insufficient to meet the needs of this population. Now is the time to ensure appropriate action plans and resources are in place to respond to gaps disrupting mental health service delivery.
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
The authors received no financial support for the research, authorship, and/or publication of this article
Nicholas Grubic https://orcid.org/0000-0002-6915-7669
1 The Knowledge Institute on Child and Youth Mental Health and Addictions, Ottawa, Ontario, Canada
2 The Ottawa Hospital Research Institute, Ottawa, Ontario, Canada
Corresponding Author:Nicholas Grubic, MSc, Methodologist, The Ottawa Hospital Research Institute, 1053 Carling Ave, Ottawa, ON K1Y 4E9, Canada.Email: nicholas.j.grubic@gmail.com
