Abstract
Introductionthere is increasing levels of stressors and hardship among higher education students especially in low and middle income countries. Higher education institutions have an important role to play in the provision of robust and comprehensive support for students who experience stressors and hardship. Research and action in this area has however not been prioritized by the institutions in Zimbabwe. This study examined students´ expression of their experience with stressors and problems of studying in higher education in the Eastern Highlands of Zimbabwe.Methodsthe study employed a qualitative approach using the phenomenology approach. Three institutions of higher education in the eastern border highlands of Zimbabwe were considered. Four focus group discussions were conducted with eight participants in each group. A one-to-one semi-structured interview with eight individual participants was also conducted to further examine the issues raised in the focus groups. Data were analyzed thematically using the Silences Framework theoretical model.Resultsfive overarching themes emerged from the analysis: (i) the stress of completing assessments without adequate learning materials. (ii) Unfair placement workload results into poor assessment outcomes. (iii) College-life is more difficult due to financial constraints. (iv) Marital problems interfering with college work: there is no mental health service available. (v) Enduring pains of bereavement with no emotional support or helpline.Conclusionthe study recommends the need to develop an inter-ministerial mental health strategy for institutions of higher learning with the view of implementing policies that address students suffering in Zimbabwean HE institutions.
Highlights
Higher education (HE) institutions have an important role to play in the provision of robust and comprehensive support for students who experience stressors and hardship [1, 2]
It is important that mental health awareness is rolled out to students including signposting them to the available facilities
In light of the issues discussed in this study, the following recommendations are made: first, an effective mental health promotion which attends to the needs of those affected by daily academic difficulties and includes promoting the general well-being of all staff and students is paramount
Summary
Higher education (HE) institutions have an important role to play in the provision of robust and comprehensive support for students who experience stressors and hardship [1, 2]. Stressors associated with HE may partly explain current increase in the number of students declaring mental health conditions such as suicidal ideations [3,4,5]. Since the publication of the document Learning Together to Work Together by the World Health Organization [8], national and international policy and research institutions have called for greater inter-professional cooperation and collaboration between staff working in health and social care services including higher education to provide a wholesome approach to the prevention of increasing stressors and hardship among higher education students [9,10,11,12,13,14]. Interprofessional collaboration has been advocated as a means of enhancing the quality of life and positive creation of choice for support to the alleviation of in the higher education
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