When a student has an emotional health condition, or has experienced a traumatic event, he or she may experience symptoms that get in the way of school. For example, a death in the family may necessitate missing class time, or severe depression may make it difficult to concentrate and sleep.
More than 25 percent of college students have been diagnosed or treated for a mental health condition within the past year, according to the American College Health Association’s 2012 National College Health Assessment, which surveyed more than 28,000 students across the U.S. and Canada. The same survey found that depression and anxiety are among the top issues that impede academic performance.
But seeking help-including academic accommodations if necessary-helps students excel. Many are aware of the counseling services available at their school, but in addition to these, the disability services center and academic advisors are important resources.
The U.S. Department of Education legally mandates that reasonable accommodations be made for students with a recognized and diagnosed disability. Diagnosed mental health conditions fall into this category.
Some students may have ongoing difficulty with focus and concentration while studying. Others may feel overwhelming anxiety while writing a paper or preparing for an exam. Accommodations range from extra test-taking time or a dedicated peer tutor to flexible attendance requirements.
Students who need these services are not asking for a favor, but a right to an equal opportunity for academic achievement.
Dave Sanfilippo, director of Disabled Student Services at California State University, Long Beach, explains, “Seeking the most appropriate academic accommodation is critical for a student with a disability. It’s important for creating a level ‘playing field’ for students to compete equitably with their peers. It’s not easy to ask for assistance, but it’s often necessary.”
According to a 2012 survey by the National Alliance on Mental Illness, 40 percent of college students with mental health concerns don’t seek help, and perceived stigma is the number-one reason they don’t. Many students feel especially uncomfortable discussing their need for accommodations with an instructor or academic advisor.
Though it may not be talked about often, the truth is that when a student needs assistance in order to reach his or her potential, asking for help is necessary and brave.
Julie S., a sophomore at Pierpont Community & Technical College in Fairmont, West Virginia, says, “I talked to a counselor that helped me and since then, I see things better. My counselor reminds me that I’m doing these things for the right reasons and to keep pushing forward even when things seem impossible.”
Students with diagnosed emotional health conditions need to have a good understanding of what types of situations are challenging for them. This usually starts by having in-depth conversations with a counselor and with staff at the school’s office of disability services.
Professionals in disability services help determine what accommodations are needed. These may differ based on subject matter, class format, and type of assignment.
In addition to offering help with arranging necessary accommodations, disability offices often offer many other services, including:
Korey B., a graduate student at Eastern Kentucky University in Richmond, says, “I have friends who have experienced many different emotional and physical needs in college. Our school’s staff and professors understand that not everyone comes in that cookie-cutter mold and we each have a unique way of learning and completing tasks. They take those concerns very seriously.”
With support from staff, students schedule appointments with their instructors. These meetings are confidential, and may be attended by someone from the disability office as well.
Taking official documentation issued by the school to the meeting, describing the type of accommodations necessary, helps instructors understand what’s needed and how they can help.
Kasey S., a first-year student at Madison Area Technical College in Wisconsin, says that professors are very helpful. “In [all of my classes], the instructors have let us know that if we have any problems we can come to them. They also have someone from the advising department come in case any of us need additional help.”
J. Trey Duffy, director of the Disability Resource Center and University Testing Services at California Polytechnic State University in San Luis Obispo, encourages students to utilize the tools available. “Effectively seeking out and using available resources greatly enhances the likelihood of academic and personal success,” he says.
Reinforcing why self-advocacy is a sign of strength, Duffy continues: “Important qualities for college students to develop are self-determination, interdependence, and being an effective consumer of services. Students should embrace the power to make decisions for themselves and understand that we’re all dependent on a network of people and services in order to be successful.”
Peter is a wellness educator and counselor at the University of New Hampshire.
Here are some examples of specific accommodations that can be arranged:
Talking with instructors and advisors will go smoothly if you use these tips:
If, for whatever reason, the meeting doesn’t go as planned, contact the office of disability services to discuss questions or concerns. The staff can provide additional support for when you next talk with your instructors.
