college essays on anxiety

College Admissions Essays about Anxiety

The rise of flickering cell phone screens, social media, and the insane competition of college admissions will define this era in history. Alongside the innovations and competition of the 21st Century is a rise of anxiety amongst all age groups, including, and perhaps especially, teenagers. Your anxiety is totally valid. It’s real and it is something that you should communicate to colleges, but you need to know where to send the message.

What Not to Do

The point of the Common App essay is to tell a compelling story about growth that gives the reader (the admissions committee) a broader view of who you are. Your scores and grades are really important, but they are largely one-dimensional figures. Your goal should be to connect with the person on the other side of the application. It’s natural for students to think talking about something deeply personal or a significant hurdle they’ve faced in high school achieves that goal. The instinct therein is right, but the approach is not.

Writing a personal essay for a college can be awkward. The audience is completely unparalleled from all others in our life. Readers aren’t quite our friends whom we’ve known for years and in whom we would confide our deepest fears, precious dreams, and insecurities. They’re not the kind of audience we perform for in school plays. And they’re also not our teachers who see us and mentor us every day. But we shouldn’t treat the readers like strangers, either. After all, we wouldn’t go up to a new barista and rattle off a list of our accomplishments from the year while ordering coffee. Just as you wouldn’t tell the barista you barely knew a deeply personal story of personal tragedy, you probably shouldn’t make that story your initial presentation to the admissions committee, either.

The reason is, first and foremost, that the Common App essay is meant to display a part of your personality that isn’t already apparent elsewhere on your application. Funny, great listener, strong leader. These are all traits that speak to who you really are and what you’re made of. They are the messages that transform you from a one-dimensional set of data attached to a resume into a real human being they want to get to know. Those traits, when told through the proper story, speak to who you are in your heart. Anxiety does not. So, if you talk about anxiety in your Common App essay, you’re missing an opportunity to show the admissions committee who you really are. That’s the whole point.

Another Factor

In addition to the idea that anxiety isn’t really a personality trait, there are other reasons the Common App essay is not really the place to discuss them. We don’t judge you for having anxiety. In fact, many of our students have struggled with and overcome a range of mental health issues. But the fact of the matter remains that there is a stigma around mental health. Colleges are not altruistic organizations. They are businesses and they must look out for their own bottom line and well-being. As such, they have to make sure applicants are going to flourish, graduate in four years, and be an asset instead of a liability. Your friends and family know that anxiety doesn’t define you. The general public mostly knows that, too. But to an admissions counselor who doesn’t know you at all outside of your application, highlighting your struggle could raise some questions for them. That’s something you want to avoid.

While the Common App essay is not the place to talk about your struggle with anxiety, you should still disclose it to schools. The application has a space for “ additional information ” that was made just for issues like this one. The additional info. section is a place where anyone who has had some kind of issue that has disrupted their education or performance to explain themselves. So, if you’ve had an injury, death in the family, or an illness (including a mental health issue), this is the appropriate place to talk about it. Just be mindful to frame it as something that’s mostly been taken care of.

Need some help talking about mental health on your college application? Reach out to us . There’s no reason students with mental health challenges can’t get into the nation’s top schools.

College Essay: Overcoming Social Anxiety

“William, you’re up first,” the teacher said excitedly.

I was instantly anxious when my ninth-grade English teacher announced I would be the first person presenting. As I walked to the front of the classroom, I was fidgeting and could feel my face turning red. My classmates’ eyes followed me, looking like they were planning something. I started by introducing the title of the poem I was going to recite. I included some hand gestures and facial expressions while reciting the poem to make it better and less awkward, but I was still stiff. I felt like I did a solid job of engaging the audience and helping them understand the poem. People started applauding for me because they didn’t expect me to be that good because I was a shy dude. I finished by making some personal connections to the poem I chose. I went back to my seat, my face feeling hot because of how red I was. A classmate who sat next to me told me I did an outstanding job. This compliment really made my day because I thought I did OK. This experience was the moment I realized I had some hope of overcoming my social anxiety. At the end of the presentation I felt like it wasn’t that bad, and I overcame something that was always with me throughout middle school. Now, it could change.

Social anxiety has especially affected me during middle school. I probably first realized I had social anxiety when I had to present in front of the class in seventh grade; I felt a little weird as soon as my classmates’ eyes were on me. In the middle of my presentation, I started crying because my teacher insisted I continue after pausing multiple times because of my nervousness. Since I refused to present in front of the class again, my grade was an automatic zero.

I finally overcame my social anxiety after joining a program called Minnesota Business Venture, which was recommended by the college counselors. I signed up for it because it was going to help me feel and live a little bit of that college experience at St. Thomas by staying in dorms and learning on campus for a whole week. This program helped with my social anxiety significantly because I was able to see new faces and meet really kind people. Being in an inclusive environment allowed me to express myself better, without being judged or teased. I realized I have had some friends in the past who made me feel like I was kinda worthless. But since my peers from the St.Thomas program helped me and complimented me on my work. I felt like I had worth and confidence in expressing myself.

I noticed how having this social anxiety and awkwardness had really taken a toll on me and prevented me from making friends and feeling comfortable talking. I feel confident now that I’m opening up more. When it’s time to start college, I will be facing many obstacles, but I feel like I just took my biggest obstacle away. Joining a new university will help me start fresh. As I’m becoming friends with the right people, I will be able to feel more comfortable because I know I am able to socialize with strangers.

Through this program, an experience of meeting new people, I felt relieved and free. I interacted with random people and made new friends. Now, when I am connecting and collaborating with my classmates, teachers and relatives I am confident, feeling like I’m a new and improved person. What I learned is how putting yourself out there not only reduces your shyness; everyone can go far if they push themselves out of their comfort zone.

ThreeSixty Journalism,

a nonprofit program of the College of Arts and Sciences at the University of St. Thomas, uses the principles of strong writing and reporting to help diverse Minnesota youth tell the stories of their lives and communities.

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Anxiety in college: What we know and how to cope

Even amid the rush of final exams and graduation celebrations at this time of year, college beckons with the chance to live on your own, find new friends, and explore interesting ideas. Yet for college students — as well as high school students and parents craning for a glimpse down the road — these changes can also be stressful. Overnight, college students separate from their traditional support system of family and friends. They also face many new challenges, such as living with roommates, managing heavy workloads, and developing an independent identity. It's no surprise that anxiety often spikes during college. So, what do we know about anxiety during the college years? How can you cope if you're facing it? And can you take steps this summer to help you handle anxiety when you head off to — or back to — a college campus?

What do we know about anxiety in college?

It's common. Anxiety in college is very common. According to the American College Health Association Fall 2018 National College Health Assessment , 63% of college students in the US felt overwhelming anxiety in the past year. In the same survey, 23% reported being diagnosed or treated by a mental health professional for anxiety in the past year.

The sharpest increase in anxiety occurs during the initial transition to college. A recent study demonstrated that psychological distress among college students — that is, their levels of anxiety, depression, and stress — rises steadily during the first semester of college and remains elevated throughout the second semester. This suggests that the first year of college is an especially high-risk time for the onset or worsening of anxiety.

It's caused by many factors. Many factors contribute to the heightened risk for anxiety among college students. For example, sleep disruption caused by drinking excess caffeine and pulling all-nighters is associated with increased anxiety among college students. Loneliness also predicts mental health problems, including anxiety. Academic factors like school stress and disengagement from studies are also associated with psychological distress among college students.

It may be on the rise. College students today appear to be more stressed and anxious than ever before. A recent study in Sweden showed that anxiety levels have increased in recent years, especially among young adults. In the US, some research shows a decrease in psychological well-being among adolescents over the past several years. It's not entirely clear what is causing this trend, though research shows a strong association between time spent on electronic communication (social media, smartphones) and reduced well-being among adolescents. Electronic communication might interfere with adjustment to college if it replaces healthy coping behaviors like exercise, face-to-face social interactions, and studying.

How to cope with anxiety in college

Whether you're a student, a parent, or an administrator, our tips on coping with anxiety in college may help. Even if you haven't yet started college, it can be useful to think ahead.

For students:

Approach, don't avoid. College is challenging and many students cope by avoiding stressors (skipping class, staying in bed all day). However, we know that avoidance tends to make anxiety worse over time. Instead, practice taking small steps to approach anxiety-provoking situations. If you're struggling in a class, try emailing the professor for help. If you're feeling lonely, try introducing yourself to someone in the dining hall. Not at college yet? Practice this skill over the summer by participating in pre-college programs on campus.
Practice self-care. Many students struggle to maintain healthy eating habits, consistent exercise, and regular sleep without the structure of home. But self-care behaviors like these are extremely important for regulating mood and helping people cope with stress . Try to establish your own self-care routine — preferably before you even start college. Good sleep hygiene is key. Set a consistent bedtime and wake-up time each day. Avoid using your bed for activities other than sleep, like studying. Limit caffeine in the evening and limit alcohol altogether, as it interferes with restful sleep.
Find resources on campus. Many colleges offer resources to help students navigate the initial transition to campus and cope with stress. Investigate campus resources for academic advising, study support, peer counseling, and student mental health. If you've been diagnosed with a mental health issue, such as an anxiety disorder, you may also want to find a mental health provider near campus. If you struggle with anxiety and you'll be starting college next year, you may find it helps to establish a relationship with a therapist beforehand.

For parents: You can help your child navigate the transition to college by supporting them in trying the tips described above. For example, you might ask your child about their worries for college and help them brainstorm an approach plan. You can also assist in researching campus resources and finding local mental health providers.

For administrators: College administrators can support students by raising awareness on campus about stress and anxiety. The message that anxiety is common and treatable can reduce stigma for those who are struggling, and increase the likelihood that they will reach out for help. Administrators can also work on reducing barriers for students who need mental health resources. For example, colleges can offer mental health support to students via phone, online chat, and drop-in sessions, to make it as easy as possible to receive treatment.

About the Authors

Nicole J. LeBlanc, MA , Contributor

Luana Marques, PhD , Contributor

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Anxiety and Stress Disorders

Everyone worries or gets scared sometimes. But if you feel extremely worried or afraid much of the time, or if you repeatedly feel panicky, you may have an anxiety disorder. Anxiety disorders are among the most common mental illnesses, affecting roughly 40 million American adults each year. This Special Health Report, Anxiety and Stress Disorders , discusses the latest and most effective treatment approaches, including cognitive behavioral therapies, psychotherapy, and medications. A special section delves into alternative treatments for anxiety, such as relaxation techniques, mindfulness meditation, and biofeedback.

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Your chance of acceptance, your chancing factors, extracurriculars, writing about anxiety in my college essay.

Hey friends, I’ve faced quite a bit of anxiety throughout high school, and I'm wondering if that's something worth mentioning in my college essay. Could this make for a powerful topic, or might it be viewed negatively by admissions officers?

Deciding to share personal challenges like anxiety in your college essay is a brave step, and it can indeed become a powerful narrative if approached thoughtfully. Admissions officers look for authenticity and resilience in applicants. If you can reflect on your anxiety with insight and demonstrate personal growth, it could add depth to your application. However, it's important to focus on the positives that have come from your struggles, like coping strategies you've developed or how you've used your experience to help others. For example, if you started a mindfulness club at your high school to support peers with similar challenges, that would be a constructive spin showing leadership and initiative.

Just remember to keep the tone hopeful and forward-looking, ensuring your story underscores your strength and readiness for college challenges. Moreover, remember to balance this narrative with other aspects of your personality and achievements so that your anxiety is not the sole focus of your essay. You want to leave the admissions committee with a well-rounded impression of who you are as a whole, not just one aspect of your experience. The essay, after all, should ultimately answer the question of why you would be a great fit for the college and what unique perspectives you bring to the community.

If you can tie your experience with anxiety to these larger themes, then it could indeed make for a compelling essay.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

cropped Screenshot 2023 08 20 at 23.18.57

Navigating Mental Health in College: Writing a Powerful Essay About Anxiety and Depression

Mental health has become an increasingly important topic in college admissions, reflecting a growing awareness of the challenges many students face. As more young adults grapple with anxiety and depression, the need to address these issues openly and honestly has never been more crucial. Mental Health Awareness Week has played a significant role in shining a light on these conditions, encouraging more open discussions about mental health in academic settings.

The prevalence of anxiety and depression among college students is staggering. According to recent studies, nearly 40% of college students report experiencing significant anxiety, while about 20% struggle with depression. These statistics underscore the importance of breaking the stigma surrounding mental health discussions, particularly in the context of college applications.

Writing about personal experiences with anxiety and depression can significantly strengthen a college application. It demonstrates resilience, self-awareness, and the ability to overcome challenges – all qualities that admissions officers value highly. By sharing their mental health journeys, students not only contribute to destigmatization but also present a more authentic and compelling portrait of themselves.

Understanding Anxiety and Depression in the College Context

To effectively write about anxiety and depression in a college essay, it’s essential to understand these conditions within the context of higher education. Anxiety is characterized by persistent worry and fear, often disproportionate to the situation at hand. Depression, on the other hand, involves persistent feelings of sadness, hopelessness, and loss of interest in activities.

Common triggers for college students include academic pressure, social challenges, financial stress, and the transition to independent living. Symptoms can manifest in various ways, from difficulty concentrating and changes in sleep patterns to social withdrawal and physical discomfort.

The impact of mental health on academic performance and social life can be profound. Students struggling with anxiety or depression may find it challenging to attend classes regularly, complete assignments, or engage in campus activities. Understanding and addressing school absenteeism due to depression and anxiety is crucial for both students and educators.

Recent statistics paint a concerning picture. According to the National Alliance on Mental Illness, 75% of lifetime mental health conditions begin by age 24, making college a critical period for mental health awareness and intervention. Moreover, exploring colleges with the highest depression rates reveals that certain academic environments may exacerbate mental health challenges.

Crafting a Compelling Narrative: Structuring Your Essay

When writing about anxiety or depression in a college essay, it’s important to choose a specific angle or experience to focus on. This approach allows for a more detailed and impactful narrative. For instance, you might describe a particular moment when anxiety affected your academic performance, or how depression influenced your decision to pursue a certain field of study.

Balancing vulnerability with strength and resilience is key. While it’s important to be honest about the challenges you’ve faced, your essay should also highlight your ability to overcome obstacles and grow from your experiences. This balance demonstrates emotional maturity and readiness for college life.

Incorporating personal growth and coping strategies adds depth to your narrative. Discuss the tools and techniques you’ve developed to manage your mental health, whether it’s through therapy, mindfulness practices, or creative outlets. Powerful journal prompts for anxiety and depression can be an effective tool for self-reflection and emotional healing.

Using descriptive language to convey emotions effectively can make your essay more engaging and relatable. Instead of simply stating that you felt anxious, describe the physical sensations, thoughts, and environment associated with that anxiety. This vivid storytelling helps admissions officers connect with your experience on a deeper level.

Key Elements to Include in Your College Essay About Anxiety or Depression

When crafting your essay, there are several key elements to consider including:

1. Personal experiences and challenges faced: Describe specific instances where anxiety or depression impacted your life, providing context for your journey.

2. Coping mechanisms and support systems: Discuss the strategies you’ve developed to manage your mental health, as well as the people or resources that have supported you.

3. Lessons learned and personal growth: Reflect on how your experiences with anxiety or depression have shaped your perspective and contributed to your personal development.

4. Future goals and how overcoming mental health challenges has shaped them: Connect your mental health journey to your academic and career aspirations, demonstrating how your experiences have influenced your choices and motivations.

Addressing Potential Concerns: What Admissions Officers Look For

When reading essays about mental health, admissions officers are particularly interested in several key aspects:

1. Self-awareness and emotional intelligence: Demonstrate your ability to recognize and understand your emotions, as well as how they impact your behavior and decisions.

2. Resilience and problem-solving skills: Highlight instances where you’ve overcome challenges related to your mental health, showcasing your ability to adapt and persevere.

3. Readiness for college life and academic challenges: Address how you plan to manage your mental health in a college setting, including strategies for balancing academics, social life, and self-care.

4. Plans for ongoing mental health management: Discuss your commitment to maintaining good mental health, including any ongoing treatment or support you plan to utilize during college.

Tips for Writing a Powerful and Authentic Essay

To create a compelling essay about your experiences with anxiety or depression:

1. Be honest and genuine in your writing. Authenticity resonates with readers and helps create a connection with admissions officers.

2. Seek feedback from trusted individuals, such as teachers, counselors, or family members who can provide constructive criticism and support.

3. Revise and refine your essay for clarity and impact. Ensure that your narrative flows logically and effectively communicates your message.

4. Ensure your essay aligns with the rest of your application, presenting a cohesive picture of who you are and what you can bring to the college community.

The Power of Sharing Your Mental Health Journey

Writing about anxiety and depression in your college essay can be a powerful tool for personal growth and societal change. By sharing your experiences, you contribute to the ongoing effort to destigmatize mental health issues and promote greater understanding and empathy.

Exploring mental health through short stories can be an excellent way to gain inspiration and perspective for your own writing. These narratives often capture the nuances of living with mental health conditions in ways that resonate deeply with readers.

It’s important to remember that your experiences with anxiety and depression are a part of your unique perspective and have likely contributed to your resilience and personal growth. Understanding severe anxiety and depression in emerging adulthood can help contextualize your experiences and provide valuable insights for your essay.

As you embark on this writing journey, remember that your story has the power to inspire and educate others. By sharing your experiences with anxiety and depression, you’re not only strengthening your college application but also contributing to a more open and compassionate dialogue about mental health.

Understanding the impact of depression and anxiety on work performance can also provide valuable insights into how these conditions might affect your academic life and future career aspirations. This knowledge can help you articulate your strategies for success in your essay.

In conclusion, writing about your experiences with anxiety and depression in your college essay is an opportunity to showcase your resilience, self-awareness, and personal growth. By approaching this topic with honesty and thoughtfulness, you can create a powerful narrative that not only strengthens your application but also contributes to the broader conversation about mental health in higher education.

References:

1. American College Health Association. (2021). National College Health Assessment. 2. National Alliance on Mental Illness. (2022). Mental Health By the Numbers. 3. Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: variation across student subgroups and across campuses. The Journal of Nervous and Mental Disease, 201(1), 60-67. 4. Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2019). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007-2017). Psychiatric Services, 70(1), 60-63. 5. Anxiety and Depression Association of America. (2022). Facts & Statistics.

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Essays About Anxiety

Anxiety essay topic examples, argumentative essays.

Argumentative essays on anxiety require you to take a stance on a specific aspect of anxiety and provide evidence to support your viewpoint. Consider these topic examples:

1. Argue for the importance of mental health education in schools, emphasizing the role it plays in reducing anxiety among students.
2. Debate whether the increased use of technology and social media contributes to rising levels of anxiety among young adults, considering the pros and cons of digital connectivity.

Example Introduction Paragraph for an Argumentative Anxiety Essay: Anxiety is a prevalent mental health concern that affects individuals of all ages. In this argumentative essay, we will explore the significance of introducing comprehensive mental health education in schools and its potential to alleviate anxiety among students.

Example Conclusion Paragraph for an Argumentative Anxiety Essay: In conclusion, the argument for incorporating mental health education in schools underscores the need to address anxiety and related issues at an early stage. As we advocate for change, we are reminded of the positive impact such initiatives can have on the well-being of future generations.

Compare and Contrast Essays

Compare and contrast essays on anxiety involve analyzing the similarities and differences between various aspects of anxiety, treatment approaches, or the impact of anxiety on different demographic groups. Consider these topics:

1. Compare and contrast the experiences and coping mechanisms of individuals with generalized anxiety disorder (GAD) and social anxiety disorder (SAD), highlighting their unique challenges and commonalities.
2. Analyze the differences and similarities in the prevalence and impact of anxiety among different age groups, such as adolescents and older adults, considering the contributing factors and treatment options.

Example Introduction Paragraph for a Compare and Contrast Anxiety Essay: Anxiety manifests in various forms, affecting individuals differently. In this compare and contrast essay, we will examine the experiences and coping strategies of individuals with generalized anxiety disorder (GAD) and social anxiety disorder (SAD), shedding light on the distinctions and shared aspects of their conditions.

Example Conclusion Paragraph for a Compare and Contrast Anxiety Essay: In conclusion, the comparison and contrast of GAD and SAD provide valuable insights into the diverse landscape of anxiety disorders. As we deepen our understanding, we can better tailor support and interventions for those grappling with these challenges.

Descriptive Essays

Descriptive essays on anxiety allow you to provide a detailed account of anxiety-related experiences, the impact of anxiety on daily life, or the portrayal of anxiety in literature and media. Here are some topic ideas:

1. Describe a personal experience of overcoming a major anxiety-related obstacle or fear, highlighting the emotions and strategies involved in the process.
2. Analyze the portrayal of anxiety and mental health in a specific novel, movie, or television series, discussing its accuracy and the messages it conveys to the audience.

Example Introduction Paragraph for a Descriptive Anxiety Essay: Anxiety can be a formidable adversary, but it is also a source of resilience and personal growth. In this descriptive essay, I will recount a deeply personal journey of overcoming a significant anxiety-related challenge, shedding light on the emotions and strategies that guided me along the way.

Example Conclusion Paragraph for a Descriptive Anxiety Essay: In conclusion, my personal narrative of conquering anxiety illustrates the transformative power of resilience and determination. As we share our stories, we inspire others to confront their fears and embrace the path to recovery.

Persuasive Essays

Persuasive essays on anxiety involve advocating for specific actions, policies, or changes related to anxiety awareness, treatment accessibility, or destigmatization. Consider these persuasive topics:

1. Persuade your audience of the importance of increasing mental health resources on college campuses, emphasizing the positive impact on students' well-being and academic performance.
2. Advocate for the destigmatization of anxiety and other mental health conditions in society, highlighting the role of media, education, and public discourse in reducing stereotypes and discrimination.

Example Introduction Paragraph for a Persuasive Anxiety Essay: Anxiety affects millions of individuals, yet stigma and limited resources often hinder access to necessary support. In this persuasive essay, I will make a compelling case for the expansion of mental health services on college campuses, emphasizing the benefits to students' overall well-being and academic success.

Example Conclusion Paragraph for a Persuasive Anxiety Essay: In conclusion, the persuasive argument for increased mental health resources on college campuses highlights the urgent need to prioritize students' mental well-being. As we advocate for these changes, we contribute to a more inclusive and supportive educational environment.

Narrative Essays

Narrative essays on anxiety allow you to share personal stories, experiences, or perspectives related to anxiety, your journey to understanding and managing it, or the impact of anxiety on your life. Explore these narrative essay topics:

1. Narrate a personal experience of a panic attack, describing the physical and emotional sensations, the circumstances, and the steps taken to cope and recover.
2. Share a story of your journey toward self-acceptance and resilience in the face of anxiety, emphasizing the strategies and support systems that have helped you navigate this mental health challenge.

Example Introduction Paragraph for a Narrative Anxiety Essay: Anxiety is a deeply personal experience that can profoundly impact one's life. In this narrative essay, I will take you through a vivid account of a panic attack I experienced, offering insights into the physical and emotional aspects of this anxiety-related event.

Example Conclusion Paragraph for a Narrative Anxiety Essay: In conclusion, the narrative of my panic attack experience underscores the importance of self-awareness and coping strategies in managing anxiety. As we share our stories, we foster understanding and support for those facing similar challenges.

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Anxiety is a psychological and physiological response characterized by feelings of apprehension, fear, and unease. It is a natural human reaction to perceived threats or stressors, triggering a heightened state of arousal and activating the body's fight-or-flight response.

Excessive worrying: Individuals with anxiety often experience persistent and intrusive thoughts, excessive worrying, and an inability to control their anxious thoughts. Physical symptoms: Anxiety can manifest physically, leading to symptoms such as increased heart rate, rapid breathing, sweating, trembling, muscle tension, headaches, and gastrointestinal disturbances. Restlessness and irritability: Anxiety can cause a sense of restlessness and irritability, making it difficult for individuals to relax or concentrate on tasks. Sleep disruptions: Anxiety has the potential to interfere with sleep patterns, resulting in challenges when trying to initiate sleep, maintain it, or achieve a restorative sleep. Consequently, this can exacerbate feelings of fatigue and weariness. Avoidance behaviors: People with anxiety may engage in avoidance behaviors, such as avoiding certain situations or places that trigger their anxiety. This can restrict their daily activities and limit their quality of life.

Genetic predisposition: Research suggests that individuals with a family history of anxiety disorders may have a higher likelihood of developing anxiety themselves. Certain genetic variations and inherited traits can increase susceptibility to anxiety. Brain chemistry: Imbalances in neurotransmitters, such as serotonin, dopamine, and gamma-aminobutyric acid (GABA), are thought to play a role in anxiety disorders. These chemical imbalances can affect the regulation of mood, emotions, and stress responses. Environmental factors: Traumatic life events, such as abuse, loss, or significant life changes, can trigger or exacerbate anxiety. Chronic stress, work pressure, and relationship difficulties can also contribute to the development of anxiety. Personality traits: Certain personality traits, such as being prone to perfectionism, having a negative outlook, or being highly self-critical, may increase the risk of developing anxiety disorders. Medical conditions: Certain medical conditions, such as thyroid disorders, cardiovascular issues, and respiratory problems, can be associated with anxiety symptoms.

Generalized Anxiety Disorder (GAD): GAD is marked by excessive and uncontrollable worry about various aspects of life, including work, health, and everyday situations. Individuals with GAD often experience physical symptoms like restlessness, fatigue, muscle tension, and difficulty concentrating. Panic Disorder: Panic disorder involves recurrent and unexpected panic attacks, which are intense episodes of fear accompanied by physical symptoms like rapid heart rate, shortness of breath, chest pain, and dizziness. People with panic disorder often worry about future panic attacks and may develop agoraphobia, avoiding places or situations that they fear might trigger an attack. Social Anxiety Disorder (SAD): SAD is characterized by an intense fear of social situations and a persistent worry about being embarrassed, judged, or humiliated. People with SAD may experience extreme self-consciousness, avoidance of social interactions, and physical symptoms like blushing, trembling, or sweating. Specific Phobias: Common examples include phobias of heights, spiders, flying, or enclosed spaces. Exposure to the feared object or situation can trigger severe anxiety symptoms. Obsessive-Compulsive Disorder (OCD): OCD is characterized by intrusive and unwanted thoughts (obsessions) that lead to repetitive behaviors or mental acts (compulsions) aimed at reducing anxiety. Common obsessions include fears of contamination, doubts, and a need for symmetry, while common compulsions include excessive cleaning, checking, and arranging.

The treatment of anxiety typically involves a multi-faceted approach aimed at addressing the individual's specific needs. One common form of treatment is psychotherapy, which involves talking with a trained therapist to explore the underlying causes of anxiety and develop coping strategies. Cognitive-behavioral therapy (CBT) is often employed to challenge negative thought patterns and behaviors associated with anxiety. In some cases, anti-anxiety medications, such as selective serotonin reuptake inhibitors (SSRIs) or benzodiazepines, may be prescribed by a healthcare professional. These medications work to alleviate the intensity of anxiety symptoms and promote a sense of calm. Additionally, lifestyle modifications can play a significant role in anxiety management. Regular exercise, stress-reduction techniques like meditation or yoga, and maintaining a balanced diet can contribute to overall well-being and help alleviate anxiety symptoms.

1. Anxiety disorders are highly prevalent mental health conditions that affect a substantial number of individuals worldwide, impacting approximately 284 million people globally. 2. Research indicates that women have a higher likelihood of being diagnosed with anxiety disorders compared to men. Studies reveal that women are twice as likely to experience anxiety, with this gender difference emerging during adolescence and persisting into adulthood. 3. Anxiety disorders often coexist with other mental health issues. Extensive research has demonstrated a strong correlation between anxiety disorders and comorbidities such as depression, substance abuse, and eating disorders. These co-occurring conditions can significantly impact an individual's well-being and require comprehensive and integrated approaches to treatment.

Anxiety is an important topic to explore in an essay due to its widespread impact on individuals and society as a whole. Understanding and addressing anxiety is crucial for several reasons. Firstly, anxiety disorders are highly prevalent, affecting a significant portion of the population globally. This prevalence highlights the need for increased awareness, accurate information, and effective strategies for prevention and treatment. Secondly, anxiety can have profound effects on individuals' mental, emotional, and physical well-being. It can impair daily functioning, hinder relationships, and limit personal growth. By delving into this topic, one can examine the various factors contributing to anxiety, its symptoms, and the potential consequences on individuals' lives. Additionally, exploring anxiety can shed light on the complex interplay between biological, psychological, and social factors that contribute to its development and maintenance. This understanding can inform the development of targeted interventions and support systems for individuals experiencing anxiety.

1. Bandelow, B., & Michaelis, S. (2015). Epidemiology of anxiety disorders in the 21st century. Dialogues in Clinical Neuroscience, 17(3), 327-335. 2. Kessler, R. C., et al. (2005). Lifetime prevalence and age-of-onset distributions of anxiety disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593-602. 3. National Institute of Mental Health. (2018). Anxiety disorders. Retrieved from https://www.nimh.nih.gov/health/topics/anxiety-disorders/ 4. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. 5. Craske, M. G., et al. (2017). Anxiety disorders. Nature Reviews Disease Primers, 3(1), 17024. 6. Hofmann, S. G., et al. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427-440. 7. Roy-Byrne, P. P., et al. (2010). Treating generalized anxiety disorder with second-generation antidepressants: A systematic review and meta-analysis. Journal of Clinical Psychiatry, 71(3), 306-317. 8. Etkin, A., et al. (2015). A cognitive-emotional biomarker for predicting remission with antidepressant medications: A report from the iSPOT-D trial. JAMA Psychiatry, 72(1), 14-22. 9. Heimberg, R. G., et al. (2014). Cognitive-behavioral therapy, imipramine, or their combination for panic disorder: A randomized controlled trial. JAMA, 293(23), 2884-2893. 10. Hofmann, S. G., et al. (2013). Efficacy of cognitive behavioral therapy for social anxiety disorder: A meta-analysis. Psychological Medicine, 43(05), 897-910.

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Anxiety Essay: Simple Writing Guide for an A+ Result

Table of Contents

If you’re a Psychology department student, you’re sure to get an anxiety essay assignment one day. The reason for the popularity of this topic today is that people live in chronic stress conditions today, with numerous challenges and pressures surrounding them in daily routines.

In this article, we’ve tried to present a comprehensive guide on composing this type of assignment so that your work on it gets simpler and quicker.

Here you can find:

Step-by-step instructions on writing essays about anxiety.
The summary of challenges students face in the preparation of anxiety essay works and ways to deal with them.
Types of assignments you may face on this topic.
A list of bulletproof topics to pick when composing an anxiety essay.

How to Write a Thesis for an Essay on Anxiety

Composing a thesis statement is typically the most challenging task for students who are just starting. Your primary goal is to encapsulate your key message in that sentence and to clarify the major arguments you’ll use in the text.

So, here are some tips to make your thesis effective:

Try to make it not too long and not too short. One-two sentences are enough to communicate the key idea of your paper.
Focus on the arguments you’ve selected for the paper, and don’t go off-topic. Your readers will expect to read about what they learned from the thesis in the body of your assignment.
Don’t sound opinionated, but make sure to voice your standpoint. The thesis is your guidance on the point you’ll argue; it’s also the readers’ roadmap through the website content.

With these tips, you’ll surely be much better positioned to complete an anxiety essay with ease. Still, there are some intricacies of the process to keep in mind. Here are our experts’ observations about the challenges you can come across in the process of its composition.

Essay on Anxiety Disorder: Key Difficulties & Differences

Anxiety disorder (AD) is a psychological condition that many people experience in different ways. It differs in manifestations, regularity of symptoms, and intensity. Living with AD is fine for some people as they constantly feel a bit overwhelmed with what’s around them. In contrast, others suffer a permanent disability because of intense worrying symptoms and the inability to concentrate on their work and social responsibilities.

Thus, when composing your anxiety essay, you should be delicate to this sensitive theme, knowing that AD causes real trouble to many people worldwide.

Second, you should be concrete about your selected population. Children, teens, and adults experience AD differently, so your analysis may be incorrect if you talk about children but select scholarly sources talking about adults.

Third, it’s vital to rely on viable clinical evidence when discussing AD. There are differing views on whether it is a severe clinical condition or not. Still, suppose you’re discussing people’s experiences with AD. In that case, it’s better to inform your argument, not by anecdotal evidence from blogs or social media, but to focus on the scholarly articles instead.

What Is a Panic Disorder Essay

A panic disorder essay is a piece of writing you dedicate to the analysis of this disorder. A panic disorder is a specific condition that manifests itself much more intensely than the typical worrying does. Overall, psychiatrists consider it a variety of AD, but this condition is characterized by sudden, intense attacks of panic or fear people experience because of specific triggers.

As a rule, you can diagnose a panic attack by the following symptoms:

Hot flushes
A feeling of choking
Trembling extremities
Sweating and nausea
A sudden rise in the heartbeat rate
Dryness in your mouth
Ringing in your ears
A sudden attack of fear of dying; a feeling that you are dying
A feeling of psychological disconnection with your body (the body parts don’t obey you)

Panic attacks as such as not considered a severe clinical condition. Yet, if people experience them too often and are too concerned about repeated attacks, they should see a psychotherapist and get treatment. Treatment modalities typically include psychotherapy (e.g., talking therapies, CBT) or medications (e.g., antidepressants or SSRI).

Main Steps to Writing a Panic Disorder Essay

When you’re tasked with a panic disorder assignment, the main steps to take in its preparation are essentially similar to those you’ll take with any other anxiety essay:

You formulate a debatable topic and a clear, informative thesis statement
You find relevant evidence to support each of your arguments
You organize your arguments and content into a coherent outline
You draft the paper and edit it
You compose a reference list to indicate all external sources and complete the final proofreading of the final draft.

What Is a Social Anxiety Disorder Essay

Social anxiety disorder (SAD) is another form of worrying disorder that people are increasingly diagnosed with today. Clinicians have started taking this condition seriously only a couple of years ago after recognizing that much deeper psychological issues can stand behind what we are used to labeling as shyness. In its severe manifestations, SAD can take the form of a social phobia, which can significantly limit people’s functionality in society, causing problems with schooling, employment, and relationship building.

Still, after recognizing the real problem behind SAD, the psychological community has developed numerous therapeutic and pharmacological ways of dealing with it. So, at present, you can approach the SAD in your essay from numerous perspectives: analyze its symptomatology, the causes underlying SAD development, types of SAD experienced at different ages, and therapeutic approaches to its lifelong management.

Main Steps to Writing a Social Anxiety Disorder Essay

When approaching this type of academic task, you should answer a couple of crucial questions first. What do you know about this topic? Why is it significant? What needs to be clarified on this topic to help people suffering from this condition live better lives? Once you get clear on your writing goals on SAD, it will be much easier to formulate a workable, exciting thesis statement and elicit strong arguments.

Next, you need to research the subject. You’re sure to find much valuable information about SAD in academic sources. Sort the relevant sources out and categorize them by arguments to cite appropriate evidence in each paragraph.

Once you have all the needed sources collected and sorted by argument, you can proceed to the outline of your project. Set the general context in the introduction, define SAD, and clarify why researching this topic is significant. Next, shape all key arguments and develop topic sentences. After that, you can add the relevant evidence in the outline by indicating which source supports which argument.

The next step involves writing the paper’s draft. You should add “meat” to the “bones” of your outline by presenting the data coherently and systematically. Add transitions between paragraphs to enhance the overall flow of the content.

The final step is to edit and proofread the draft to make it look polished and fine-tuned.

20+ Anxiety Essay Topics for Engaging Writing

If you’re still unsure what to include in your essay and what subject to pick, here is a list of attention-grabbing, exciting anxiety essay topics for your use.

Is anxiety a genetically inherited disorder?
What environmental factors can cause the development of worries and panic?
GAD symptoms you can detect in a child.
What are the symptoms of excessive worrying that require medical assistance?
Gender differences in the exposure to anxiety disorders.
Types of clinically diagnosed anxiety disorders.
Is excessive worrying a personality trait or a clinical condition?
Are students more anxious and stressed than other population groups because of frequent testing?
Diagnosis and treatment of AD.
Does the manifestation of ADs different in children and adults?
CBT therapy for overly anxious children.
What is a social anxiety disorder, and how is it manifested in people’s behavior?
Is feeling permanently anxious cause sleep disorders?
Correlations between autism and social anxiety disorder.
Is public speaking a good method to overcome anxiety?
The therapeutic effects of positive self-talk.
The social media body image and female teenager anxiety.
How does low self-esteem reinforce the feeling of anxiety in teenagers?
The phenomenon of language anxiety among immigrant students.
The impact of child anxiety on academic attainment, dyslexia, and antisocial behavior.

We Are Here to Help You 24/7

Still, having problems with your essay on anxiety disorder? We have a solution that may interest you. Our experts have all the needed qualifications and experience in writing this type of academic paper, so they can quickly help you out with any topic and any task at hand.

Surprise your tutor with an ideally composed paper without investing a single extra minute into its writing! Contact our managers today to find out the terms, and you’ll soon receive an impeccably written document with credible sources and compelling arguments. Studying without hardships and challenges is a reality with our help.

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Should you discuss mental health issues in your college essay?

by Erica L. Meltzer | Oct 20, 2018 | Blog , College Essays | 6 comments

Image ©Nickshot, Adobe Stock

Note, January 2022: This post was written in 2018, before the start of the Covid-19 pandemic. Obviously, many things have changed since then, not least the amount of psychological pressure that many high school students have experienced. Clearly, some of the boundaries and expectations surrounding acceptable/advisable topics for admissions essays have shifted, and applicants undoubtedly have more leeway in discussing mental-health issues than they did in the past. That said, I would still caution against making this subject the exclusive focus of your essay(s). If it happens to be relevant—and it very well might be, given the events of the last couple of years— then you should focus on discussing it in a mature way that conveys qualities such as empathy and resilience, and that demonstrates your ability to reflect insightfully on what may have been very difficult situations.

As regular readers of my blog may know, I periodically trawl the forums over at College Confidential to see what’s trending. Recently, I’ve noticed a concerning uptick in the number of students asking whether it’s appropriate for them to write about mental health issues, most frequently ADD and/or anxiety, in their college applications.

So the short answer: don’t do it.

The slightly longer version:

If you’re concerned about a drop in grades or an inconsistent transcript, talk to your guidance counselor. If these types of issues are addressed, the GC’s letter is the most appropriate place for them. If, for any reason, the GC is unable/unwilling to discuss them and the issues had a significant impact on your performance in school that unequivocally requires explanation, you can put a brief, matter of fact note in the “is there any additional information you’d like us to know?” section, but think very carefully about how you present it. Do not write your main essay about the issue.

The full version:

To understand why these topics should generally be avoided, you need to understand what information colleges are actually seeking to gain from the personal statement. Although it is technically a personal narrative, it is, in a sense, also a persuasive essay: its purpose is to convey what sets you apart from the thousands of others with equally good grades and scores, and to suggest whether you have qualities that make you more likely to thrive at university x than the other 10 or 15 or even 20 applicants clamoring for that spot.

Now, whether such thing can actually be determined from 650 words (with which some students receive significant help) is of course questionable; however, the bottom line is that, adcoms are looking for students who will be successful in college. Discussing one’s inability to focus or intense aversion to social situations does not exactly inspire confidence, even if a student insists those problems have been overcome. Leaving home, dealing with professors and roommates and more challenging classes… Those are all major stressors. There is a tacit understanding that of course some students will flame out, have breakdowns, etc., but adcoms are understandably hesitant to admit anyone who is already at a higher risk for those issues. You want them to be excited about the prospect of admitting you, not debate whether you’ll really be able to handle college. (In fact, I had multiple students with various issues who were not truly ready for college and who did flame out — colleges have good reason to take these things seriously.)

This concern goes beyond any particular student’s well-being: graduation rates get factored into rankings, and every student who doesn’t make it through drags that statistic just a little bit lower. If a student does develop serious problems while on campus, there are also potential legal/liability issues involved, and no school wants to deliberately court those.

Besides, if your grades are iffy, it is extremely difficult not to sound as if you are making excuses. You are much better off talking about an experience or interest that will make them look past the transcript and think, “Hey, I really like this kid.” And the reality is that if your grades are that iffy, you’re probably not a competitive candidate at super-selective colleges anyway. These schools are looking for applicants who are on the way to fulfilling their potential, not for ones who need to explain away chronic underachievement.

In addition, one thing applicants — and sometimes their parents — have difficulty wrapping their heads around is the sheer number of applications the average admissions officer has encountered. Situations that may seem extreme and dramatic to adolescents who have recently confronted them may in fact have already been experienced — and written about — by thousands of other applicants. A 17-year old may believe that describing their anxiety in morbid detail will make them seem complex and introspective, but more likely it will only come off as overwrought and trite.

I know that might sound harsh, but please remember that admissions officers are coming at this process with no pre-existing knowledge of you as a person, only a few minutes to spend on your essay, and hundreds of other applications to get through. They are also under intense pressure to ensure that the appropriate demographics targets are being met and all the various institutional constituencies (coaches, development office, orchestra conductor) are being satisfied. They’re not ogres, and they’ll try to give you the benefit of the doubt, but if yours is the fifth essay about overcoming anxiety they’ve seen in the last 48 hours, they will look at it and reflexively think, “oh, another one of these.” That is not a first impression you want to make.

Now, are there exceptions? Yes, of course, but they are rare. In all the time I did college admissions work, I had exactly one student successfully discuss anxiety in an essay. It was, however, introduced in the context of a family tragedy that had profoundly shaped the student’s life; given that background, the discussion seemed natural and matter of fact rather than overdramatized. Even so, I made the student take a good week to think about whether that topic was truly the one they wanted to write about.

Ultimately, of course, the decision is yours, and the choice depends on the larger story you want to tell as well as your ability as a writer, but these topics are so difficult to pull off well that you are best off avoiding them if you can (particularly if you don’t have access to someone with a lot of admissions experience who can review your essay). Find another topic/ experience that you enjoy writing about (and that others are likely to enjoy reading about); that presents you as someone interesting and thoughtful; and that suggest you are ready to thrive in college.

If you really are concerned about your ability to function in college, most schools have plenty of resources for you to take advantage of (academic support, counseling center, etc.). But those are things to investigate after you get admitted. Before that, don’t go out of your way to fly red flags where none are warranted.

Why is Dyslexia ok to mention on an essay, but overcoming selective mutism is not?

Dyslexia is a learning disability that lends itself to proof that it has been overcome through excellent scores in reading and writing. It’s not easy to overcome or cope with dyslexia so an essay showing how a student did it demonstrates their tenacity and resourcefulness. Grades and scores are proof that the dyslexia will not be a problem in college, while the essay can highlight the characteristics that led to the student’s success and which will serve them well in college.

I wrote about how my dog helped me overcome me ending my life/depression and moving to another school is that too common

Thanks for the tips and perspective. It seems like common sense to me as a parent and tutor, but now I have an “established author” to cite!

I want to write about how depression had change me. But my grades and statistics are all great. Is this okay to write? My bad mental health somehow didn’t manage to get to the others parts of my life.

Is it okay to write about how despite psychosis I could manage to get good grades?

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Why sondermind, explore care, for veterans, articles and content, for clinicians, join sondermind, refer a patient, clinical resources, research and insights, real results, enterprise solutions, client login, therapist login, anxiety in college students: knowing the signs and 7 coping tips, monday, march 18.

Going to college can be an exciting experience. You get to learn new things and study for the career path you want. But it may also cause a lot of stress. Finals, projects, essays, and other work can put tons of pressure on college students.

If you’ve been struggling with anxiety in college, you’re not alone. In fact, the 2022 Healthy Minds Study shows that 37% of college students report experiencing anxiety.

Below, we’ll explore risk factors to help you understand why you might experience anxiety. We’ll also provide several coping strategies to help navigate college life, and introduce SonderMind as a resource for those seeking professional help.

Why can college cause anxiety?

College can feel like a fresh start or a whole new chapter in life. However, this feeling can be both exhilarating and distressing.

Many factors may lead college students to feel anxious. For some, finances can add a major strain. Other students’ anxiety may be more emotionally driven, like feeling pressure over their academic performance. Some students may also feel anxiety about their health and well-being, like not getting enough sleep. For those living on campus, the new environment and distance from family and friend support systems can also cause anxiety.

Without productive coping mechanisms for anxiety , it’s easy to understand how it may feel overwhelming for college students who, in many cases, are handling life’s challenges on their own for the first time.

Risk factors that can contribute to anxiety in college students

What might increase college students’ risk of experiencing anxiety while in school? In the following sections, we’ll go over some of the most common risk factors.

Academic pressure

The pressure that college students feel can be hard to handle. It’s natural to want to do well in school in order to earn a degree — and ultimately land a job — in a desired field. Worries may stem from fear of failing classes — or maybe test anxiety. Some students might feel pressured to maintain a certain GPA as part of their scholarship requirements.

In some cases, this pressure may stem from the fear of disappointing loved ones. For example, some students feel like they need to earn the highest grades in order to make their parents proud.

No matter where it comes from, the demand for high academic achievement can easily lead to anxiety.

Adjustment and transition challenges

Going to college is a huge change. Those moving away to go to school might feel homesick. Being away from family and living with other people is a whole new routine to adjust to, and it’s natural to feel anxious during this transition.

Being a college student means having a greater sense of independence. There’s plenty of flexibility to choose classes and activities with no one else’s input!

This newfound independence can be freeing — but it can also be a bit scary. Some students might worry about making the wrong choices or may struggle with managing time on their own without much guidance.

Financial strain

College can be costly. Tuition alone can be high, especially for private colleges and universities. Students who take out loans might also be worried about being in debt and having to pay off those loans after graduation. There’s also the cost of buying books and other supplies for classes.

Living expenses can be another source of financial stress while in college. Filling up with gas to drive back and forth to school or taking public transportation can add up. For those living on campus, board and meals can also be a significant addition to tuition costs. Living off campus also comes with its own strains, with rent and utilities to consider.

Lifestyle factors

Changes in daily habits or lifestyle can contribute to anxiety. Staying up late to finish assignments and suddenly relying on fast food can be a major lifestyle shift, and college students may not always be getting enough sleep at a time when their brains really need to rest and recharge.

Eating healthy meals and snacks is also important for our brains — but this can be hard to do with a busy college schedule. College students might grab a bag of chips or a burger and fries, rather than take the time to make themselves something more nutritious.

Exercise is another big consideration. Physical activity can help reduce anxiety, but it’s also tough to fit into a busy schedule or stick to a workout routine with so many other things to focus on.

Common signs of anxiety in college students

How does anxiety show up in college students? They might feel nervous or tense, struggle to pay attention in their classes, or even develop physical symptoms as a result of anxiety.

Some of these symptoms may include the following:

Restlessness
Sleep problems
Difficulty focusing or thinking clearly
Upset stomach or other gastrointestinal problems
Increased heart rate
Trembling or shaking
Feeling panic or a sense of danger
Being unable to control worries
Wanting to avoid anxiety triggers or stressors

7 coping strategies for anxiety in college students

Feeling anxious about all of the demands of college life is understandable. Some days might be better than others. However, poorly managed anxiety can be disruptive, affecting daily activities and student well-being.

Below, we’ll look at some positive coping strategies for managing anxiety. From self-care to education, the right strategies can be great tools for busy college students.

1. Prioritize self-care

Self-care is not a nice-to-have, it is a must-have. Simply getting enough sleep has been proven to decrease anxiety. Some other ways to prioritize self-care and improve well-being include eating a balanced diet and getting plenty of exercise.

For students who typically grab a coffee on their way out the door before an 8 AM class, try stopping at the dining commons for a balanced breakfast instead. Going for a walk around campus when the anxiety starts to bubble up or joining an intramural sports team can be great ways to incorporate more physical activity into a packed schedule.

Self-care also means taking breaks. This doesn’t mean avoiding the problem. Instead, it focuses on giving the mind a chance to reset and relax. This could look like going to see a movie, jamming to favorite tunes , getting coffee with a friend, pausing to take some deep breaths, or relaxing on the quad.

2. Avoid social isolation

Sometimes, it can be hard to find time to be social during college. However, social isolation may lead to anxiety or make symptoms worse. Research shows that loneliness is linked to increased levels of anxiety, depression, and stress.

Instead of staying isolated, build a strong support system. This kind of support can help students cope with anxiety, even if it flares up during midterms or finals. Look for social events, clubs, or organizations to join in college. These are great ways to meet fellow students with similar interests and life experiences.

It’s also important to continue to lean on existing support systems — even when away from home. Stay connected to those social supports on a regular basis, not just during times of high stress.

3. Find a hobby and immerse yourself regularly

Having a hobby gives college students a chance to focus on something they enjoy — rather than all school work all the time. Many schools have a variety of clubs and teams for all kinds of hobbyists, or even present the option for students to create their own clubs.

You can also look for local organizations that offer activities you like, whether that’s gardening, volunteering at an animal shelter or stable, playing sports, or learning photography.

Enjoying hobbies in a group setting can help with socialization, but hobbies can also be solo activities, like mindfulness or meditation. Whether the hobby is social or solo, immerse yourself on a regular basis to take your mind off of stressors.

4. Create a study plan

Some students may struggle to keep coursework organized, or to manage time effectively to complete assignments on time. The assignments seem to pile up, and suddenly, you’re pulling all-nighters.

Try going through the syllabus for each course and writing the date of each exam and assignment on a calendar, which will provide a visual representation of the semester. From there, it may help to plan a study schedule to stay on track with each class. This master calendar will also give insights into which weeks will be especially busy and stressful — which can be a great planning tool for those who struggle with time management.

If creating a study plan alone sounds stressful, there are supports to help. Academic advisors and tutors can help create a plan that works for you.

5. Try talk therapy

You don’t have to cope with student anxiety on your own. Many colleges and universities have counseling centers or mental health services located right on campus.

Mental health professionals can help address issues that are contributing to anxiety. With this kind of help, students can learn adaptive ways to manage these emotions and thoughts.

Talk therapy for anxiety provides an effective way to do this. These sessions help explore anxiety-driven thoughts and feelings, helping view things from another perspective and providing resources for addressing them in more helpful ways. Other benefits of talk therapy include helping you feel more relaxed and processing underlying issues that might contribute to anxiety.

6. Identify campus resources

Most college campuses have resources available that assist with mental health. These provide college students with a convenient way to get help with anxiety. Students may be able to seek counseling or join support groups on campus, or may even have access to stress management workshops and seminars.

Government initiatives in recent years have also given colleges and universities incentives to focus on mental health care. For example, the U.S. Department of Education awarded $188 million in 2023 to over 100 colleges in more than 30 states for mental health programs.

Federal and state initiatives — and campus resources — vary from school to school. Check with your college to see what mental health resources and support services are available.

7. Learn about your anxiety

While only a licensed practitioner can diagnose an anxiety disorder, talking to a therapist or counselor is a great way to learn about the anxious symptoms you experience. This information helps you understand your symptoms better. In fact, you can give them a name, which may reduce their power over you.

However, you can also educate yourself in between sessions. Look for books, articles, and blogs from experts in the mental health field. There are dozens of helpful expert-reviewed resources about anxiety on the SonderMind blog .

Unhelpful coping strategies for college stress and anxiety

So you know about healthy coping strategies. What about strategies or activities that may be detrimental to your overall mental health and wellness? Below, you’ll find just a few of the most common unhelpful coping mechanisms to avoid.

Drinking and substance use

Some college students may find that turning to drinking or substance use gives them a break from college stress. You might also engage in these behaviors as you try to make new friends and adjust to a new social culture. This coping strategy is not ideal because it can lead to addiction , and it doesn’t actually solve the problem. According to the Substance Abuse and Mental Health Services Administration, heavy alcohol or drug use can occur more often with certain mental health problems, including anxiety and depression .

If you feel that substance abuse could be impacting your anxiety or stress in college, you may want to consider seeking professional help from a licensed therapist.

Poor eating habits

For the first time, you may be in an environment where you alone are responsible for what you eat. When stressed in college, some students might overeat unhealthy comfort foods. Or maybe they lose their appetites and undereat. It’s easy to begin to engage in poor eating habits while in college, but it is possible to eat healthy while on a budget .

It’s important to keep an eye on your overall health and relationship with food. One study finds that the prevalence of anxiety disorders was much higher in people with eating disorders, such as anorexia nervosa and bulimia nervosa. In that same study, researchers found that an anxiety disorder may create a vulnerability to developing an eating disorder .

Avoiding the problem

Actively avoiding a problem is different from enjoying a healthy distraction when dealing with anxiety. Actively avoiding anxiety-causing stressors may look like skipping classes, failing to study, procrastinating, staying in your dorm, or spending excessive amounts of time on social media. None of these coping strategies do anything to address the root of the anxiety.

How do I get help for anxiety in college?

Remember that help is always available for anxiety and other mental health issues. Meet with a licensed therapist to work through your thoughts and emotions as a college student. Reach out to the student mental health resources that are available on campus.

If you or someone you know is in crisis, get help right away. Call 988 for the Suicide and Crisis Lifeline or find other suicide prevention resources here .

Reach out to SonderMind for support

College is a time of excitement, transition, and change. But with change often comes anxiety, which may be overwhelming for a newly independent college student. Between classes and assignments, it may be challenging to navigate anxiety productively. However, therapeutic support can help you build adaptive coping strategies, so you don’t have to do it alone.

SonderMind makes it easy to connect with a therapist. Whether you prefer online or in-person sessions, SonderMind makes it easy to get the support you need, making therapy more accessible for busy students.

Take the first step toward managing anxiety more productively — connect with a therapist through SonderMind today .

Asif, S. M., Mudassar, A., Shahzad, T. Z., Raouf, M., & Pervaiz, T. (2020). Frequency of depression, anxiety and stress among university students. Pakistan Journal of Medical Sciences, 36(5).

Barbayannis, g., bandari, m., zheng, x., baquerizo, h., pecor, k. w., & ming, x. (2022). academic stress and mental well-being in college students: correlations, affected groups, and covid-19. frontiers in psychology, 13., eisenberg, d., phd, lipson, s. k., phd, heinze, j., phd, zhou, s., phd, mph, mhsa, brenda vyletel, mse, haley henry, ba, juliana fucinari, mph, mac murphy, mph, mssw, erin voichoski, mph, & andy inscore. (2022). 2021-2022 data report., liu, x., guo, y., & xu, y. (2023). risk factors and digital interventions for anxiety disorders in college students: stakeholder perspectives. world journal of clinical cases, 11(7), 1442–1457., luan, y., zhan-ling, g., li, m., liu, y., bai, l., & li, t. (2022). the experience among college students with social anxiety disorder in social situations: a qualitative study. neuropsychiatric disease and treatment, volume 18, 1729–1737., mofatteh, m. (2021). risk factors associated with stress, anxiety, and depression among university undergraduate students. aims public health, 8(1), 36–65., richardson, t., elliott, p., & roberts, r. (2017). relationship between loneliness and mental health in students. journal of public mental health, 16(2), 48–54., roche, a. i., holdefer, p. j., & kroska, e. b. (2022). college student mental health: understanding changes in psychological symptoms in the context of the covid-19 pandemic in the united states. current psychology., tan, g. x. d., soh, x. c., hartanto, a., goh, a. y. h., & majeed, n. m. (2023). prevalence of anxiety in college and university students: an umbrella review. journal of affective disorders reports, 14, 100658., u.s. department of education announces more than $188 million from the bipartisan safer communities act to support mental health and student wellness | u.s. department of education. (2023, february 16)., take the first step toward getting help..

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Anxiety and Depression Among College Students Essay

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Introduction

Methods section.

Education is expected to have appositive importance on the student’s life by enhancing their capability to think and improving their competency. However, it often acts as a source of stress that affects students’ mental health adversely. This causation of academic stress often emanates from the need to have high grades, the requirement to change attitude for success, and even pressures put by various school assignments.

These pressures introduced by education can make the student undergo a series of anxiety, depression, and stress trying to conform to the forces. The causes of academic stress are well-researched but there is still no explanation why the rate of strain increases despite some measures being implemented to curb student stress. This research explores this niche by using 100 participants who study at my college.

Nowadays there are many reasons that cause stress among growing number of students who might not know they are going through the condition most of the time. Hence, undiscovered discouragement or uneasiness can cause understudies to feel that they are continually passing up unique open doors. It prompts substance misuse; self-destruction is the second most typical reason for death among undergrads. The main hypothesis of this article is that college and university students have higher depression rates.

Problem Statement

This proposal undercovers how the problem of anxiety and depression is progressing if not addressed. With such countless youngsters experiencing undiscovered tension, it may be challenging for them to appreciate school. Understudies’ emotional well-being is risked when pressure and trouble go unnoticed, which can prompt social and educational issues (Nelson & Liebel, 2018). Educators might battle to perceive uneasiness since these circumstances manifest themselves contrastingly in different people.

Anxiety and depression are complicated disorders with numerous elements that impact people differently. Teachers and staff must be well trained to deal with these unforeseen events. Understudies coming to college come from various financial foundations, which can prompt an assortment of psychological wellness chances (Li et al., 2021). Additionally, current works will be evaluated to differentiate the risk factors associated with stress among university undergraduates worldwide.

There are various reasons which might cause the onset of anxiety and depression. It can be absence of rest, terrible dietary patterns, and lack of activity add to the gloom in undergrads (Ghrouz et al., 2019). Scholarly pressure, which incorporates monetary worries, strain to track down a decent profession after graduation, and bombed connections, is sufficient to drive a few understudies to exit school or more awful.

Numerous parts of school life add to despondency risk factors. For example, understudies today are owing debtors while having fewer work prospects than prior. Discouraged kids are bound to foster the problems like substance misuse (Lattie et al., 2019). For adaptation to close-to-home trouble, discouraged understudies are more inclined than their non-discouraged companions to knock back the firewater, drink pot, and participate in unsafe sexual practices.

Hypothesis on the Topic

The central hypothesis for this study is that college students have a higher rate of anxiety and depression. The study will integrate various methodologies to prove the hypothesis of nullifying it. High rates of anxiety and depression can lead to substance misuse, behavioral challenges, and suicide (Lipson et al., 2018). Anxiety is one of the most critical indicators of academic success, it shows how students’ attitudes change, reflecting on their overall performance.

Participants

The study will use college students who are joining and those already in college. The research period is planned to last six months; college students are between the ages of 18 and 21 and life is changing rapidly at this age (Spillebout et al., 2019). This demography will come from the college where I study. The participants will be chosen randomly, the total number will be 100, both female and male, and from all races.

Apparatus/ Materials/ Instruments

Some of the materials to be used in the study will include pencils, papers, and tests. Paper and pencils are typical supplies that students are familiar with, so using them will not cause additional stress. It will be used during the interview with the students and throughout the study will be in effect (Huang et al., 2018). These have been applied in various studies before, and, hence, they will be instrumental in this study.

The study will follow a step-wise procedure to get the required results. First, the students’ pre-depression testing results would be researched and recorded. Second, the students would undergo standardized testing in the same groups. Scholarly accomplishment is impacted by past intellectual performance and standardized testing (Chang et al., 2020). Third, the students’ levels of depression and anxiety would be monitored along with their test results.

The study will use a descriptive, cross-sectional design with categorical and continuous data. The sample demographic characteristics were described using descriptive statistics. Pearson’s proportion of skewness values and common mistakes of skewness was utilized to test the ordinariness of the persistent factors. The distinctions in mean scores between sociodemographic variables and stress will be examined using Tests (Lipson et al., 2018). The independent variable will be essential because it will provide the basis of measurement.

The 100 participants had different anxiety levels, as seen from the Test taken and the various evaluations. Forty-five of the participants had high levels, 23 had medium levels, while the remaining 32 had low levels (Lipson et al., 2018). The correlation and ANOVA, which had a degree of era margin of 0.05, were allowed (Lipson et al., 2018). This finding aligns intending to have clear and comprehensive outcomes.

Significance of the Study

If the results would be not significant, it means that students are not subjected to more pressure on average. If the study results in significant outcomes, this would mean that there is much that needs to be done to reduce student’s anxiety. The idea that scholarly accomplishment is indispensable to progress is built up in higher instructive conditions (Nelson & Liebel, 2018). Many colleges devote money to tutoring, extra instruction, and other support services to help students succeed.

APA Ethical Guidelines

The study will have to follow the APA ethical guidelines because it involves experimenting with humans. Some of the policies include having consent from the participant, debriefing the participant on the study’s nature, and getting IRB permission (Nelson & Liebel, 2018). Ethical guidelines should comply with proficient, institutional, and government rules. They habitually administer understudies whom they likewise instruct to give some examples of obligations.

Limitations

The study also had some limitations, making it hard to get the desired outcomes. It was not easy to detect the population-level connections, but not causality. This case hardened the aspect of confounding and getting the relevant random assignment needed for the study had to access (Nelson & Liebel, 2018). For the right individuals for the investigation to be identified, the sampling was not easy.

This study would be essential as it will create a platform for future studies. The result that was gotten shows that many college students are undergoing the problem of anxiety and depression without knowing that it is happening. Educators will have an awareness on what aspects of academics they need to modify to ensure their students are not experiencing mental health challenges. Hence, it makes it possible for future researchers to conduct studies to provide possible solutions.

Chang, J., Yuan, Y., & Wang, D. (2020). Mental health status and its influencing factors among college students during the epidemic of COVID-19. Journal of Southern Medical University , 40(2), 171-176.

Ghrouz, A. K., Noohu, M. M., Manzar, D., Warren Spence, D., BaHammam, A. S., & Pandi-Perumal, S. R. (2019). Physical activity and sleep quality in relation to mental health among college students. Sleep and Breathing Journal , 23(2), 627-634.

Huang, J., Nigatu, Y. T., Smail-Crevier, R., Zhang, X., & Wang, J. (2018). Interventions for common mental health problems among university and college students: A systematic review and meta-analysis of randomized controlled trials. Journal of Psychiatric Research , 107, 1-10.

Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019). Digital mental health interventions for depression, anxiety, and enhancement of psychological well-being among college students: A systematic review. Journal of Medical Internet Research , 21(7), e12869.

Li, Y., Zhao, J., Ma, Z., McReynolds, L. S., Lin, D., Chen, Z.,… & Liu, X. (2021). Mental health among college students during the COVID-19 pandemic in China: A 2-wave longitudinal survey. Journal of Affective Disorders , 281, 597-604.

Lipson, S. K., Kern, A., Eisenberg, D., & Breland-Noble, A. M. (2018). Mental health disparities among college students of color. Journal of Adolescent Health , 63(3), 348-356.

Nelson, J. M., & Liebel, S. W. (2018). Anxiety and depression among college students with attention-deficit/hyperactivity disorder (ADHD): Cross-informant, sex, and subtype differences. Journal of American College Health , 66(2), 123-132.

Spillebout, A., Dechelotte, P., Ladner, J., & Tavolacci, M. P. (2019). Mental health among university students with eating disorders and irritable bowel syndrome in France. Journal of Affective Disorders , 67(5), 295-301.

Anxiety and Depression: The Case Study
Bulimia in Teenagers: How to Make a Change
How a Mechanical Pencil Is Made
Fear associated with sexuality issues in society
Substitute Goods
Defense Mechanisms and Brain Structure
Coping with Stress and Physical Health Problems
Quality of Life With Schizophrenia
Schizophrenia: The Etiology Analysis
Schizophrenia as a Chronic Mental Disorder
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Chicago (N-B)

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Talking about Mental Health in Your College Admissions Essay

The hello college team.

Last Updated on August 5, 2024

When applying to colleges, you may wonder whether discussing mental health in your essays is appropriate. While there is no firm rule about this, the following can help you make an informed decision. At the end of the day, though, it is up to you and your parents or guardians.

How common are mental health issues among high school students?

According to a 2022 study by the Centers of Disease Control and Prevention (CDC), among adolescents aged 12-17 in the United States during 2018-2019, 15.1% experienced major depressive episodes, 36.7% had persistent feelings of sadness, and 8.9% attempted suicide.

Mental health difficulties have become the leading cause of disability for high schoolers and the most frequent cause of poor outcomes among young adults. Clearly, mental health disorders are extremely common in today’s youth.

When mental health gets in the way of success

The pandemic has worsened the preexisting mental health crisis among high school students. According to a 2020 study conducted by UNICEF, 46% of adolescents have become less motivated to engage in activities they previously enjoyed. This loss of motivation led to less involvement in school activities and poorer school performance.

Mental health disorders, in particular, can impact high school performance. For example, students with social phobia, also known as social anxiety disorder, are twice as likely to receive a failing grade than students without it. Social phobia can also prevent students from engaging in extracurricular activities.

Similarly, clinical depression can be disastrous to students’ well-being, making it hard for students to get out of bed, much less keep their grades up. When their mental health struggles are severe, some students find that time off from school can be needed for mental health treatment.

Missing school for mental health

One of the most obvious ways that mental health affects student outcomes is increased absenteeism. According to a 2016 study by the U.S. Department of Education, in 2015-2016 over 7 million (about 16% of all) American high school students missed 15 or more days of school. Such absences are often tied to mental health troubles, which account for 13.4% of total absences (Fornander & Kearney, 2020).

Absence due to mental health can be an important and healthy way for students to improve their mental well-being. According to a survey by Mental Health America, over half of students believe that taking a mental health break from school or work would be helpful to them. The importance of mental health breaks is even recognized by some state legal codes. Minnesota has recognized the legitimacy of leaves of absence for mental health since 2009, a policy that other states have also adopted in the years following (Gewertz, 2021).

For some students—especially those suffering from severe conditions such as suicidality, substance abuse problems, and eating disorders—taking long-term time off to get mental health treatment can be the only way to effectively treat their issues. Unfortunately, this can leave gaps in students’ academic records that might concern college admissions committees.

Do you have to disclose a mental health diagnosis in a college application?

No, you do not. To prevent discrimination against students with mental health difficulties, it is illegal for U.S. colleges to request this information from you. It’s therefore completely up to the individual to decide whether to disclose a mental health disorder or mental health leave of absence in a college application or essay.

So, should you talk about mental health absences in a college essay?

The short answer is, no, generally not. Because college essays are so brief—the Common App personal statement is only 650 words, about a page and a quarter—students should use the limited space in their college essays to highlight

their strengths. Given how prevalent mental health issues are, having a mental health disorder is unlikely to make a student stand out—and it may be viewed as a weakness.

Unfortunately, stigmas about mental health still exist, and, while colleges can’t legally discriminate against applicants for having mental health disorders, they still do so, as demonstrated by a 2019 investigation into the University of Florida’s admissions practices that found admissions officers to be flagging applications that acknowledge mental disorders to be flagged for additional review (Jaschik, 2019).

Exceptions for discussing mental health in a college essay:

If your high school transcript reflects absences from school that would raise even greater concerns if left unexplained..

Extended or frequent absences can themselves be reasons for a school not to admit an applicant. In many cases, it is better to disclose that the reason for such absences was mental health-related than to let it seem like a student was simply lazy or indifferent.

If you are applying to become a mental health counselor or social worker.

When a student’s mental health diagnosis leads them to discover an academic or pre-professional interest, it can make sense to mention that diagnosis in a college admissions essay. Still, students should make sure to highlight how these issues motivated them to become better students and how it inspires them to pursue careers as a mental health professional. It may even make sense to discuss the topic as part of a personal statement or “Why Major?” essay.

If you want to write about the strength mental illness has given you.

This is perhaps the trickiest exception to the general rule of avoiding discussion of mental health. But, if having a mental health disorder is central to a student’s life story and they feel that their personal statement would be unreflective or incoherent without it, they should reframe their diagnosis as a strength. Rather than focusing on how their condition reflected them negatively, students writing about mental health, for this reason, should focus for the overwhelming majority of their essay on how they overcame their struggles.

Where to disclose mental health absences on a college application

If a student feels that they must discuss their mental health, they should do so in the “Additional Information” section of the college application, not the Personal Statement. Depending on the application, students may also want to attach a note from a psychiatrist or therapist.

However, before disclosing their mental health diagnosis on a college application, students should get advice from a college counselor on whether or not to make the disclosure.

The bottom line:

Despite social progress, stigmas around mental health disorders still exist. If a student decides to disclose mental health information on the Common Application or another college application, they should proceed with caution and make sure to seek guidance from a trusted counselor. Remember, Personal Statement’s purpose is to highlight a student’s achievements, strengths, and uniqueness, and it is ultimately up to the student whether to discuss their mental health.

For more guidance, check out: https://sayhellocollege.com/blog/

Active minds (n.d). Recommendations for leave of absence and return from absence policies for mental health concerns at higher education institutions. https://www.activeminds.org/wp-content/uploads/2018/04/ActiveMinds_PositionStatement_LeaveofAbsence_May2017.pdf .
Centers for Disease Control and Prevention (2022). Children’s mental health. https://www.cdc.gov/childrensmentalhealth/data.html
Fornander, M. J., & Kearney, C. A. (2020). Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis. Frontiers in psychology , 10 , 3079. https://doi.org/10.3389/fpsyg.2019.03079
Gewertz, C. (2021, June 24). Why more schools are excusing student absences for mental health. https://www.edweek.org/leadership/why-more-schools-are-excusing-student-absences-for-mental-health/2021/06
How to discuss mental health in a college essay. (2018, December 4). TKG. Retrieved March 25, 2022, from https://www.koppelmangroup.com/blog/2018/12/4/how-to-discuss-mental-health-in-a-college-essay
Jaschik, S. (2019, August 27). College Found to Discriminate on Mental Health. Inside Higher Ed . Retrieved April 6, 2022 from https://www.insidehighered.com/admissions/article/2019/08/27/new-college-florida-found-discriminate-against-applicants-mental.
Ryan, J. L., & Warner, C. M. (2012). Treating adolescents with social anxiety disorder in schools. Child and adolescent psychiatric clinics of North America , 21 (1), 105–ix. https://doi.org/10.1016/j.chc.2011.08.011
US Department of Education. Chronic absenteeism in the nation’s schools. From: https://www2.ed.gov/datastory/chronicabsenteeism.html
U.S. Department of Health and Human Services. (2021, December 7). U.S. Surgeon General Issues advisory on youth mental health crisis further exposed by the covid-19 pandemic . https://www.hhs.gov/about/news/2021/12/07/us-surgeon-general-issues-advisory-on-youth-mental-health-crisis-further-exposed-by-covid-19-pandemic.html
UNICEF. (n.d.) The impact of COVID-19 on the mental health of adolescents and youth. https://www.unicef.org/lac/en/impact-covid-19-mental-health-adolescents-and-youth

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Essay on College Anxiety

Students are often asked to write an essay on College Anxiety in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on College Anxiety

Understanding college anxiety.

College anxiety is the feeling of worry or fear that students often experience in college. It can be caused by various factors like academic pressure, social concerns, or financial issues. This anxiety can affect a student’s performance and overall well-being.

Causes of College Anxiety

Effects of college anxiety.

When students experience anxiety, it can affect their ability to focus, study, and perform well in their classes. It can also lead to physical symptoms like headaches, stomachaches, and sleep problems. In severe cases, it can lead to depression.

Dealing with College Anxiety

There are many ways to manage college anxiety. These include seeking help from a counselor, practicing relaxation techniques, and maintaining a balanced lifestyle. It’s important for students to realize that they are not alone and that help is available.

Preventing College Anxiety

250 words essay on college anxiety.

College anxiety is a type of stress that students often feel when they start college. It’s different from the usual nervousness. It’s a strong feeling that can stop you from doing your best in school.

There are many reasons why students feel this way. One reason is the fear of leaving home and living alone for the first time. Another reason is the pressure to do well in studies. Some students also worry about making new friends.

Signs of College Anxiety

There are signs that show if a student is dealing with college anxiety. These include trouble in sleeping, not eating properly, and feeling tired all the time. Some students may also feel sad or worried most of the time.

There are ways to handle college anxiety. One way is to talk to someone about your feelings. This could be a friend, a family member, or a school counselor. Another way is to take care of your body by eating healthy and getting enough sleep.

College anxiety is a real issue that many students face. It’s important to know the signs and how to deal with it. Remember, it’s okay to ask for help if you’re feeling overwhelmed. College is a big step, but with the right support, you can make it through.

500 Words Essay on College Anxiety

There are many reasons why a student might feel anxious in college. One of the main reasons is the pressure to do well. Many students feel like they have to get good grades to please their parents, teachers, or themselves. This can cause a lot of stress. Another reason is the fear of the unknown. College is a new environment with new people and new challenges. This can be scary for some students.

College anxiety can have a big impact on a student’s life. It can make it hard for them to concentrate on their studies. It can also make it difficult for them to make friends or enjoy social activities. In some cases, it can even lead to more serious mental health problems like depression.

Managing College Anxiety

Seeking professional help.

In conclusion, college anxiety is a common issue that many students face. It can be caused by a variety of factors and can have a big impact on a student’s life. But with the right tools and support, it can be managed. Remember, it’s okay to ask for help if you’re feeling overwhelmed. You’re not alone, and there are people who can help.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Writing Anxiety

What this handout is about.

This handout discusses the situational nature of writer’s block and other writing anxiety and suggests things you can try to feel more confident and optimistic about yourself as a writer.

What are writing anxiety and writer’s block?

“Writing anxiety” and “writer’s block” are informal terms for a wide variety of apprehensive and pessimistic feelings about writing. These feelings may not be pervasive in a person’s writing life. For example, you might feel perfectly fine writing a biology lab report but apprehensive about writing a paper on a novel. You may confidently tackle a paper about the sociology of gender but delete and start over twenty times when composing an email to a cute classmate to suggest a coffee date. In other words, writing anxiety and writers’ block are situational (Hjortshoj 7). These terms do NOT describe psychological attributes. People aren’t born anxious writers; rather, they become anxious or blocked through negative or difficult experiences with writing.

When do these negative feelings arise?

Although there is a great deal of variation among individuals, there are also some common experiences that writers in general find stressful.

For example, you may struggle when you are:

adjusting to a new form of writing—for example, first year college writing, papers in a new field of study, or longer forms than you are used to (a long research paper, a senior thesis, a master’s thesis, a dissertation) (Hjortshoj 56-76).
writing for a reader or readers who have been overly critical or demanding in the past.
remembering negative criticism received in the past—even if the reader who criticized your work won’t be reading your writing this time.
working with limited time or with a lot of unstructured time.
responding to an assignment that seems unrelated to academic or life goals.
dealing with troubling events outside of school.

What are some strategies for handling these feelings?

Get support.

Choose a writing buddy, someone you trust to encourage you in your writing life. Your writing buddy might be a friend or family member, a classmate, a teacher, a colleague, or a Writing Center tutor. Talk to your writing buddy about your ideas, your writing process, your worries, and your successes. Share pieces of your writing. Make checking in with your writing buddy a regular part of your schedule. When you share pieces of writing with your buddy, use our handout on asking for feedback .

In his book Understanding Writing Blocks, Keith Hjortshoj describes how isolation can harm writers, particularly students who are working on long projects not connected with coursework (134-135). He suggests that in addition to connecting with supportive individuals, such students can benefit from forming or joining a writing group, which functions in much the same way as a writing buddy. A group can provide readers, deadlines, support, praise, and constructive criticism. For help starting one, see our handout about writing groups .

Identify your strengths

Often, writers who are experiencing block or anxiety have a worse opinion of their own writing than anyone else! Make a list of the things you do well. You might ask a friend or colleague to help you generate such a list. Here are some possibilities to get you started:

I explain things well to people.
I get people’s interest.
I have strong opinions.
I listen well.
I am critical of what I read.
I see connections.

Choose at least one strength as your starting point. Instead of saying “I can’t write,” say “I am a writer who can …”

Recognize that writing is a complex process

Writing is an attempt to fix meaning on the page, but you know, and your readers know, that there is always more to be said on a topic. The best writers can do is to contribute what they know and feel about a topic at a particular point in time.

Writers often seek “flow,” which usually entails some sort of breakthrough followed by a beautifully coherent outpouring of knowledge. Flow is both a possibility—most people experience it at some point in their writing lives—and a myth. Inevitably, if you write over a long period of time and for many different situations, you will encounter obstacles. As Hjortshoj explains, obstacles are particularly common during times of transition—transitions to new writing roles or to new kinds of writing.

Think of yourself as an apprentice.

If block or apprehension is new for you, take time to understand the situations you are writing in. In particular, try to figure out what has changed in your writing life. Here are some possibilities:

You are writing in a new format.
You are writing longer papers than before.
You are writing for new audiences.
You are writing about new subject matter.
You are turning in writing from different stages of the writing process—for example, planning stages or early drafts.

It makes sense to have trouble when dealing with a situation for the first time. It’s also likely that when you confront these new situations, you will learn and grow. Writing in new situations can be rewarding. Not every format or audience will be right for you, but you won’t know which ones might be right until you try them. Think of new writing situations as apprenticeships. When you’re doing a new kind of writing, learn as much as you can about it, gain as many skills in that area as you can, and when you finish the apprenticeship, decide which of the skills you learned will serve you well later on. You might be surprised.

Below are some suggestions for how to learn about new kinds of writing:

Ask a lot of questions of people who are more experienced with this kind of writing. Here are some of the questions you might ask: What’s the purpose of this kind of writing? Who’s the audience? What are the most important elements to include? What’s not as important? How do you get started? How do you know when what you’ve written is good enough? How did you learn to write this way?
Ask a lot of questions of the person who assigned you a piece of writing. If you have a paper, the best place to start is with the written assignment itself. For help with this, see our handout on understanding assignments .
Look for examples of this kind of writing. (You can ask your instructor for a recommended example). Look, especially, for variation. There are often many different ways to write within a particular form. Look for ways that feel familiar to you, approaches that you like. You might want to look for published models or, if this seems too intimidating, look at your classmates’ writing. In either case, ask yourself questions about what these writers are doing, and take notes. How does the writer begin and end? In what order does the writer tell things? How and when does the writer convey their main point? How does the writer bring in other people’s ideas? What is the writer’s purpose? How is that purpose achieved?
Read our handouts about how to write in specific fields or how to handle specific writing assignments.
Listen critically to your readers. Before you dismiss or wholeheartedly accept what they say, try to understand them. If a reader has given you written comments, ask yourself questions to figure out the reader’s experience of your paper: What is this reader looking for? What am I doing that satisfies this reader? In what ways is this reader still unsatisfied? If you can’t answer these questions from the reader’s comments, then talk to the reader, or ask someone else to help you interpret the comments.
Most importantly, don’t try to do everything at once. Start with reasonable expectations. You can’t write like an expert your first time out. Nobody does! Use the criticism you get.

Once you understand what readers want, you are in a better position to decide what to do with their criticisms. There are two extreme possibilities—dismissing the criticisms and accepting them all—but there is also a lot of middle ground. Figure out which criticisms are consistent with your own purposes, and do the hard work of engaging with them. Again, don’t expect an overnight turn-around; recognize that changing writing habits is a process and that papers are steps in the process.

Chances are that at some point in your writing life you will encounter readers who seem to dislike, disagree with, or miss the point of your work. Figuring out what to do with criticism from such readers is an important part of a writer’s growth.

Try new tactics when you get stuck

Often, writing blocks occur at particular stages of the writing process. The writing process is cyclical and variable. For different writers, the process may include reading, brainstorming, drafting, getting feedback, revising, and editing. These stages do not always happen in this order, and once a writer has been through a particular stage, chances are they haven’t seen the last of that stage. For example, brainstorming may occur all along the way.

Figure out what your writing process looks like and whether there’s a particular stage where you tend to get stuck. Perhaps you love researching and taking notes on what you read, and you have a hard time moving from that work to getting started on your own first draft. Or once you have a draft, it seems set in stone and even though readers are asking you questions and making suggestions, you don’t know how to go back in and change it. Or just the opposite may be true; you revise and revise and don’t want to let the paper go.

Wherever you have trouble, take a longer look at what you do and what you might try. Sometimes what you do is working for you; it’s just a slow and difficult process. Other times, what you do may not be working; these are the times when you can look around for other approaches to try:

Talk to your writing buddy and to other colleagues about what they do at the particular stage that gets you stuck.
Read about possible new approaches in our handouts on brainstorming and revising .
Try thinking of yourself as an apprentice to a stage of the writing process and give different strategies a shot.
Cut your paper into pieces and tape them to the wall, use eight different colors of highlighters, draw a picture of your paper, read your paper out loud in the voice of your favorite movie star….

Okay, we’re kind of kidding with some of those last few suggestions, but there is no limit to what you can try (for some fun writing strategies, check out our online animated demos ). When it comes to conquering a block, give yourself permission to fall flat on your face. Trying and failing will you help you arrive at the thing that works for you.

Celebrate your successes

Start storing up positive experiences with writing. Whatever obstacles you’ve faced, celebrate the occasions when you overcome them. This could be something as simple as getting started, sharing your work with someone besides a teacher, revising a paper for the first time, trying out a new brainstorming strategy, or turning in a paper that has been particularly challenging for you. You define what a success is for you. Keep a log or journal of your writing successes and breakthroughs, how you did it, how you felt. This log can serve as a boost later in your writing life when you face new challenges.

Wait a minute, didn’t we already say that? Yes. It’s worth repeating. Most people find relief for various kinds of anxieties by getting support from others. Sometimes the best person to help you through a spell of worry is someone who’s done that for you before—a family member, a friend, a mentor. Maybe you don’t even need to talk with this person about writing; maybe you just need to be reminded to believe in yourself, that you can do it.

If you don’t know anyone on campus yet whom you have this kind of relationship with, reach out to someone who seems like they could be a good listener and supportive. There are a number of professional resources for you on campus, people you can talk through your ideas or your worries with. A great place to start is the UNC Writing Center. If you know you have a problem with writing anxiety, make an appointment well before the paper is due. You can come to the Writing Center with a draft or even before you’ve started writing. You can also approach your instructor with questions about your writing assignment. If you’re an undergraduate, your academic advisor and your residence hall advisor are other possible resources. Counselors at Counseling and Wellness Services are also available to talk with you about anxieties and concerns that extend beyond writing.

Apprehension about writing is a common condition on college campuses. Because writing is the most common means of sharing our knowledge, we put a lot of pressure on ourselves when we write. This handout has given some suggestions for how to relieve that pressure. Talk with others; realize we’re all learning; take an occasional risk; turn to the people who believe in you. Counter negative experiences by actively creating positive ones.

Even after you have tried all of these strategies and read every Writing Center handout, invariably you will still have negative experiences in your writing life. When you get a paper back with a bad grade on it or when you get a rejection letter from a journal, fend off the negative aspects of that experience. Try not to let them sink in; try not to let your disappointment fester. Instead, jump right back in to some area of the writing process: choose one suggestion the evaluator has made and work on it, or read and discuss the paper with a friend or colleague, or do some writing or revising—on this or any paper—as quickly as possible.

Failures of various kinds are an inevitable part of the writing process. Without them, it would be difficult if not impossible to grow as a writer. Learning often occurs in the wake of a startling event, something that stirs you up, something that makes you wonder. Use your failures to keep moving.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Hjortshoj, Keith. 2001. Understanding Writing Blocks . New York: Oxford University Press.

This is a particularly excellent resource for advanced undergraduates and graduate students. Hjortshoj writes about his experiences working with university students experiencing block. He explains the transitional nature of most writing blocks and the importance of finding support from others when working on long projects.

Rose, Mike. 1985. When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems . New York: Guilford.

This collection of empirical studies is written primarily for writing teachers, researchers, and tutors. Studies focus on writers of various ages, including young children, high school students, and college students.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Handle Stress and Anxiety in College

Practical advice beyond the all-too-commonly-prescribed meditation and exercise..

Posted July 31, 2021 | Reviewed by Tyler Woods

What Is Stress?
Take our Burnout Test
Find a therapist to overcome stress
Stress and anxiety is a reality in college and psychology courses are no exception.
There are a number of practical ways to handle the stress and anxiety that college can provoke.
The solutions may not be what you expect.

With college comes anxiety . Deadlines, grades, performance pressure…if you’re not feeling it, are you even in college?

I know there is a lot out there about how unfair it is for classes to cause stress. Test time limits are stressful and unfair, due dates are anxiety-provoking and unjust, rules are oppression.

We can continue having those debates, but in the meantime, how do we deal with the reality?

Introductory psychology students, for example, are usually getting used to the expectations of college, a transition from dependent to independent learning, while learning a new formal writing style, learning how to find and understand research, practicing critical thinking skills, and studying the approximately 5 million topics that come in an introductory course.

So, what are some practical ways to handle the stress and anxiety college can invoke?

Assume Good Intent

The student is there to earn points. The professor is not there to take them away. That small shift in perspective can do wonders. Professors want students to learn and tend to do everything they can to make that happen, but understand that professors are not free agents.

I stole that line directly from my colleague, Janet Carney-Clarke. As she reminds her students, instructors are beholden to government regulations, school policies, and rules of the department. In other words, professors can’t just “do whatever they want.” There are rules we have to follow, too.

Tragically, the professor-student relationship is too often framed as one of enemy combatants. No, no, no! Students are there to learn and professors are there to facilitate learning. We are each partners in the learning process; each role has responsibilities and expectations.

Check Expectations

“I didn’t do the assignment because you didn’t remind me to do it.” –former student

“I got some questions wrong and didn’t get all of my points. I deserve all of my points!” –former student

“I can’t come to class this semester due to my schedule, so I need you to repeat your lectures in office hours.” –former student

Where do I begin? Students who do best in college understand the expectations at that level, even if they don’t agree with them. This becomes an equity issue when some students are exposed to them far in advance and some never are. In fact, I can’t tell you how many high school sophomores and juniors take my introductory psychology courses.

Learning college-level expectations, let alone taking college-level coursework, in high school is quite a privilege. Almost every college and university, however, now offers preparatory courses for students who have not had that advantage. Take them!

Photo by Christina (at) wocintechchat (dot) com on Unsplash

Take Advantage of Office Hours

I was scared of some of my professors. With courage, I got myself through that office door and into drop-in hours. Doing so was truly giving a gift to myself. Frankly, office hours are what single-handedly pulled my grade up from a D to an A in Psychology of the Law.

Professors (and teaching assistants) get paid for office hours. Trust me, they are often sitting there waiting, just waiting, for a student to come in. Be that student!

Utilize School Resources

Schools have resources to help students. There are so many! And they often go under-utilized. Student health services usually offer support to students experiencing anxiety and stress and, in my experience, students tell me that they benefitted greatly. The point is, there are free resources available to students that really help. Ask professors, search online, they’re there and they are waiting to be used.

One thing to keep in mind, especially if you’re a psychology (or related discipline) student: Your instructor is not your therapist. They can’t be. The person in charge of your grade should never provide you clinical guidance. Sure, professors can give you resources and suggestions, but students should never seek therapy from an instructor…even if that instructor is a therapist in another life.

Use Other Free Resources

In the age of, “Take care of yourself!” there are approximately one billion apps and free meditation /relaxation tools out there, beyond resources provided by schools. One I love to share with students is U.C. Berkeley’s Greater Good Science Center. Specifically, they have an action center that offers science-backed activities that help with relaxation, stress, happiness , optimism , and so much more. I particularly appreciate that each activity provides a study backing why it works.

In psychology, we know that a sense of accomplishment has great benefits for confidence , self-esteem , and the like. So, take that scary test. Draft that frightening paper. Do it! Experience matters. Not only will accomplishing the anxiety-provoking task literally end that anticipatory stress, but it will also tell your brain that you can do this again in the future, thus reducing your stress. You succeeded!

Not What You Expected?

Meditation, exercise, taking breaks: Those are the expected solutions in a “take care of yourself” world, and for good reason—they work. But in an environment of prolonged stress and anxiety like college, the above solutions just may help go beyond the Band-Aid and provide healing deeper into the wound.

Ashley Maier teaches psychology at Los Angeles Valley College.

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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21 College Essay Topics & Ideas That Worked (Guide + Examples)

Looking for some amazing college essay topics and ideas? We’ve got all the brainstorming exercises and sample topics to help you generate you write an amazing college application essay.

You’re looking for a giant list of college essay topics to choose from.

And that’s exactly what you’ll find at the bottom of this page.

Wouldn’t it be nice if I gave you two great brainstorming exercises to help you find your own college essay topics?

I’ll answer that rhetorical question: Yes.

And that’s what you’ll find before we get to that giant list.

How do I know these exercises work? Because over the years I’ve worked with thousands of students, many of whom (like you)...

Have decent grades and a pretty good but not perfect SAT score

Are afraid they don’t have outstanding extracurricular activities to write about

Feel like their essay could make a difference in their college application but aren’t sure where to start.

Sound familiar?

My hope is that, by going through these step-by-step brainstorming exercises, you’ll find a topic that’s elastic, meaning that it’s stretchy enough to talk about lots of different parts of you, which is a characteristic you’ll find in most outstanding personal statements.

Great brainstorming is key to a great application. Want to see an example of a student’s brainstorming exercises, and the essays and application that brainstorming led to? Go here .

Pro Tip: Download your own blank template of that list and fill it in here.

All right, let’s do this.

Topic Brainstorming: The Values Exercise
Topic Brainstorming: The Essence Objects Exercise
Topic Brainstorming:"Everything I Want Colleges to Know About Me" List
Essay Topics and Ideas

The Values exercise

This exercise is useful for identifying both your core values and your aspirations by answering this question: WHAT DO I VALUE?

The Essence Objects Exercise

This is one of my favorite brainstorming activities for generating college essay ideas. Why?

It’s one of the most efficient ways I know to help create a TON of content for your personal statement and also add texture to bring your essay to life.

Also, it’s just fun to do and a great way to reflect.

Ready to do it?

Click here for a list of questions to help you with the exercise. Then, watch the video below.

What’s one of your essence objects?

The ‘Everything I Want Colleges to Know About me’ Exercise

Make a list of all the things you want colleges to know about you.

How? You can do this either:

in a bulletpoint format (organized, easy to read)

on a blank sheet of paper (with drawings, get creative)

on a timeline

For more detailed instructions, head here .

College Essay Topic Samples

Here’s a list of essay topics and ideas that worked for my one-on-one students:

Essay Topic: My Allergies Inspired Me

After nearly dying from anaphylactic shock at five years old, I began a journey healing my anxiety and understanding the PTSD around my allergies. This created a passion for medicine and immunology, and now I want to become an allergist so no other child will have to feel the same.

To read the full essay, click here.

Essay Topic: My Foreign Exchange Experience

My 28 months in America living with five families helped me develop five values: open mindedness, spending quality time with family, understanding, discipline, and genuine appreciation.

Essay Topic: Why Did the Chicken Cross the Road?

I’ve created my own essay prompt: why did the chicken cross the road? In short, the chicken discovers that her idyllic world is not all it seems, and she must cross the road to discover her true purpose in life. She may come to realize that the world is more terrible and beautiful than she’s ever known.

To read the full essay, click here .

Essay Topic: A Palestinian Hunger Strike Turns Into a Purpose

My experience supporting a hunger strike in my native land, and watching my fellow students slowly lose interest in the strike and my protest, taught me to be passionate about social justice and inspired the creation of my own ethical clothing company.

Essay Topic: Lessons From My Pilgrimage to Mecca

My pilgrimage to Mecca taught me that I am valuable and family is centrally important. Now, I'm proud of my heritage, passionate about languages, and excited to bring all of it to college.

Essay Topic: From Homeschool to the Football Field

Instead of my original plan of playing football in high school, I freed myself of my fear of social interactions and my age gap by discovering a love for coaching.

Essay Topic: My First Flight Failed, But My Love Was Born

While my attempt at flight when I was five years old ended in disaster, my passion only grew as I became older. My love of engineering has taught me collaboration, social justice, curiosity, and diligence.

Essay Topic: Poop, Animals, and the Environment

I don’t mind being pooped on, bitten or scratched because my passion for animals is bigger than all of that. I know the world is rife with environmental problems, and I’m ready to spend my life making a difference.

Essay Topic: A Word a Day, A Life of Imagination

The NYT word of the day reminds me of something: my own imagination. My curiosity has taught me to love playing basketball, the violin, and inventing new words.

Essay Topic: Where I’m Home

I find myself feeling at “home” wherever I am, whether it’s spending quality time eating chicken with my family, diligently working on my chemistry research in the lab, or expanding my world through my college electives at Governor's School East.

Essay Topic: Easter, Travel, and Dad

Despite my abusive father’s wishes, I took a trip abroad and discovered my independence. Now, I want to pursue international relations and women’s studies to help women around the world discover who they are.

Essay Topic: My Cosmetic Journey

Although I initially saw my interest in cosmetics as a superficial obsession, through research and advocacy I’m now a community leader and online advocate for ethical cosmetics testing and labeling.

Essay Topic: Transformers Are Not Just for Boys

Being punished for playing with transformers because they “aren’t for girls” didn’t stop me from becoming passionate about robotics, where I created and fought for an open source platform that educates children about robotics around the world.

Essay Topic: The Instagram Post

Being publicly shamed for my pro-choice stance taught me to be passionate about my point of view, and now I understand that, while dissent and social justice are sometimes painful, they are sometimes necessary.

Essay Topic: My Grandmother Passing

My grandmother is my source of inspiration. When she passed away I couldn’t help but reflect on my love of family, passion for education, and my volunteering experiences at a cancer treatment center.

Essay Topic: My Self-Proclaimed Identity

I love writing, philosophy, speech and debate... and punk rock music. But I am not any one of these things, because I am all of them. I call myself a “punk-rock philosopher.”

Essay Topic: My Grandma’s Kimchi

I’ll always remember the passion and attention to detail my grandmother put into making kimchi. Watching my grandmother eventually lose her ability to make this important dish made me reflect on memory, death, and the importance of family. Now I’m the one who makes the kimchi.

Essay Topic: How Traveling Led to My Love of Language

My experiences traveling around the world influenced my interest in language and human connection. That interest is what I want to bring into my dual majors of foreign language and linguistics.

Essay Topic: A Girl Muses on a Dead Bird

One day, my cat attacked a bird in the front yard. In my vain attempt at saving its life, I was forced to reconcile with losing one of my best friends in a tragic accident years ago.

Essay Topic: I Shot My Brother

My lifelong jealousy towards my little brother erupted when I shot him with a bb gun. Haunted with guilt, I sought to treat my brother with newfound respect and love, and learned the importance of family.

Health Conditions

8 Tips for Coping with Anxiety as a College Student

A lot of what makes you excited to go to college can also make you anxious AF.

The thing is, you’re not alone. Having anxiety as a college student is actually very common. According to a 2018 assessment by the American College Health Association , 63 percent of college students in the United States reported overwhelming anxiety and 23 percent reported receiving a diagnosis or being treated by a mental health professional for anxiety.

We rounded up eight tips for coping with college-related anxiety, and we tapped NYC neuropsychologist and Columbia University faculty member Dr. Sanam Hafeez for advice.

Find support in new friends

Reading that you’re not alone is one thing, but finding a friend who’s also experiencing the same emotions can help you feel supported.

That might seem easier said than done, and even intimidating, when you’re a freshman or starting at a new college. But if you’re feeling it, you can bet others are too — even if they don’t advertise it.

“When you feel anxious about your place in a new college or university, remember that you’re not alone. Everyone else is starting anew as well. Although some may put up a front of bravado, most are equally insecure.” Hafeez says.

You could try joining some clubs, volunteering on campus or at school events, or pledging a sorority or fraternity if that’s more your jam.

Just be sure to seek out friends who share your interests and core values to avoid potentially adding to your anxiety .

“Be patient, and take the time to get to know people. Avoid toxic people or users out of desperation to belong,” Hafeez says. “These kinds of people are more harmful than being alone temporarily.”

Finding your crew takes time, so don’t get discouraged if it’s taking longer than you hoped it would.

Reach out to your family and friends back home

While you’re working on building a new social circle, remember you can always lean on your family or existing friends.

There’s just something about a parent’s reassurance that can make all the difference, even if you couldn’t wait to get out of the house and live on your own.

Staying in touch with a parent or parental figure might just be the key to helping you cope with the stress of being a college student, according to a 2016 study .

The researchers found that, as students’ daily stress increased, so did their daily loneliness and depression , while their daily happiness decreased. Communication with a parent was found to be an important factor in a student’s well-being during their transition to college.

And if you’re feeling homesick — which is typical BTW —calling home can help, Hafeez says.

“If you need some extra FaceTime calls with family to buoy you in the beginning, there’s no shame in that.”

Make your surroundings feel like home

Being able to retreat to a dorm room or apartment that’s comfortable and familiar can help you unwind after a stressful day. How you set up your surroundings can help you sleep better and even help with homesickness, Hafeez notes.

Here are a few ways you can create a relaxing space that feels like home:

Display pictures and other items that remind you of home or happy times.
Set up a designated workspace separate from your chill zone.
Make sure your bed is comfortable, so you can get a good night’s sleep .
Avoid clutter, since research suggests it increases feelings of anxiety and stress .
Stock your mini fridge with a combo of your favorite treats and nourishing snacks.

Practice self-care

Self-care isn’t all about avo masks and pedicures. Self-care looks different for everyone.

It can involve anything that helps you feel your best — physically and emotionally — so that you’re able to better cope with life’s stressors.

Self-care doesn’t have to be elaborate or expensive, and, contrary to popular belief, practicing self-care isn’t limited to women. Anyone can do it and benefit from it.

Not sure where to start? Consider making a self-care checklist that’s realistic for you based on your schedule, finances, and habits.

Here are some ideas:

Exercise regularly. Exercise can help you manage stress and anxiety, improve sleep and mood, and boost confidence and productivity. For quick relief, stepping away — literally! — from a stressful situation for a short walk can stop anxious thoughts.
Get a good night’s sleep. Not getting enough sleep can contribute to anxiety and depression and affect your concentration, making it harder to stay on top of schoolwork. Create a comforting environment by investing in blackout curtains and a white noise machine if you can. Earplugs can also be helpful in a noisy dorm or apartment with paper-thin walls.
Watch a funny movie. Laughter really is the best medicine. Studies have shown that laughter induces physical and mental changes that reduce stress and improve health. Watch a funny movie as a quick way to get your mind off stress. Make a point of laughing often, and try finding the humor in situations to cope with anxiety .

Keep yourself busy

Unless the source of your anxiety is having too much on your plate, keeping busy can help with feeling homesick and help you meet new people.

“When we feel sad or depressed, our first tendency might be to isolate. That is the worst thing to do,” Hafeez says. “Throw yourself into campus activities, schoolwork, and evening events. The less time you have on your hands, the less homesick you’ll feel and the more connections you’ll make to help you feel at home.”

Be realistic about your course load

College is an entirely different game than high school, and it can be hard to determine just how difficult a class or program will be.

There’s nothing wrong with aiming high and being ambitious. But if your course load is causing you to feel overwhelmed and anxious, it may be time to reevaluate.

“If you made it to college, this isn’t your first rodeo of tests, papers, and pressure. Evaluate the classes you registered for,” Hafeez says.

“You know your capabilities better than anyone. If you really bit off more than is realistic, it might be time to rethink your schedule and see if you need to re-engineer it and perhaps not take quite so many credits in a semester. Talk with a professor on campus, and get some guidance from them.”

When choosing courses, be sure to factor in other time commitments, like work and extracurricular activities. And don’t forget to factor in adequate time for rest.

Try to identify your triggers

Identifying what triggers your anxiety can make it easier for you to manage it. Once you know what’s setting off your anxiety, you can begin to find ways to tackle or avoid your triggers, depending on what they are.

Anything from certain lifestyle choices to what’s going at school or home can be triggers.

Are you drinking a lot of caffeine or alcohol ? Are you staying up too late? Does your diet now consist of less nutrient-rich food? These things can also lend to anxiety and make you feel pretty crappy overall.

Along with the new lifestyle habits that often accompany a big life change, like going off to college, other common triggers of anxiety in college students include:

homesickness
trouble making new friends
dating and breakups
heavy course load
adjustment to new surroundings
responsibilities of living on your own
uncertainty or fear about the future

Find professional support on or off-campus

Occasional anxiety may be something you can manage on your own, but many people find that professional treatment offers major relief. It’s OK to need a little extra help.

Most colleges have resources available to help students cope with stress and navigate the transition to campus and college life. Resources often include study support, peer counselling, and mental health services, such as therapy . Check your college campus health center or website to find out what’s available.

Some off-campus options for getting help:

Talk with your healthcare team for a referral.
Find telemedicine mental health services through the Anxiety & Depression Association of America (ADAA) .
Call the National Alliance on Mental Illness (NAMI) helpline at 1-800-950-NAMI (6264).
Use the American Psychological Association psychologist locator .

Intrigued by online therapy? Here’s a look at our top picks.

The bottom line

Anxiety is common among college students, but that doesn’t mean you have to take it lying down.

Getting involved in school activities, making new friends, and leaning on your loved ones can help. You can also reach out to a campus counselor or local therapist who can suggest coping strategies or treatment.

Adrienne Santos-Longhurst is a Canada-based freelance writer and author who has written extensively on all things health and lifestyle for more than a decade. When she’s not holed-up in her writing shed researching an article or off interviewing health professionals, she can be found frolicking around her beach town with husband and dogs in tow or splashing about the lake trying to master the stand-up paddle board.

How we reviewed this article:

Burke TJ, et al.(2016). Moving away and reaching out: Young adults’ relational maintenance and psychosocial well-being during the transition to college. https://www.tandfonline.com/doi/abs/10.1080/15267431.2016.1146724
Doğan D, et al. (2020). The effect of laughter therapy on anxiety: A meta-analysis. https://journals.lww.com/hnpjournal/Abstract/2020/01000/The_Effect_of_Laughter_Therapy_on_Anxiety__A.4.aspx
Hafeez S. (2021). Personal interview.
National college health assessment II: Undergraduate student reference group data report fall 2018. (2018). https://www.acha.org/documents/ncha/NCHA-II_Fall_2018_Undergraduate_Reference_Group_Data_Report.pdf
Roster CA, et al. (2016). The dark side of home: Assessing possession ‘clutter’ on subjective well-being. https://www.sciencedirect.com/science/article/abs/pii/S0272494416300159

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Mental Health in College Students – From Application to Enrollment

August 16, 2022

Sometimes it takes unspeakably tragic events to bring the existence of a widespread problem into the national conversation. In the past decade, highly-publicized suicides at Penn, Hamilton College, MIT, NYU, and Cornell, among others, have moved the discussion of mental health in college students right to the forefront of the higher education discourse.

Thankfully, these are, of course, extreme cases of mental health challenges. However, the shift in focus could benefit the massive numbers of students who enter college each year with depression/anxiety. According to a survey by the CDC in 2022, 44% of American adolescents report feeling persistent feelings of sadness and hopelessness; 28% said that they had thoughts of self-harm at some point in their lives. Perhaps even more startling is the fact that only an estimated 40% of those suffering actually receive any form of treatment (the National Institute of Mental Health). According to just about every survey in the world conducted after March 2020, the pandemic has had a profoundly determinantal impact on teens’ (and everybody’s) mental health.

In this piece, we will offer recommendations for dealing with depression/anxiety on your college application. But perhaps more importantly, we will share what mental health experts and current research says are important considerations for managing your illness on campus.

*Disclaimer: Mind you, we are college planning experts, not mental health experts. We are merely summarizing mental health considerations as related to college admissions and attendance. Your mental health provider may offer additional advice based on the specifics of your situation .

Impact on your high school career

For many, dealing with a mental health condition will negatively impact their high school career in some way, potentially impacting areas such as academic performance, school attendance, teacher relationships, and extracurricular involvement. There is ample statistical evidence to support this. For example, students with social phobia are twice as likely to fail a grade as those without. Students with a depression diagnosis have been found to earn significantly lower grades than their similarly-abled peers.

Given the impact of mental illness on a teen’s academics, a significant number of high school seniors are faced with a difficult choice each year—do I reveal my condition on my college application? There is no blanket answer that will guide every applicant. Ultimately, the decision to reveal your condition is an entirely personal one.

Did your academic performance suffer?

Perhaps your mental health issues were managed successfully and never impacted your grades. If this is the case, we advise that there is no reason to reveal your condition on an application. You should, however, still check out our recommendations on how to check out a college’s mental health services (below).

If your academic performance did suffer as a result of your condition and you do choose to share your challenges with prospective colleges in an essay and/or interview, we recommend that you consider framing your experience in one of the following ways:

The “overcoming obstacles” angle

Overcoming challenges and citing evidence of personal growth can be a winning story arc. If a bout of depression during your sophomore year contributed toward failing grades but you received treatment and rebounded academically the following year, then revealing that journey may be extremely helpful to your admissions chances. Knowing that you faced a significant challenge in your life and successfully emerged from it speaks volumes about your resilience, maturity, and grit, traits that are greatly valued by admissions officers.

Weakness as strength

Another approach is highlighting the strength that you draw from what others call an “illness.” An associate of Abraham Lincoln said of our 16th president that the “melancholy dripped from him as he walked.” Yet, many historians feel that Lincoln’s lifelong depression helped sparked his legendary wisdom, insight, and brilliant strategic thinking. Lincoln was hardly alone. Many of the greatest, most creative minds throughout history were, at least in part, driven by mental conditions. Darwin, Michelangelo, and Einstein were all likely sufferers of Obsessive Compulsive Disorder. If we were to list all of all the great writers, artists, comedians, actors, and directors who were influenced by depression and anxiety, this blog post would be longer than the 1,017 page novel, Bleak House, penned by Charles Dickens, who was himself a lifelong victim of severe depression.

The semantic shift

Cautious applicants might consider simply substituting the term “medical condition” for “mental illness.” After all, mental health issues are treatable medical conditions in the same vein as mono or a broken bone. Simply stating that you were afflicted by a “serious medical condition” which caused a temporary academic decline and led to you quitting the school newspaper and the baseball team will suffice.

Check out a college’s services ahead of time

In a recent survey of college students with a diagnosed mental health condition, 45% rated their respective college as being somewhere between supportive and very supportive. The other 55% felt that mental health care on campus was less than ideal. Factors that were rated as being most important by students included: access to a psychiatrist for medication management, a 24-hour crisis hotline, community connections to additional mental healthcare, and the school’s overall culture of understanding that college can be stress-inducing and that mental health is paramount.

It is essential that parents and students research the mental health services on campus ahead of time. Check out each prospective college’s counseling office online to get a sense of what is available to students. If a college does not offer long-term therapy on campus, then parents should take the reins and find a good private therapist located near campus who accepts their insurance. Do this well before school starts.

Colleges are expanding mental health services

Many state universities, despite budget crunches, are recognizing the need to expand their mental health offerings. For example, in the fall of 2017, UCLA began offering free online screenings for depression; 2,700 students took advantage. Ohio State opened a dozen new mental health clinics in 2016. Penn State has increased their spending on mental health significantly in the last few years. The University of Michigan and Virginia Tech, in an attempt to make mental health more accessible, have embedded counselors in buildings around campus, rather than at one centralized location. Many schools operate prevention/wellness programs that assist students before they enter a crisis. These schools include Harvard, Georgia Tech, UVA, and Bowdoin College.

Amherst, Skidmore, Princeton, Drexel, and Carnegie Mellon are just a handful of schools that now offer access to 24-hour crisis hotlines manned by either peers or professional counselors. Unfortunately, excessively long wait times for a counseling appointment at many schools persist. At schools like Northwestern, Carleton College, and WashU, wait times to see a counselor range from one-to-three weeks.

Relevant statistics on mental health at college

Just to highlight some other meaningful stats on the subject:

Only 50% of college students report disclosing their mental health issue to their school
Of those with a diagnosed mental illness who dropped out of college, 64% directly attribute this event to their condition/disorder.
Only 36% of college students with a mental illness are sure that their university includes mental health information on their website.
39% of students reported a wait time of 5+ to obtain an appointment for clinical services and supports.
73% of those entering college with previous mental health concerns have experienced a “mental health crisis” while on campus.
Half of students believe that their peers will think less of anyone receiving treatment for mental health.
The percentage of college students seriously considering suicide has doubled in the last decade.
More than 1,000 suicides occur on college campuses each year.

College Transitions bottom line

If you are going to discuss your depression, anxiety, or other mental condition in your application, do so in a strategic manner for the purpose of illuminating otherwise unexplained inconsistencies in your academic record. A well-conceived and well-delivered narrative about your struggles with mental illness can be beneficial to your admissions chances. Contrarily, a poorly crafted disclosure may have the opposite effect.

Of even greater importance is that you do your research on the mental health services offered at each prospective college. Ensuring that the necessary supports at your disposal is critical to your overall well-being. It is also likely critical to your academic performance over the next four years.

To view hundreds of free and easy-to-sort tables of higher education data, visit our DATAVERSE .

Application Strategies

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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How to Address A Mental Health Issue or Disability On Your College Application

Applying to college can be a confusing and intimidating process for anyone. If you’re a student with a disability or history of mental health challenges, you might find the process even more so.

As a student who has a mental health issue or disability, your high school experience may have been inherently more difficult in some ways, and it has most likely been different from that of your peers. You might be unsure of how to speak about your unique challenges or struggles without sounding negative. At the same time, you may feel that your application is incomplete without addressing them. Your disability or mental health may be an integral part of your identity.

If you’re getting ready to apply to college and you’re wondering if or how to present a mental health issue or disability on your college application, this is the post for you. Here, we will discuss the factors to consider when choosing to disclose your challenges on your college application, and we will outline the various ways in which you can present these in the framework of a college application.

Should I discuss my mental health or disability on my college application?

Your mental health history or disability may be an integral part of who you are, but that does not necessarily make it relevant to a college application. For starters, it is important to know that it is actually illegal for a college to specifically ask for these types of details about your life, since doing so can be considered discrimination. Based on this reason alone, you are never required to disclose mental or physical health concerns on your application. Doing so is strictly a matter of personal choice and you should not feel that you are lying by omission if you choose to leave this information out.

Before you choose whether or not you’ll disclose your history of mental health or disability, you should think about the overall function of a college application.

Everything on a college application should contribute to an overall positive image of who you are as a student and as a member of a greater community. While you don’t need to hide integral parts of who you are, you also don’t want to share challenges that will not in any way support your application positively. This is true not only for mental health and disabilities but also for academics, extracurriculars, and other experiences. You always want to put your best foot forward and keep the focus on your strengths and most positive attributes.

That being said, mental health issues and disabilities are not inherently negative, and there is nothing to be ashamed of when discussing them. You should not feel like you need to hide these parts of your identity, but rather that you need to spin them in a positive way much the same as you would any other aspect of your application. Simply put, you want to ensure that you are presenting your true self in the best light.

There are a few questions to consider when deciding whether you’ll include this information on your application at all. Ask yourself if your application will be confusing or incomplete if you don’t address these issues. For example, if you had to take a semester off to recover, you will obviously need to explain the gap in your transcript. Similarly, if you battled depression and failed one semester despite achieving a 4.0 GPA your senior year, you’ll need to explain the discrepancy. Never leave an admissions committee wondering what happened, since they will likely assume the worst if you don’t mention it at all.

If, after some introspection, you do find that these issues are ones that need to be addressed on your application, there are several places to do so. The specifics about why you choose to include these details in the first place will often dictate where the most appropriate place to discuss these issues is.

When and how should I discuss my mental health or disability in my college essay?

The essay is one obvious place to include details about your mental health or disability, but you should only do so if you feel that your struggles with these issues truly define you as a person and can be included as part of a bigger picture that shows your strengths in a positive light.

Remember, the function of a college essay is not to be an autobiography. You should not be writing your life story simply to inform others of your experiences. Instead, the function of a college essay is to be part of an overall marketing package. And what are you marketing? Yourself!

Whatever you choose as an essay topic should shed light on the attributes that make you a beneficial and unique member of any community. If your struggles with mental health or disabilities are defining features of this nature, then your essay is a great place to frame them positively. If you choose to do so, focus extensively on your recovery or management of these issues, and stress your ability to overcome the challenges you have faced.

Never leave an admissions committee to wonder if you will be a liability in their community. While it is of course illegal to discriminate against applicants based on their mental health or disability, it would be nearly impossible to prove that your disclosure of these issues was a direct factor in your not being accepted. Make it a nonissue by always keeping the focus on how these issues have shaped you into a better, stronger person and emphasizing that you have fully recovered or managed your condition.

When and how should I discuss my mental health or disability in the additional information section of my college application?

If you realize that your disability or mental health is not a truly defining feature of you as a person, you will probably not include it in your essay. But if there are red flags or question marks on your application that cannot be fully understood without this information, the Additional Information section of your application is the place to discuss it.

In instances where this issue has impacted your grades, involvement in class, attendance, or ability to participate in school activities, you should provide a brief explanatory background, usually no longer than a paragraph or two.

If you are sharing information about your mental health or disability in this section, you should do so only in a factual manner. You should not offer overly detailed or emotional descriptions, but instead keep it short and to the point. Since you have already decided that this information is not worthy of including in your essay, you should feel no obligation to provide extensive details or specifics.

For example, you might describe that you took a semester off to address a health concern that is now under control. Always emphasize your recovery or management of this condition and your readiness for college, so that the admissions committee is never left to wonder what your current status is.

When and how should I discuss my mental health or disability in a college admissions interview?

The decision process to discuss these details in an admissions interview should be similar to the decision process to include them in your essay or the Additional Information section of your application.

If you feel that these experiences are the most defining feature of your personality and can spin them in a positive way that presents your best self, you should definitely do so during an admissions interview. On the other hand, if you feel that these issues are irrelevant to how beneficial you will be to the college community, you are under no obligation to divulge them. The only remaining reason to do so would be if part of your transcript is incomplete or confusing without this additional insight.

If you do end up discussing these challenges in your college admissions interview, frame them as you would in your essay or your Additional Information section. Make sure to discuss them in a brief, factual manner, and always emphasize your recovery or management of the issue, and your college readiness above all else.

One Final Consideration For College Applicants With Mental Health Challenges or Disabilities

Keep in mind that in addition to making your own decision about whether your personal challenges will be included on your application, you should also discuss your decision with your college counselor or any teachers who are writing recommendations for you. You need to be sure that the details you plan to include on your application are consistent with any details that your teachers might include in your recommendations.

Also keep in mind that you can always request that your teachers do not disclose any details at all about your mental health or disability. If you find no reason to mention it on your application, it’s unlikely that they would have any reason to mention it in a recommendation, either, but you should always communicate with them ahead of time to ensure that you’re on the same page.

If you’re a high school student who has struggled with mental health or disabilities, you may feel uncertain about how or even if you should disclose this information on your college application. You should know that you are not required to do so in any way, and that the final decision is always yours to make.

For more about disabilities, mental health, and the college admissions process, see these valuable CollegeVine posts:

A Guide to Disability Accommodations for Standardized Testing
Getting Back On Track After a Disciplinary Setback
Dealing with Test Anxiety
How to Get Into a Competitive School if You Struggled in High School
What Makes a Good Recommendation Letter?
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Doubt, Discouragement, and Setting Appropriate Goals in High School

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

Noah Lyles' mom surprises him with message on TODAY — implies he'll compete at 2028 Olympics

Olympic gold medalist Noah Lyles got a special shoutout from his mom during his appearance on TODAY on Aug. 21.

Keisha Caine Bishop, Lyles' mother, sent in a video message congratulating him on his gold medal in the men's 100m final and the bronze medal in the men's 200m final at the 2024 Olympics.

"I'm so proud of you, and I'm even more so proud of you for getting out of your comfort zone," Caine Bishop said. "And I'm proud of you for using your platform and being transparent about overcoming the adversities of ADD, dyslexia, anxiety and clinical depression."

"Thank you so much for sharing that with people, and let's continue to make great things happen, especially through your nonprofit, and getting the word out to the youth that it's okay not to be okay sometimes," she added. "Can't wait for LA 2028, let's go win some more medals!"

Lyles, 27, beamed as he watched the video from his mom play, and TODAY's Craig Melvin admitted he almost got a little teary watching the clip.

"And it sounds like she just announced your intentions to be in Los Angeles," Craig said.

"Oh, that was never a secret," Lyles responded with a grin.

When asked about the 2032 Olympics in Brisbane, Australia, Lyles replied: "For sure. I don't see a reason not to."

TODAY's Sheinelle Jones described Caine Bishop as one of her "favorite people ever," and recently spoke to the mother of three in June about her son's track and field career.

"That is insane," she replied when Sheinelle said Lyles is a six-time world champion.

And he got it from his parents — Caine Bishop was a 10-time NCAA all-American, and his dad, Kevin Lyles, medaled in the 1995 world championships.

Lyles had a whirlwind competition in Paris, winning the men's 100m final before being diagnosed with Covid-19 — and running in the men's 200m final anyway. He crossed the finish line third and later collapsed on the track.

The sprinter explained his reasoning on why he decided to compete with Covid-19 .

"In my head, as a competitor and a racer, if the opportunity's there, I'm gonna take it," he said. "LA's not promised. The next year is not promised -- God forbid, injury, something could happen."

After getting checked out by medical personnel, he was whisked away in a wheelchair — but came back for the medal ceremony in a mask.

"I was wearing a mask throughout the whole time until we actually got on to the track, even for the medal ceremony, we made sure that we informed not only the athletes, but the people who were giving the medals and even asking if this is okay," Lyles said.

"And they were like, 'Yeah, we'll allow it, we make special, you know, situations, to make sure that everybody is aware and stays safe,'" he continued.

Anna Kaplan is a news and trending reporter for TODAY.com.

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