By Papama Meleni

The impact of depression on academic achievement, social connections, and general well-being is a growing issue among university students worldwide. Higher education students in South Africa are disproportionately affected by depression. Depression has been linked to substantial negative effects on social interactions, academic achievement, and general well-being, according to research. For universities to overcome obstacles and maintain their reputation as engines of intellectual development, it is imperative that the relationship between depression and academic achievement be examined.

Depression affects a large number of university students in South Africa, and its incidence is influenced by a number of risk factors. These include trauma exposure, financial stress, food insecurity, academic stress, substance abuse, gender, race, and being first-generation students. Research has demonstrated that depression can have a serious negative impact on students’ academic performance and engagement. Specifically, students who experience depression tend to have poorer grade point averages, higher absenteeism and dropout rates, cognitive impairment, and lower levels of participation.

A study by Bantjes et al. (2019) found that institutions in South Africa havee shown how common depression is among first-year students, with 20.8% of them testing positive for severe depressive disorder. Furthermore, in 2018, 1 in 4 university students received a diagnosis of depression; the majority, however, most likely went undiagnosed. With 60% of students reporting feeling lonely or alone, social isolation is another important risk factor that might increase depressive symptoms.

Depression has major negative consequences on academic performance in higher education. Depressed individuals are more likely to struggle academically, exhibiting symptoms including poor time management and low motivation. Depression has been linked to absenteeism, which has been linked to subpar academic performance and a lower likelihood of graduating. According to data from the South African Medical Research Council, 25% of students said they had experienced depressive symptoms, underscoring the need for focused interventions. The problem is made worse by the historical social and economic inequality of South Africa.

Depression has a complex effect on academic performance; symptoms like poor motivation, difficulties focusing, and sleep disturbances make it difficult to pay attention in class, complete tasks, and remember material. Poor scholastic performance feeds feelings of pessimism and inadequacy, which in turn deepens depression, creating a vicious cycle.

Financial support for mental health services in South African universities should be greatly increased by the government. Although only 28.9% of first-year students received therapy for major depressive disorder in the previous year, 20.8% of those surveyed tested positive for the condition, according to a 2019 study by Bantjes et al.

 

A mandatory national mental health screening program, increased funding for university mental health departments, hiring of counselors and psychiatrists, financial stress management, food insecurity, improved substance abuse prevention and treatment, trauma and violence, encouragement of help-seeking behavior, enhanced academic support systems, and addressing gender and racial disparities are some of the measures the government should take to address this problem. These reforms, which are supported by statistics and research from South Africa, may considerably assist in addressing the issue of depression among university students. To ensure efficacy and relevance to the South African context, cooperation between the government, universities, mental health specialists, and student groups is necessary.