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Essays About Depression

Depression essay topic examples.

Explore topics like the impact of stigma on depression, compare it across age groups or in literature and media, describe the emotional journey of depression, discuss how education can help, and share personal stories related to it. These essay ideas offer a broad perspective on depression, making it easier to understand and engage with this important subject.

Argumentative Essays

Argumentative essays require you to analyze and present arguments related to depression. Here are some topic examples:

• 1. Argue whether mental health stigma contributes to the prevalence of depression in society.
• 2. Analyze the effectiveness of different treatment approaches for depression, such as therapy versus medication.

Example Introduction Paragraph for an Argumentative Essay: Depression is a pervasive mental health issue that affects millions of individuals worldwide. This essay delves into the complex relationship between mental health stigma and the prevalence of depression in society, examining the barriers to seeking help and the consequences of this stigma.

Example Conclusion Paragraph for an Argumentative Essay: In conclusion, the analysis of mental health stigma's impact on depression underscores the urgent need to challenge and dismantle the stereotypes surrounding mental health. As we reflect on the far-reaching consequences of stigma, we are called to create a society that fosters empathy, understanding, and open dialogue about mental health.

Compare and Contrast Essays

Compare and contrast essays enable you to examine similarities and differences within the context of depression. Consider these topics:

• 1. Compare and contrast the symptoms and risk factors of depression in adolescents and adults.
• 2. Analyze the similarities and differences between the portrayal of depression in literature and its depiction in modern media.

Example Introduction Paragraph for a Compare and Contrast Essay: Depression manifests differently in various age groups and mediums of expression. This essay embarks on a journey to compare and contrast the symptoms and risk factors of depression in adolescents and adults, shedding light on the unique challenges faced by each demographic.

Example Conclusion Paragraph for a Compare and Contrast Essay: In conclusion, the comparison and contrast of depression in adolescents and adults highlight the importance of tailored interventions and support systems. As we contemplate the distinct challenges faced by these age groups, we are reminded of the need for age-appropriate mental health resources and strategies.

Descriptive Essays

Descriptive essays allow you to vividly depict aspects of depression, whether it's the experience of the individual or the societal impact. Here are some topic ideas:

• 1. Describe the emotional rollercoaster of living with depression, highlighting the highs and lows of the experience.
• 2. Paint a detailed portrait of the consequences of untreated depression on an individual's personal and professional life.

Example Introduction Paragraph for a Descriptive Essay: Depression is a complex emotional journey that defies easy characterization. This essay embarks on a descriptive exploration of the emotional rollercoaster that individuals with depression experience, delving into the profound impact it has on their daily lives.

Example Conclusion Paragraph for a Descriptive Essay: In conclusion, the descriptive portrayal of the emotional rollercoaster of depression underscores the need for empathy and support for those grappling with this condition. Through this exploration, we are reminded of the resilience of the human spirit and the importance of compassionate understanding.

Persuasive Essays

Persuasive essays involve arguing a point of view related to depression. Consider these persuasive topics:

• 1. Persuade your readers that incorporating mental health education into the school curriculum can reduce the prevalence of depression among students.
• 2. Argue for or against the idea that employers should prioritize the mental well-being of their employees to combat workplace depression.

Example Introduction Paragraph for a Persuasive Essay: The prevalence of depression underscores the urgent need for proactive measures to address mental health. This persuasive essay asserts that integrating mental health education into the school curriculum can significantly reduce the prevalence of depression among students, offering them the tools to navigate emotional challenges.

Example Conclusion Paragraph for a Persuasive Essay: In conclusion, the persuasive argument for mental health education in schools highlights the potential for early intervention and prevention. As we consider the well-being of future generations, we are called to prioritize mental health education as an essential component of a holistic education system.

Narrative Essays

Narrative essays offer you the opportunity to tell a story or share personal experiences related to depression. Explore these narrative essay topics:

• 1. Narrate a personal experience of overcoming depression or supporting a loved one through their journey.
• 2. Imagine yourself in a fictional scenario where you advocate for mental health awareness and destigmatization on a global scale.

Example Introduction Paragraph for a Narrative Essay: Personal experiences with depression can be transformative and enlightening. This narrative essay delves into a personal journey of overcoming depression, highlighting the challenges faced, the support received, and the lessons learned along the way.

Example Conclusion Paragraph for a Narrative Essay: In conclusion, the narrative of my personal journey through depression reminds us of the resilience of the human spirit and the power of compassion and understanding. As we reflect on our own experiences, we are encouraged to share our stories and contribute to the ongoing conversation about mental health.

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The Issue of Depression: Mental Battle

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Depression, known as major depressive disorder or clinical depression, is a psychological condition characterized by enduring feelings of sadness and a significant loss of interest in activities. It is a mood disorder that affects a person's emotional state, thoughts, behaviors, and overall well-being.

Its origin can be traced back to ancient civilizations, where melancholia was described as a state of sadness and melancholy. In the 19th century, depression began to be studied more systematically, and terms such as "melancholic depression" and "nervous breakdown" emerged. The understanding and classification of depression have evolved over time. In the early 20th century, Sigmund Freud and other psychoanalysts explored the role of unconscious conflicts in the development of depression. In the mid-20th century, the Diagnostic and Statistical Manual of Mental Disorders (DSM) was established, providing a standardized criteria for diagnosing depressive disorders.

Biological Factors: Genetic predisposition plays a role in depression, as individuals with a family history of the disorder are at a higher risk. Psychological Factors: These may include a history of trauma or abuse, low self-esteem, pessimistic thinking patterns, and a tendency to ruminate on negative thoughts. Environmental Factors: Adverse life events, such as the loss of a loved one, financial difficulties, relationship problems, or chronic stress, can increase the risk of depression. Additionally, living in a socioeconomically disadvantaged area or lacking access to social support can be contributing factors. Health-related Factors: Chronic illnesses, such as cardiovascular disease, diabetes, and chronic pain, are associated with a higher risk of depression. Substance abuse and certain medications can also increase vulnerability to depression. Developmental Factors: Certain life stages, including adolescence and the postpartum period, bring about unique challenges and changes that can contribute to the development of depression.

Depression is characterized by a range of symptoms that affect an individual's emotional, cognitive, and physical well-being. These characteristics can vary in intensity and duration but generally include persistent feelings of sadness, hopelessness, and a loss of interest or pleasure in activities once enjoyed. One prominent characteristic of depression is a noticeable change in mood, which can manifest as a constant feeling of sadness or emptiness. Individuals may also experience a significant decrease or increase in appetite, leading to weight loss or gain. Sleep disturbances, such as insomnia or excessive sleepiness, are common as well. Depression can impact cognitive functioning, causing difficulties in concentration, decision-making, and memory recall. Negative thoughts, self-criticism, and feelings of guilt or worthlessness are also common cognitive symptoms. Furthermore, physical symptoms may arise, including fatigue, low energy levels, and a general lack of motivation. Physical aches and pains, without an apparent medical cause, may also be present.

The treatment of depression typically involves a comprehensive approach that addresses both the physical and psychological aspects of the condition. It is important to note that the most effective treatment may vary for each individual, and a personalized approach is often necessary. One common form of treatment is psychotherapy, which involves talking to a mental health professional to explore and address the underlying causes and triggers of depression. Cognitive-behavioral therapy (CBT) is a widely used approach that helps individuals identify and change negative thought patterns and behaviors associated with depression. In some cases, medication may be prescribed to help manage depressive symptoms. Antidepressant medications work by balancing neurotransmitters in the brain that are associated with mood regulation. It is crucial to work closely with a healthcare provider to find the right medication and dosage that suits an individual's needs. Additionally, lifestyle changes can play a significant role in managing depression. Regular exercise, a balanced diet, sufficient sleep, and stress reduction techniques can all contribute to improving mood and overall well-being. In severe cases of depression, when other treatments have not been effective, electroconvulsive therapy (ECT) may be considered. ECT involves administering controlled electric currents to the brain to induce a brief seizure, which can have a positive impact on depressive symptoms.

1. According to the World Health Organization (WHO), over 264 million people worldwide suffer from depression, making it one of the leading causes of disability globally. 2. Depression can affect people of all ages, including children and adolescents. In fact, the prevalence of depression in young people is increasing, with an estimated 3.3 million adolescents in the United States experiencing at least one major depressive episode in a year. 3. Research has shown that there is a strong link between depression and other physical health conditions. People with depression are more likely to experience chronic pain, cardiovascular diseases, and autoimmune disorders, among other medical conditions.

The topic of depression holds immense significance and should be explored through essays due to its widespread impact on individuals and society as a whole. Understanding and raising awareness about depression is crucial for several reasons. Firstly, depression affects a significant portion of the global population, making it a pressing public health issue. Exploring its causes, symptoms, and treatment options can contribute to better mental health outcomes and improved quality of life for individuals affected by this condition. Additionally, writing an essay about depression can help combat the stigma surrounding mental health. By promoting open discussions and providing accurate information, essays can challenge misconceptions and foster empathy and support for those experiencing depression. Furthermore, studying depression allows for a deeper examination of its complex nature, including its psychological, biological, and sociocultural factors. Lastly, essays on depression can highlight the importance of early detection and intervention, promoting timely help-seeking behaviors and reducing the burden of the condition on individuals and healthcare systems. By shedding light on this critical topic, essays have the potential to educate, inspire action, and contribute to the overall well-being of individuals and society.

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. 2. World Health Organization. (2017). Depression and other common mental disorders: Global health estimates. World Health Organization. 3. Kessler, R. C., Bromet, E. J., & Quinlan, J. (2013). The burden of mental disorders: Global perspectives from the WHO World Mental Health Surveys. Cambridge University Press. 4. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. Guilford Press. 5. Nierenberg, A. A., & DeCecco, L. M. (2001). Definitions and diagnosis of depression. The Journal of Clinical Psychiatry, 62(Suppl 22), 5-9. 6. Greenberg, P. E., Fournier, A. A., Sisitsky, T., Pike, C. T., & Kessler, R. C. (2015). The economic burden of adults with major depressive disorder in the United States (2005 and 2010). Journal of Clinical Psychiatry, 76(2), 155-162. 7. Cuijpers, P., Berking, M., Andersson, G., Quigley, L., Kleiboer, A., & Dobson, K. S. (2013). A meta-analysis of cognitive-behavioural therapy for adult depression, alone and in comparison with other treatments. Canadian Journal of Psychiatry, 58(7), 376-385. 8. Hirschfeld, R. M. A. (2014). The comorbidity of major depression and anxiety disorders: Recognition and management in primary care. Primary Care Companion for CNS Disorders, 16(2), PCC.13r01611. 9. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., Nierenberg, A. A., Stewart, J. W., Warden, D., ... & Fava, M. (2006). Acute and longer-term outcomes in depressed outpatients requiring one or several treatment steps: A STAR*D report. American Journal of Psychiatry, 163(11), 1905-1917. 10. Kendler, K. S., Kessler, R. C., Walters, E. E., MacLean, C., Neale, M. C., Heath, A. C., & Eaves, L. J. (1995). Stressful life events, genetic liability, and onset of an episode of major depression in women. American Journal of Psychiatry, 152(6), 833-842.

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• v.12(7); 2022 Jul 19

Influencing factors, prediction and prevention of depression in college students: A literature review

Xin-qiao liu.

School of Education, Tianjin University, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix

School of Education, Tianjin University, Tianjin 300350, China

Wen-Jie Zhang

Graduate School of Education, Peking University, Beijing 100871, China

Wen-Juan Gao

Institute of Higher Education, Beihang University, Beijing 100191, China

Corresponding author: Xin-Qiao Liu, PhD, Associate Professor, School of Education, Tianjin University, No. 135 Tongyan Road, Jinnan District, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix

The high prevalence of depression among college students has a strong negative impact on individual physical and mental health, academic development, and interpersonal communication. This paper reviewed the extant literature by identifying nonpathological factors related to college students' depression, investigating the methods of predicting depression, and exploring nonpharmaceutical interventions for college students' depression. The influencing factors of college students' depression mainly fell into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The outbreak of coronavirus disease 2019 has exacerbated the severity of depression among college students worldwide and poses grave challenges to the prevention and treatment of depression, given that the coronavirus has spread quickly with high infection rates, and the pandemic has changed the daily routines of college life. To predict and measure mental health, more advanced methods, such as machine algorithms and artificial intelligence, have emerged in recent years apart from the traditional commonly used psychological scales. Regarding nonpharmaceutical prevention measures, both general measures and professional measures for the prevention and treatment of college students' depression were examined in this study. Students who experience depressive disorders need family support and personalized interventions at college, which should also be supplemented by professional interventions such as cognitive behavioral therapy and online therapy. Through this literature review, we insist that the technology of identification, prediction, and prevention of depression among college students based on big data platforms will be extensively used in the future. Higher education institutions should understand the potential risk factors related to college students' depression and make more accurate screening and prevention available with the help of advanced technologies.

Core Tip: This study reviewed the extant literature by identifying nonpathological factors related to college students' depression, investigating the methods of predicting depression, and exploring nonpharmaceutical interventions for depression among college students. The influencing factors can be categorized into students’ demographic characteristics, college experience, lifestyle, and social support. For the prediction of depression, methods such as machine algorithms and artificial intelligence have been employed together with the traditional psychological scales. This study summarizes general and professional measures that can be taken for the prevention and treatment of college students' depression.

INTRODUCTION

The prevalence of depression among college students has gradually increased in recent years, even exceeding that of the general public, which has become a global phenomenon[ 1 ]. Mounting research has focused on the topic, and the consensus is that the high prevalence of depression among college students cannot be ignored. For instance, in Asia, a follow-up survey and analysis based on 1401 undergraduates in China over four consecutive years showed that approximately 20% to 40% of undergraduates suffered from depression, anxiety and stress to different degrees, and approximately 35% of them had higher depression levels than the normal population[ 2 ]. An online survey based on 7915 freshmen students at Hong Kong University in China showed that 21%, 41% and 27% of individuals had moderate or higher levels of depression, anxiety and stress, respectively, far exceeding the average in the general population[ 3 ]. The median prevalence rate for depression among 15859 college students in six ASEAN countries (Cambodia, Laos, Malaysia, Myanmar, Thailand and Vietnam) was 29.4%, and 7% to 8% of students committed suicide; despite the high prevalence of mental illness, their willingness to seek professional help was relatively low[ 4 ]. Among 642 college students in Saudi Arabia, the proportions of moderate depression, anxiety and stress were 53.6%, 65.7% and 34.3%, respectively[ 5 ]. In Africa, among 1206 Nigerian college students, 5.6% had mild depression, and 2.7% suffered severe depressive disorder[ 6 ]. In North America, 53% of 1455 American college students reported that they had experienced depression since the beginning of college, and 9% said they had considered suicide since the beginning of college[ 7 ]. Thirty percent of 7800 Canadian undergraduates reported that their psychological stress increased, and the degree of depression was significantly higher than that of the general population[ 8 ]. In Europe, more than one-third of college students from three higher education institutions in the United Kingdom suffered from long-term mental health diseases, the prevalence rate of which was higher than the average level of national surveys, and the scores of the eight dimensions of mental health, measured by the MOS 36-item short-form health survey, were all significantly lower than those of local peers aged 18 to 34[ 9 ]. In Oceania, 21.8% of 751 Australian college students reported depression, and their depression scores were higher than the standard scores of the general Australian population[ 10 ].

The global outbreak of the coronavirus disease 2019 (COVID-19) pandemic in 2020 brought in additional pressure and challenges for the prevention and treatment of depression among college students. Many reports worldwide voiced that college students had a greater probability of struggling with higher levels of depression after the pandemic. The data show that after the outbreak of the pandemic, acute stress, anxiety, and depressive symptoms were widespread among Chinese college students, and the incidence rate was significantly higher than before[ 11 ]. The prevalence rates of moderate depression and suicide-related symptoms among 212 Japanese college students were 11.7% and 6.7%, respectively[ 12 ]. Among 2031 American college students, 48.14% suffered from moderate to severe depression, 38.48% experienced moderate to severe anxiety, 18.04% had suicidal thoughts, and 71.26% reported that their stress/anxiety levels increased during the pandemic[ 13 ]. More than a quarter of Swiss university students had depressive symptoms during the pandemic, which was much higher than that of the general population and higher than that before the pandemic[ 14 ].

The transition from high school to university is full of tension and adaptation. It is a critical period for the shift from late adolescence to adulthood or emerging adulthood, which is neither adolescence nor young adulthood but theoretically and empirically distinct from both periods[ 15 ]. Arnett stressed that this is a stage full of self-exploration, instability, possibility, self-focus, and something in between[ 16 ]. At this phase, individuals will face the challenges of identity and role transformation and more diversification and complexity from families and institutions. Specifically, compared with middle schools, universities put forward higher requirements for freshmen's independence and self-regulation, such as the independence of living in a new place, the autonomy of learning patterns, and the complexity of social networks. However, confronted with these challenges, college students entering the campus for the first time often wander between independence and dependence. On the one hand, they are eager to enjoy new freedoms; on the other hand, it is difficult to eliminate their attachment and economic dependence on their parents; thus, they are often in a state of "pseudo independence"[ 17 ].

In summary, compared with teenagers and adults, college students are the key group at significantly higher risk of poor mental health. A series of factors, including family, college, studies, and social interactions, are likely to induce college students' depression. However, few publications have reviewed the literature on risk factors for college students’ depression. Given that most studies examined individual risk factors based on samples from a certain country or region, this paper reviewed the extant literature related to college students' depression and aimed to systematically present the nonpathological factors, predictions and nonpharmaceutical interventions for college students' depression to provide a reference for stakeholders worldwide.

NONPATHOLOGICAL INFLUENCING FACTORS OF DEPRESSION

The related factors can be roughly divided into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The literature review presented the specific risk factors under four categories in Table ​ Table1. 1 . Subsequently, this paper explained certain factors with controversial research conclusions.

Factors related to depression in college students

Some studies have asserted that the risk of depression in female college students is significantly higher than that in male students[ 24 , 26 , 40 , 41 ]. The possible mechanism lies in physiological differences between the sexes (such as genetic vulnerability, hormone, and cortisol levels), differences in self-concept, and different role expectations from society leading to different emotional responses and behavior patterns. Females are more likely to internalize their negative feelings, whereas males resort to externalizing behaviors such as smoking and alcoholism[ 42 - 44 ]. However, some analyses did not find significant sex differences[ 28 , 45 , 46 ]. Other studies have shown that men have a higher prevalence of depression[ 20 , 47 ]. This may be ascribed to their conservative attitudes toward mental health counseling and treatment under certain social expectations. For instance, women are more help-seeking than men and therefore tend to have more diagnoses and treatment. In particular, gregarious women are more likely to discuss their difficulties with others, such as family and friends, as a form of coping. Nevertheless, considering that societal expectations for men might be different, with those who express vulnerable emotions being regarded as weak, the depressive symptoms of men may manifest as anger and excessive indulgence in smoking and drinking, which are more acceptable masculine expressions in society[ 43 , 44 ].

Year of study

Most studies have found significant differences in the depression level of college students in different years of their education, although some found the difference to be insignificant[ 28 ]. Some research has suggested that undergraduates with lower grades suffer more from depression, which can be attributed to separation from relatives and friends, social adaptation, academic pressure, and increased investment in social activities. A survey of Chinese students showed that the highest scores for depression, anxiety and stress all appeared in the first three years of college, and students’ mental health status was relieved in the fourth year with the passage of time[ 48 ]. A survey of medical students in Saudi Arabia found that students' depression levels continued to rise from the first year of enrollment, reached maximum intensity in the third year, and then dropped significantly with graduation in the last year[ 22 ]. However, other studies found that compared with other undergraduates, senior students had a higher risk of depression. The graduation year is a critical period for individuals to further their studies or go into society, and students are faced with many new stressors, such as graduation pressure, pressure from grades and applications to other institutions, difficulties in future career planning and employment discrimination in the labor market[ 49 ]. Compared with undergraduates, postgraduates may be exposed to greater pressure in obtaining financial security, stable employment, getting married and other aspects of life, which results in a higher risk of depression[ 19 , 41 ].

The depression issues of college students can largely be attributed to their lifestyles. First, the lack of regular physical activities increases the risk of depression[ 11 , 14 ], particularly for individuals whose amount of weekly physical activity fails to meet the standards of the World Health Organization[ 20 ]. Second, substance abuse, such as excessive smoking, alcohol abuse[ 6 , 12 , 21 ], or alcohol intake[ 33 ], can cause depressive disorders, and it should be noted that their relationship might be bidirectional. Studies have shown that individuals with depression are more likely to drink obsessively to relieve their negative emotions due to their poor self-control, which will in turn trap them in a vicious cycle between excessive drinking and depressive disorders[ 32 ]. Third, unhealthy sleeping habits such as daytime sleepiness[ 20 , 34 ], poor sleep quality[ 21 ], and short[ 35 ] or long sleep duration[ 10 ] may lead to depressive symptoms. Fourth, unhealthy nutritional habits are also among the crucial factors that are strongly correlated with depression[ 36 ]. From the perspective of dietary structure and nutritional habits, individuals with depression often report excessive intake of high-fat snacks and margarine/butter/meat fat and inadequate intake of fruits, vegetables, and lean protein[ 30 ]. Overeating[ 14 ] and skipping breakfast[ 10 ], especially for males, are also related to depressive disorders.

Network usage

Relevant studies have indicated that depression in college students is associated with their time spent on the internet[ 50 , 51 ]. Those who suffer from internet addiction and dependence are more likely to struggle with depression[ 52 ], and phubbing (a portmanteau of the words “phone” and “snubbing”) has been proven to be a mediator of the relationship between depression and problematic internet use[ 53 ], mainly focusing on social networking and entertainment[ 54 ].

Social software

Some researchers believe that social software, as a complementary mode of providing social support, can provide more help for people with low social support, thus reducing the occurrence of depression[ 55 ]. However, there is increasing recognition that social networks, especially the excessive use of social media, are closely related to depression[ 56 - 60 ]. Regarding the possible contributing factors, first, individuals who frequently use social software are more likely to have a fear of missing out, and they are always worried that they will miss some important information if they do not refresh the social platform dynamics frequently. This persistent social anxiety will increase the risk of depression[ 61 ]. Second, college students who are addicted to social media are more likely to have a comparison mentality when checking the status updates of others on social network platforms, especially when they feel that others' lives are better than their own, which can result in symptoms of depression[ 62 ]. Third, it is quite impossible for those who struggle with depressive disorders to establish satisfactory interpersonal relationships in virtual space since they usually maintain poor relationships in the real world. The lack of expected support from social networks undoubtedly aggravates their depression[ 63 ].

In addition, because the COVID-19 pandemic has aggravated the depression of college students worldwide, we further analyzed the influencing factors of college students' depression against the background of the COVID-19 pandemic, apart from the general factors mentioned above: (1) Given that COVID-19 is highly contagious and uncertain, the higher risk of becoming infected with COVID-19 is closely related to individuals’ level of depression. Research has indicated that individuals who live in high-risk areas for COVID-19, have close contact with the COVID-19 virus, or have acquaintances or relatives infected with COVID-19[ 19 , 41 ] often have a higher prevalence of depression; (2) Considering that the internet serves as the main channel for college students to obtain information about COVID-19, those who browse the internet for a short time will not suffer from too much anxiety because of the small amount of information they receive. Meanwhile, students surfing the internet for a long time will be able to obtain more accurate details about COVID-19, which can prevent misunderstanding relevant information. Nevertheless, individuals with shorter browsing times often have a higher risk for depression given that they may be easily misled by the rumors and have limited time to verify the authenticity of relevant information[ 64 ]; (3) Academic stress increases the degree of depression of college students with the closure of schools, the challenges of online courses and the risk of graduation delay[ 13 , 65 ]; (4) Financial pressures include the impact of the pandemic on family economic resources[ 49 ] and the increasing uncertainty of individuals about future employment[ 13 ]; (5) Environmental changes, home study, self-isolation, isolation from relatives and friends, decreased exercise frequency, uncertainty of school reopening, regular temperature measurement, wearing masks for a long time, cancellation of package deliveries and take-out supplies and other forced changes in daily study and living habits all increase the risk of depression among college students[ 13 , 49 ]; (6) There is less family support, social support and deteriorating family relations[ 65 ]; and (7) Social confidence wanes. Research has shown that the prevalence of depression also increases when individuals lack confidence in the government[ 66 ].

PREDICTING DEPRESSION

Traditional depression prediction methods are based on various self-rated psychological scales, such as the 21-item depression, anxiety and stress scale (DASS-21) and the self-rating depression scale (SDS). A growing body of research on the reliability and validity of the DASS-21 scale has been published from throughout the world (such as in Britain, Portugal, The Netherlands, Italy, the United States, and Nepal), all of which show that the DASS-21 is a mature tool that can accurately measure the symptoms of depression, anxiety and stress in adult clinical and nonclinical samples and identify and screen people at high risk of depression[ 67 - 70 ]. Similar to the DASS-21, the prediction reliability and validity of the SDS scale for depression have also been confirmed and recognized by relevant studies[ 71 - 73 ]. These are screening tools, and when elevated scores are detected, further evaluation is needed by a clinician. Moreover, the measurement often needs to rely on the patient's own active consultation and cooperation, which is costly, time-consuming, and inaccurate, and there is a risk of social stigma for patients. In recent years, with the progress of science and technology, a series of more advanced methods of depression risk prediction and identification, such as machine learning and artificial intelligence, has emerged, which can deeply learn all types of social and behavioral characteristics of people with potential mental illness risk based on big data and then accurately simulate, identify and predict who they are. Typical methods include support vector machines, decision trees, naïve Bayes classifiers, K-nearest neighbor classifiers and logistic regression[ 74 ]. More specifically, support vector machines are applied to classify handwritten digits and organize cancer tissue samples using microarray expression data[ 75 , 76 ]. Decision trees serve as a hierarchical classifier, employing certain rules to divide the predictor space. The naïve Bayes classifier is based on Bayes’ theorem and is employed to predict class membership probabilities. K-nearest neighbor classifiers are instance-based learning classifiers that compare a new datapoint with the k nearest sample datapoints, regarding the class with the nearest neighbors to the new datapoint as the class of the datapoint. Logistic regression, as a probabilistic linear classifier, directly estimates class probabilities with the logit transform[ 74 ].

The gait feature analysis method based on machine learning has been developed as a supplementary tool to identify depression among college students. Relevant research found that the gait of depressed and nondepressed college students showed significant differences. The specific gait performance of depressed patients included reduced walking velocity, arm swing, vertical head movement and stride length, increased body sway and a slumped head posture. When the above series of features were applied to classifiers with different machine learning algorithms, the accuracy of depression screening and recognition reached 91.58%[ 77 ]. A study collected 121 campus behaviors of college students, including basic personal information, academic achievements, poverty subsidies, consumption habits, daily life, library behaviors, and eating habits, and found that 25 campus behaviors are related to depression, such as failing exams, having bad eating habits, increasing night activities, decreasing morning activities, and seldom participating in social activities (such as eating with friends). On this basis, a depression recognition method was developed by combining machine learning algorithms[ 78 ]. There is also research and development of a machine learning method to identify depression based on college students' smartphone and fitness tracker data ( e.g. , Bluetooth, calls, location, campus map, phone usage, steps, sleep), which extracts many features that can effectively identify depression, such as long-term inactivity and restless sleep at night; the recognition accuracy of this method for college students' depression can reach over 80%[ 79 ].

In addition, it is worth noting that social software has increasingly become a nonpathological risk factor for depression among college students. Addiction to social software is often more likely to induce depression, while college students at high risk of depression are more inclined to vent their negative emotions and relieve stress on various online social platforms. In this way, social network behavior analysis was developed based on machine learning as another effective way to identify and predict depression[ 80 , 81 ]. Through mining, emotion analysis and emotion recognition of personal user information data on social network platforms, we can capture the abnormal behavior patterns of people with depression, among which the most frequently used communication methods are text, emoticons, user log-in information and pictures. The selected research usually uses classic off-the-shelf classifiers to analyze the available information and combines words, such as National Research Council Canada (NRC) Word-Emoticon Association Lexicon, WordNet-Affect, Anew, and Linguistic Inquiry and Word Count tool. It is challenging to analyze the combination of temporal information and different types of information[ 82 ]. For example, some studies have conducted text analysis on the Sina Weibo data of Chinese college students. First, the behavioral differences between depressed and nondepressed individuals in language style, emoji usage, number of Weibos, followers and so on were obtained. Then, a deep neural network was applied to feature extraction and dimension reduction for college students with depression, and input data suitable for the classifier were constructed. Finally, a deeply integrated support vector machine was introduced to classify the input data, and more stable and accurate depression identification was realized[ 83 ]. Some studies collected historical behavior data of American college students using Google search and YouTube during the COVID-19 pandemic and found that there were strong correlations between depression and the following online behavior changes: long use sessions (multiple comprehensive activities with short time intervals), more online activities in the middle of the night or even staying up late, and searching for more authentic and realistic topics related to work, money or death, which verifies the feasibility of building a machine learning model based on individual behavior signals to predict college students' depression[ 84 ].

Generally, machine learning has been widely used in a series of mental health risk predictions about college students' depression, stress[ 85 ] and suicidal behavior[ 86 , 87 ]. Big data brings many benefits to the prediction of psychological states by reducing the subjectivity of human judgment or human operations to a certain extent and relieving the concerns of patients about possible social stigma and discrimination. In other words, big data and machine learning result in no prejudice in predictions. Thus, confirming depression through data and behavioral performance may be the developing trend in identifying and predicting depression among college students and an even broader population in the future. However, issues such as data privacy and data protection are unavoidable. The government needs to set stricter privacy protection policies, while a more extensive collection of personal data needs to be confirmed and approved by the collectors.

NONPHARMACEUTICAL PREVENTION OF DEPRESSION

Both general and professional measures for the prevention and treatment of depression were explored in this study. The former emphasizes the importance of multi-subject participation in the prevention and treatment of depression among college students, while the latter focuses on measures with the theoretical support of professional disciplines such as psychology.

General intervention measures

The general interventions are summarized in Table ​ Table2 2 and can be coarsely categorized into support from family, interventions by colleges and universities, cultivation of personal lifestyles, and resilience therapy.

High level of family support

A high level of family support can be used as a buffer against the influence of a high-stress reaction to prevent the development of depression[ 91 ]. In a study of 62 patients who recovered from depression, a high level of perceived emotional support from their families indicated that family support, especially emotional support, was very important for the relief and even rehabilitation of depression[ 92 ]. However, it should be noted that family support and perfect family functioning depend more on objective characteristics related to family socioeconomic status, such as parents' level of education[ 93 ]. In addition, some studies have found that the role family support plays in the prevention and treatment of depression also depends on the levels of perceived stress reactivity of individuals. Specifically, family emotional support can significantly alleviate the symptoms of depression when the perceived stress reactivity is low, but when the individual shows a high level of the perceived stress response, the effect of family emotional support in preventing depression will be greatly reduced[ 94 ].

The intervention from colleges and universities

Prior literature has shown that the faculties, peers, and social clubs on campus can help alleviate the negative effects of online games on depression. Students may seek social support from their teachers, peers, or psychological counseling centers to prevent addiction to online video games that may lead to depressive disorders[ 38 ]. Therefore, colleges and universities should build mental health services involving faculty, students, and psychological counseling centers. In addition, some studies have indicated that the implementation of related courses and projects in universities, such as resilience programs (including goal-building, mindfulness, and resilience skills), might be effective in improving college students' mental health[ 95 ].

Cultivation of healthy lifestyles

Apart from external support from family and intervention by higher education institutions, the prevention of depression also needs to rely on the patient's own efforts. Studies have shown that healthy lifestyles, including proper physical exercise, healthy sleep and diet, and regular sun exposure, can help prevent or reduce the occurrence of depression in college students[ 96 ]. For instance, students with a consistent sleep schedule and sufficient sleep duration are less likely to suffer from depression. Meanwhile, regular sun exposure aids in the synthesis of vitamin D in the body, which is crucial to release fatigue and change the negative moods that individuals with mild or moderate depression may experience[ 46 ]. Proper physical activities are also important for stress and depression relief among college students[ 97 , 98 ]. Additionally, improving diet and overall nutrition is also an effective way to treat depression[ 99 ]. In particular, eating breakfast on time helps reduce the risk of depression[ 46 ]. Certain nutrients, including zinc, magnesium, B vitamins, and cooking fats, have also been proven to be associated with depressive symptoms[ 100 - 102 ]. Therefore, colleges and universities can help prevent the occurrence of depression in college students by providing a regular diet with an adequate intake of vitamins and nutrients[ 103 ].

Resilience therapy

Some research has shown that resilience therapy can help individuals maintain mental health in the face of negative emotions and stressful events, thereby reducing the occurrence of depression[ 104 ]. Others have also found that it can reduce depressive symptoms by modulating the effects of timing and sleep quality on depression[ 105 ].

Professional intervention measures

Cognitive behavioral therapy, which aims to change individual thoughts and behaviors, has been the most widely used treatment method for depression thus far[ 106 - 110 , 113 - 115 ]. Mindfulness intervention programs[ 111 ] based on cognitive behavioral therapy and dialectal behavior group therapy[ 112 ] can effectively alleviate the depressive symptoms of college students.

In recent years, a growing number of online technologies have been applied to the treatment of depression among college students thanks to the rapid development of internet technology and mobile terminal devices[ 116 - 120 ], and some of the technologies were even skillfully combined with cognitive behavioral therapy[ 121 , 122 ]. For example, there are many apps that incorporate elements of cognitive behavioral therapy and mindfulness. A study from Switzerland revealed that apps such as MoodKit, MoodMission and MoodPrismying can successfully deliver ecological momentary interventions (EMIs) based on cognitive behavioral therapy principles to users through smartphones, thereby improving their well-being and effectively reducing the symptoms of depression. The study also noted that EMI has been generally accepted by users of different ages, sex, educational backgrounds and occupations and is expected to provide scalable global mental health solutions[ 123 ]. Compared with behavioral cognitive therapy and online interventions, the efficacy of traditional educational/personalized feedback interventions in the past has been slightly inferior. Some projects have evaluated the effectiveness of mailing personalized standardized alcohol surveys for college students' depression prevention, but unfortunately, there is no obvious improvement[ 124 ].

LIMITATIONS

Limitations of this study include the following. First, this paper analyzed relevant literature written in English, but research in other languages, such as Chinese, Japanese, German, and Italian, was not included. Second, the paper is a narrative review of extensive studies including the influencing factors, prediction, and prevention of depression in college students. We did not undertake explicit methods such as systematic reviews, nor did we involve substantial clinical results and corroborate the evidence in prior literature such as retrospective reviews. The study merely presents studies in the pertinent field by summarizing their main conclusions, which cannot be directly applied to clinical treatment.

This paper reviewed the extant literature by identifying nonpathological factors related to depression among college students, investigating methods of predicting their depressive symptoms, and summarizing nonpharmaceutical interventions. The nonpathological related factors of college students' depression mainly fell into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The outbreak of COVID-19 exacerbated the severity of depression among college students worldwide and posed grave challenges to the prevention and treatment of depression, given that the coronavirus spread quickly with high infection rates, changing the daily routines of college life and creating financial stress, academic stress, and long-term home isolation. Regarding the prediction of vulnerability to depression, machine algorithms and artificial intelligence based on big data have emerged in addition to the commonly used psychological scales. A series of big data, such as text, pictures, video and audio, based on individual social network behaviors was widely discussed and applied to identify and predict college students' depression. Regarding preventive measures, both general measures and professional interventions were discussed for the prevention and treatment of college students' depression, which required not only help from family, professionals, and institutions (cognitive behavioral therapy and online therapy) and society but also the individuals themselves through the cultivation of healthy habits.

Technology based on the internet and big data platforms will become more widely used in the future to identify, predict, and prevent depression among college students. Higher education institutions should clearly understand the potential risk factors related to college students' depression and employ advanced technology for more accurate screening and prevention. They should also work on increasing access to resources and clinical support considering the common difficulties in making appointments and long-term waits for psychological consultation.

Furthermore, this paper proposed two prospects for the future development of nonpharmaceutical interventions for college students' depression. First, the risk of stigma should be minimized. Many traditional precautionary measures are used to help students identify whether they suffer from depression, including e-mail, posters, campus activities, pamphlets, and first aid training courses about mental health. However, these measures may result in further concerns about the risk of stigmatization and psychological worries of students[ 125 ]. Therefore, in the future, we should avoid stigmatizing issues in the prevention of depression among college students and pay more attention to personalization and privacy in the development and application of precautionary measures. Second, the importance of general measures for the prevention and treatment of college students' depression should be combined with professional interventions such as cognitive intervention therapy and other evidence-based treatment. A meta-analysis showed that apart from cognitive behavioral therapy and mindfulness-based interventions, other measures, such as art, exercise, and peer support, are also effective in relieving depressive symptoms in college students[ 126 ].

ACKNOWLEDGEMENTS

The authors would like to thank Han T for his contribution to the language editing of the first draft of this study.

Conflict-of-interest statement: All the authors report no relevant conflicts of interest for this article.

Provenance and peer review: Invited article; Externally peer reviewed.

Peer-review model: Single blind

Peer-review started: February 27, 2022

First decision: April 18, 2022

Article in press: June 22, 2022

Specialty type: Psychiatry

Country/Territory of origin: China

Peer-review report’s scientific quality classification

Grade A (Excellent): 0

Grade B (Very good): B

Grade C (Good): C, C, C

Grade D (Fair): 0

Grade E (Poor): 0

P-Reviewer: Kaur M, United States; Radhakrishnan R, New Zealand; Rose AF, United States; Tanabe S, Japan S-Editor: Gao CC L-Editor: A P-Editor: Gao CC

Contributor Information

Xin-Qiao Liu, School of Education, Tianjin University, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix .

Yu-Xin Guo, School of Education, Tianjin University, Tianjin 300350, China.

Wen-Jie Zhang, Graduate School of Education, Peking University, Beijing 100871, China.

Wen-Juan Gao, Institute of Higher Education, Beihang University, Beijing 100191, China.

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An Exploratory Study of Students with Depression in Undergraduate Research Experiences

• Katelyn M. Cooper
• Logan E. Gin
• M. Elizabeth Barnes
• Sara E. Brownell

*Address correspondence to: Katelyn M. Cooper ( E-mail Address: [email protected] ).

Department of Biology, University of Central Florida, Orlando, FL, 32816

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Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

Depression is a top mental health concern among undergraduates and has been shown to disproportionately affect individuals who are underserved and underrepresented in science. As we aim to create a more inclusive scientific community, we argue that we need to examine the relationship between depression and scientific research. While studies have identified aspects of research that affect graduate student depression, we know of no studies that have explored the relationship between depression and undergraduate research. In this study, we sought to understand how undergraduates’ symptoms of depression affect their research experiences and how research affects undergraduates’ feelings of depression. We interviewed 35 undergraduate researchers majoring in the life sciences from 12 research-intensive public universities across the United States who identify with having depression. Using inductive and deductive coding, we identified that students’ depression affected their motivation and productivity, creativity and risk-taking, engagement and concentration, and self-perception and socializing in undergraduate research experiences. We found that students’ social connections, experiencing failure in research, getting help, receiving feedback, and the demands of research affected students’ depression. Based on this work, we articulate an initial set of evidence-based recommendations for research mentors to consider in promoting an inclusive research experience for students with depression.

INTRODUCTION

Depression is described as a common and serious mood disorder that results in persistent feelings of sadness and hopelessness, as well as a loss of interest in activities that one once enjoyed ( American Psychiatric Association [APA], 2013 ). Additional symptoms of depression include weight changes, difficulty sleeping, loss of energy, difficulty thinking or concentrating, feelings of worthlessness or excessive guilt, and suicidality ( APA, 2013 ). While depression results from a complex interaction of psychological, social, and biological factors ( World Health Organization, 2018 ), studies have shown that increased stress caused by college can be a significant contributor to student depression ( Dyson and Renk, 2006 ).

Depression is one of the top undergraduate mental health concerns, and the rate of depression among undergraduates continues to rise ( Center for Collegiate Mental Health, 2017 ). While we cannot discern whether these increasing rates of depression are due to increased awareness or increased incidence, it is clear that is a serious problem on college campuses. The percent of U.S. college students who self-reported a diagnosis with depression was recently estimated to be about 25% ( American College Health Association, 2019 ). However, higher rates have been reported, with one study estimating that up to 84% of undergraduates experience some level of depression ( Garlow et al. , 2008 ). Depression rates are typically higher among university students compared with the general population, despite being a more socially privileged group ( Ibrahim et al. , 2013 ). Prior studies have found that depression is negatively correlated with overall undergraduate academic performance ( Hysenbegasi et al. , 2005 ; Deroma et al. , 2009 ; American College Health Association, 2019 ). Specifically, diagnosed depression is associated with half a letter grade decrease in students’ grade point average ( Hysenbegasi et al. , 2005 ), and 21.6% of undergraduates reported that depression negatively affected their academic performance within the last year ( American College Health Association, 2019 ). Provided with a list of academic factors that may be affected by depression, students reported that depression contributed to lower exam grades, lower course grades, and not completing or dropping a course.

Students in the natural sciences may be particularly at risk for depression, given that such majors are noted to be particularly stressful due to their competitive nature and course work that is often perceived to “weed students out”( Everson et al. , 1993 ; Strenta et al. , 1994 ; American College Health Association, 2019 ; Seymour and Hunter, 2019 ). Science course instruction has also been described to be boring, repetitive, difficult, and math-intensive; these factors can create an environment that can trigger depression ( Seymour and Hewitt, 1997 ; Osborne and Collins, 2001 ; Armbruster et al ., 2009 ; Ceci and Williams, 2010 ). What also distinguishes science degree programs from other degree programs is that, increasingly, undergraduate research experiences are being proposed as an essential element of a science degree ( American Association for the Advancement of Science, 2011 ; President’s Council of Advisors on Science and Technology, 2012 ; National Academies of Sciences, Engineering, and Medicine [NASEM], 2017 ). However, there is some evidence that undergraduate research experiences can add to the stress of college for some students ( Cooper et al. , 2019c ). Students can garner multiple benefits from undergraduate research, including enhanced abilities to think critically ( Ishiyama, 2002 ; Bauer and Bennett, 2003 ; Brownell et al. , 2015 ), improved student learning ( Rauckhorst et al. , 2001 ; Brownell et al. , 2015 ), and increased student persistence in undergraduate science degree programs ( Jones et al. , 2010 ; Hernandez et al. , 2018 ). Notably, undergraduate research experiences are increasingly becoming a prerequisite for entry into medical and graduate programs in science, particularly elite programs ( Cooper et al. , 2019d ). Although some research experiences are embedded into formal lab courses as course-based undergraduate research experiences (CUREs; Auchincloss et al. , 2014 ; Brownell and Kloser, 2015 ), the majority likely entail working with faculty in their research labs. These undergraduate research experiences in faculty labs are often added on top of a student’s normal course work, so they essentially become an extracurricular activity that they have to juggle with course work, working, and/or personal obligations ( Cooper et al. , 2019c ). While the majority of the literature surrounding undergraduate research highlights undergraduate research as a positive experience ( NASEM, 2017 ), studies have demonstrated that undergraduate research experiences can be academically and emotionally challenging for students ( Mabrouk and Peters, 2000 ; Seymour et al. , 2004 ; Cooper et al. , 2019c ; Limeri et al. , 2019 ). In fact, 50% of students sampled nationally from public R1 institutions consider leaving their undergraduate research experience prematurely, and about half of those students, or 25% of all students, ultimately leave their undergraduate research experience ( Cooper et al. , 2019c ). Notably, 33.8% of these individuals cited a negative lab environment and 33.3% cited negative relationships with their mentors as factors that influenced their decision about whether to leave ( Cooper et al. , 2019c ). Therefore, students’ depression may be exacerbated in challenging undergraduate research experiences, because studies have shown that depression is positively correlated with student stress ( Hish et al. , 2019 ).

While depression has not been explored in the context of undergraduate research experiences, depression has become a prominent concern surrounding graduate students conducting scientific research. A recent study that examined the “graduate student mental health crisis” ( Flaherty, 2018 ) found that work–life balance and graduate students’ relationships with their research advisors may be contributing to their depression ( Evans et al. , 2018 ). Specifically, this survey of 2279 PhD and master’s students from diverse fields of study, including the biological/physical sciences, showed that 39% of graduate students have experienced moderate to severe depression. Fifty-five percent of the graduate students with depression who were surveyed disagreed with the statement “I have good work life balance,” compared to only 21% of students with depression who agreed. Additionally, the study highlighted that more students with depression disagreed than agreed with the following statements: their advisors provided “real” mentorship, their advisors provided ample support, their advisors positively impacted their emotional or mental well-being, their advisors were assets to their careers, and they felt valued by their mentors. Another recent study identified that depression severity in biomedical doctoral students was significantly associated with graduate program climate, a perceived lack of employment opportunities, and the quality of students’ research training environment ( Nagy et al. , 2019 ). Environmental stress, academic stress, and family and monetary stress have also been shown to be predictive of depression severity in biomedical doctoral students ( Hish et al. , 2019 ). Further, one study found that self-esteem is negatively correlated and stress is positively correlated with graduate student depression; presumably research environments that challenge students’ self-esteem and induce stress are likely contributing to depressive symptoms among graduate students ( Kreger, 1995 ). While these studies have focused on graduate students, and there are certainly notable distinctions between graduate and undergraduate research, the research-related factors that affect graduate student depression, including work–life balance, relationships with mentors, research environment, stress, and self-esteem, may also be relevant to depression among undergraduates conducting research. Importantly, undergraduates in the United States have reported identical levels of depression as graduate students but are often less likely to seek mental health care services ( Wyatt and Oswalt, 2013 ), which is concerning if undergraduate research experiences exacerbate depression.

Based on the literature on the stressors of undergraduate research experiences and the literature identifying some potential causes of graduate student depression, we identified three aspects of undergraduate research that may exacerbate undergraduates’ depression. Mentoring: Mentors can be an integral part of a students’ research experience, bolstering their connections with others in the science community, scholarly productivity, and science identity, as well as providing many other benefits ( Thiry and Laursen, 2011 ; Prunuske et al. , 2013 ; Byars-Winston et al. , 2015 ; Aikens et al. , 2016 , 2017 ; Thompson et al. , 2016 ; Estrada et al. , 2018 ). However, recent literature has highlighted that poor mentoring can negatively affect undergraduate researchers ( Cooper et al. , 2019c ; Limeri et al. , 2019 ). Specifically, one study of 33 undergraduate researchers who had conducted research at 10 institutions identified seven major ways that they experienced negative mentoring, which included absenteeism, abuse of power, interpersonal mismatch, lack of career support, lack of psychosocial support, misaligned expectations, and unequal treatment ( Limeri et al. , 2019 ). We hypothesize negative mentoring experiences may be particularly harmful for students with depression, because support, particularly social support, has been shown to be important for helping individuals with depression cope with difficult circumstances ( Aneshensel and Stone, 1982 ; Grav et al. , 2012 ). Failure: Experiencing failure has been hypothesized to be an important aspect of undergraduate research experiences that may help students develop some the most distinguishing abilities of outstanding scientists, such as coping with failure, navigating challenges, and persevering ( Laursen et al. , 2010 ; Gin et al. , 2018 ; Henry et al. , 2019 ). However, experiencing failure and the stress and fatigue that often accompany it may be particularly tough for students with depression ( Aldwin and Greenberger, 1987 ; Mongrain and Blackburn, 2005 ). Lab environment: Fairness, inclusion/exclusion, and social support within one’s organizational environment have been shown to be key factors that cause people to either want to remain in the work place and be productive or to want to leave ( Barak et al. , 2006 ; Cooper et al. , 2019c ). We hypothesize that dealing with exclusion or a lack of social support may exacerbate depression for some students; patients with clinical depression react to social exclusion with more pronounced negative emotions than do individuals without clinical depression ( Jobst et al. , 2015 ). While there are likely other aspects of undergraduate research that affect student depression, we hypothesize that these factors have the potential to exacerbate negative research experiences for students with depression.

Depression has been shown to disproportionately affect many populations that are underrepresented or underserved within the scientific community, including females ( American College Health Association, 2018 ; Evans et al. , 2018 ), first-generation college students ( Jenkins et al. , 2013 ), individuals from low socioeconomic backgrounds ( Eisenberg et al. , 2007 ), members of the LGBTQ+ community ( Eisenberg et al. , 2007 ; Evans et al. , 2018 ), and people with disabilities ( Turner and Noh, 1988 ). Therefore, as the science community strives to be more diverse and inclusive ( Intemann, 2009 ), it is important that we understand more about the relationship between depression and scientific research, because negative experiences with depression in scientific research may be contributing to the underrepresentation of these groups. Specifically, more information is needed about how the research process and environment of research experiences may affect depression.

Given the high rate of depression among undergraduates, the links between depression and graduate research, the potentially challenging environment of undergraduate research, and how depression could disproportionately impact students from underserved communities, it is imperative to begin to explore the relationship between scientific research and depression among undergraduates to create research experiences that could maximize student success. In this exploratory interview study, we aimed to 1) describe how undergraduates’ symptoms of depression affect their research experiences, 2) understand how undergraduate research affects students’ feelings of depression, and 3) identify recommendations based on the literature and undergraduates’ reported experiences to promote a positive research experience for students with depression.

This study was done with an approved Arizona State University Institutional Review Board protocol #7247.

In Fall 2018, we surveyed undergraduate researchers majoring in the life sciences across 25 research-intensive (R1) public institutions across the United States (specific details about the recruitment of the students who completed the survey can be found in Cooper et al. (2019c) ). The survey asked students for their opinions about their undergraduate research experiences and their demographic information and whether they would be interested in participating in a follow-up interview related to their research experiences. For the purpose of this study, we exclusively interviewed students about their undergraduate research experiences in faculty member labs; we did not consider students’ experiences in CUREs. Of the 768 undergraduate researchers who completed the survey, 65% ( n = 496) indicated that they would be interested in participating in a follow-up interview. In Spring 2019, we emailed the 496 students, explaining that we were interested in interviewing students with depression about their experiences in undergraduate research. Our specific prompt was: “If you identify as having depression, we would be interested in hearing about your experience in undergraduate research in a 30–60 minute online interview.” We did not define depression in our email recruitment because we conducted think-aloud interviews with four undergraduates who all correctly interpreted what we meant by depression ( APA, 2013 ). We had 35 students agree to participate in the interview study. The interview participants represented 12 of the 25 R1 public institutions that were represented in the initial survey.

Student Interviews

We developed an interview script to explore our research questions. Specifically, we were interested in how students’ symptoms of depression affect their research experiences, how undergraduate research negatively affects student depression, and how undergraduate research positively affects student depression.

We recognized that mental health, and specifically depression, can be a sensitive topic to discuss with undergraduates, and therefore we tried to minimize any discomfort that the interviewees might experience during the interview. Specifically, we conducted think-aloud interviews with three graduate students who self-identified with having depression at the time of the interview. We asked them to note whether any interview questions made them uncomfortable. We also sought their feedback on questions given their experiences as persons with depression who had once engaged in undergraduate research. We revised the interview protocol after each think-aloud interview. Next, we conducted four additional think-aloud interviews with undergraduates conducting basic science or biology education research who identified with having depression to establish cognitive validity of the questions and to elicit additional feedback about any questions that might make someone uncomfortable. The questions were revised after each think-aloud interview until no question was unclear or misinterpreted by the students and we were confident that the questions minimized students’ potential discomfort ( Trenor et al. , 2011 ). A copy of the final interview script can be found in the Supplemental Material.

All interviews were individually conducted by one of two researchers (K.M.C. and L.E.G.) who conducted the think-aloud interviews together to ensure that their interviewing practices were as similar as possible. The interviews were approximately an hour long, and students received a $15 gift card for their participation.

Personal, Research, and Depression Demographics

All student demographics and information about students’ research experiences were collected using the survey distributed to students in Fall 2018. We collected personal demographics, including the participants’ gender, race/ethnicity, college generation status, transfer status, financial stability, year in college, major, and age. We also collected information about the students’ research experiences, including the length of their first research experiences, the average number of hours they spend in research per week, how they were compensated for research, who their primary mentors were, and the focus areas of their research.

In the United States, mental healthcare is disproportionately unavailable to Black and Latinx individuals, as well as those who come from low socioeconomic backgrounds ( Kataoka et al. , 2002 ; Howell and McFeeters, 2008 ; Santiago et al. , 2013 ). Therefore, to minimize a biased sample, we invited anyone who identified with having depression to participate in our study; we did not require students to be diagnosed with depression or to be treated for depression in order to participate. However, we did collect information about whether students had been formally diagnosed with depression and whether they had been treated for depression. After the interview, all participants were sent a link to a short survey that asked them if they had ever been diagnosed with depression and how, if at all, they had ever been treated for depression. A copy of these survey questions can be found in the Supplemental Material. The combined demographic information of the participants is in Table 1 . The demographics for each individual student can be found in the Supplemental Material.

a Students reported the time they had spent in research 6 months before being interviewed and only reported on the length of time of their first research experiences.

b Students were invited to report multiple ways in which they were treated for their depression; other treatments included lifestyle changes and meditation.

c Students were invited to report multiple means of compensation for their research if they had been compensated for their time in different ways.

d Students were asked whether they felt financially stable, particularly during the undergraduate research experience.

e Students reported who they work/worked with most closely during their research experiences.

f Staff members included lab coordinators or lab managers.

g Other focus areas of research included sociology, linguistics, psychology, and public health.

Interview Analysis

The initial interview analysis aimed to explore each idea that a participant expressed ( Charmaz, 2006 ) and to identify reoccurring ideas throughout the interviews. First, three authors (K.M.C., L.E.G., and S.E.B.) individually reviewed a different set of 10 interviews and took detailed analytic notes ( Birks and Mills, 2015 ). Afterward, the authors compared their notes and identified reoccurring themes throughout the interviews using open coding methods ( Saldaña, 2015 ).

Once an initial set of themes was established, two researchers (K.M.C. and L.E.G.) individually reviewed the same set of 15 randomly selected interviews to validate the themes identified in the initial analysis and to screen for any additional themes that the initial analysis may have missed. Each researcher took detailed analytic notes throughout the review of an interview, which they discussed after reviewing each interview. The researchers compared what quotes from each interview they categorized into each theme. Using constant comparison methods, they assigned quotes to each theme and constantly compared the quotes to ensure that each quote fit within the description of the theme ( Glesne and Peshkin, 1992 ). In cases in which quotes were too different from other quotes, a new theme was created. This approach allowed for multiple revisions of the themes and allowed the authors to define a final set of codes; the researchers created a final codebook with refined definitions of emergent themes (the final coding rubric can be found in the Supplemental Material). Once the final codebook was established, the researchers (K.M.C. and L.E.G.) individually coded seven additional interviews (20% of all interviews) using the coding rubric. The researchers compared their codes, and their Cohen’s κ interrater score for these seven interviews was at an acceptable level (κ  =  0.88; Landis and Koch, 1977 ). One researcher (L.E.G.) coded the remaining 28 out of 35 interviews. The researchers determined that data saturation had been reached with the current sample and no further recruitment was needed ( Guest et al. , 2006 ). We report on themes that were mentioned by at least 20% of students in the interview study. In the Supplemental Material, we provide the final coding rubric with the number of participants whose interview reflected each theme ( Hannah and Lautsch, 2011 ). Reporting the number of individuals who reported themes within qualitative data can lead to inaccurate conclusions about the generalizability of the results to a broader population. These qualitative data are meant to characterize a landscape of experiences that students with depression have in undergraduate research rather than to make claims about the prevalence of these experiences ( Glesne and Peshkin, 1992 ). Because inferences about the importance of these themes cannot be drawn from these counts, they are not included in the results of the paper ( Maxwell, 2010 ). Further, the limited number of interviewees made it not possible to examine whether there were trends based on students’ demographics or characteristics of their research experiences (e.g., their specific area of study). Quotes were lightly edited for clarity by inserting clarification brackets and using ellipses to indicate excluded text. Pseudonyms were given to all students to protect their privacy.

The Effect of Depressive Symptoms on Undergraduate Research

We asked students to describe the symptoms associated with their depression. Students described experiencing anxiety that is associated with their depression; this could be anxiety that precedes their depression or anxiety that results from a depressive episode or a period of time when an individual has depression symptoms. Further, students described difficulty getting out of bed or leaving the house, feeling tired, a lack of motivation, being overly self-critical, feeling apathetic, and having difficulty concentrating. We were particularly interested in how students’ symptoms of depression affected their experiences in undergraduate research. During the think-aloud interviews that were conducted before the interview study, graduate and undergraduate students consistently described that their depression affected their motivation in research, their creativity in research, and their productivity in research. Therefore, we explicitly asked undergraduate researchers how, if at all, their depression affected these three factors. We also asked students to describe any additional ways in which their depression affected their research experiences. Undergraduate researchers commonly described five additional ways in which their depression affected their research; for a detailed description of each way students’ research was affected and for example quotes, see Table 2 . Students described that their depression negatively affected their productivity in the lab. Commonly, students described that their productivity was directly affected by a lack of motivation or because they felt less creative, which hindered the research process. Additionally, students highlighted that they were sometimes less productive because their depression sometimes caused them to struggle to engage intellectually with their research or caused them to have difficulty remembering or concentrating; students described that they could do mundane or routine tasks when they felt depressed, but that they had difficulty with more complex and intellectually demanding tasks. However, students sometimes described that even mundane tasks could be difficult when they were required to remember specific steps; for example, some students struggled recalling a protocol from memory when their depression was particularly severe. Additionally, students noted that their depression made them more self-conscious, which sometimes held them back from sharing research ideas with their mentors or from taking risks such as applying to competitive programs. In addition to being self-conscious, students highlighted that their depression caused them to be overly self-critical, and some described experiencing imposter phenomenon ( Clance and Imes, 1978 ) or feeling like they were not talented enough to be in research and were accepted into a lab by a fluke or through luck. Finally, students described that depression often made them feel less social, and they struggled to socially engage with other members of the lab when they were feeling down.

The Effect of Undergraduate Research Experiences on Student Depression

We also wanted to explore how research impacted students’ feelings of depression. Undergraduates described how research both positively and negatively affected their depression. In the following sections, we present aspects of undergraduate research and examine how each positively and/or negatively affected students’ depression using embedded student quotes to highlight the relationships between related ideas.

Lab Environment: Relationships with Others in the Lab.

Some aspects of the lab environment, which we define as students’ physical, social, or psychological research space, could be particularly beneficial for students with depression.

Specifically, undergraduate researchers perceived that comfortable and positive social interactions with others in the lab helped their depression. Students acknowledged how beneficial their relationships with graduate students and postdocs could be.

Marta: “I think always checking in on undergrads is important. It’s really easy [for us] to go a whole day without talking to anybody in the lab. But our grad students are like ‘Hey, what’s up? How’s school? What’s going on?’ (…) What helps me the most is having that strong support system. Sometimes just talking makes you feel better, but also having people that believe in you can really help you get out of that negative spiral. I think that can really help with depression.”

Kelley: “I know that anytime I need to talk to [my postdoc mentors] about something they’re always there for me. Over time we’ve developed a relationship where I know that outside of work and outside of the lab if I did want to talk to them about something I could talk to them. Even just talking to someone about hobbies and having that relationship alone is really helpful [for depression].”

In addition to highlighting the importance of developing relationships with graduate students or postdocs in the lab, students described that forming relationships with other undergraduates in the lab also helped their depression. Particularly, students described that other undergraduate researchers often validated their feelings about research, which in turn helped them realize that what they are thinking or feeling is normal, which tended to alleviate their negative thoughts. Interestingly, other undergraduates experiencing the same issues could sometimes help buffer them from perceiving that a mentor did not like them or that they were uniquely bad at research. In this article, we use the term “mentor” to refer to anyone who students referred to in the interviews as being their mentors or managing their research experiences; this includes graduate students, postdoctoral scholars, lab managers, and primary investigators (PIs).

Abby: “One of my best friends is in the lab with me.  A lot of that friendship just comes from complaining about our stress with the lab and our annoyance with people in the lab. Like when we both agree like, ‘Yeah, the grad students were really off today, it wasn’t us,’ that helps. ‘It wasn’t me, it wasn’t my fault that we were having a rough day in lab; it was the grad students.’ Just being able to realize, ‘Hey, this isn’t all caused by us,’ you know? (…) We understand the stresses in the lab. We understand the details of what each other are doing in the lab, so when something doesn’t work out, we understand that it took them like eight hours to do that and it didn’t work. We provide empathy on a different level.”

Meleana: “It’s great to have solidarity in being confused about something, and it’s just that is a form of validation for me too. When we leave a lab meeting and I look at [another undergrad] I’m like, ‘Did you understand anything that they were just saying?’ And they’re like, ‘Oh, no.’ (…) It’s just really validating to hear from the other undergrads that we all seem to be struggling with the same things.”

Developing positive relationships with faculty mentors or PIs also helped alleviate some students’ depressive feelings, particularly when PIs shared their own struggles with students. This also seemed to normalize students’ concerns about their own experiences.

Alexandra: “[Talking with my PI] is helpful because he would talk about his struggles, and what he faced. A lot of it was very similar to my struggles.  For example, he would say, ‘Oh, yeah, I failed this exam that I studied so hard for. I failed the GRE and I paid so much money to prepare for it.’ It just makes [my depression] better, like okay, this is normal for students to go through this. It’s not an out of this world thing where if you fail, you’re a failure and you can’t move on from it.”

Students’ relationships with others in the lab did not always positively impact their depression. Students described instances when the negative moods of the graduate students and PIs would often set the tone of the lab, which in turn worsened the mood of the undergraduate researchers.

Abby: “Sometimes [the grad students] are not in a good mood. The entire vibe of the lab is just off, and if you make a joke and it hits somebody wrong, they get all mad. It really depends on the grad students and the leadership and the mood that they’re in.”

Interviewer: “How does it affect your depression when the grad students are in a bad mood?”

Abby: “It definitely makes me feel worse. It feels like, again, that I really shouldn’t go ask them for help because they’re just not in the mood to help out. It makes me have more pressure on myself, and I have deadlines I need to meet, but I have a question for them, but they’re in a bad mood so I can’t ask. That’s another day wasted for me and it just puts more stress, which just adds to the depression.”

Additionally, some students described even more concerning behavior from research mentors, which negatively affected their depression.

Julie: “I had a primary investigator who is notorious in the department for screaming at people, being emotionally abusive, unreasonable, et cetera. (…) [He was] kind of harassing people, demeaning them, lying to them, et cetera, et cetera. (…) Being yelled at and constantly demeaned and harassed at all hours of the day and night, that was probably pretty bad for me.”

While the relationships between undergraduates and graduate, postdoc, and faculty mentors seemed to either alleviate or worsen students’ depressive symptoms, depending on the quality of the relationship, students in this study exclusively described their relationships with other undergraduates as positive for their depression. However, students did note that undergraduate research puts some of the best and brightest undergraduates in the same environment, which can result in students comparing themselves with their peers. Students described that this comparison would often lead them to feel badly about themselves, even though they would describe their personal relationship with a person to be good.

Meleana: “In just the research field in general, just feeling like I don’t really measure up to the people around me [can affect my depression]. A lot of the times it’s the beginning of a little spiral, mental spiral. There are some past undergrads that are talked about as they’re on this pedestal of being the ideal undergrads and that they were just so smart and contributed so much to the lab. I can never stop myself from wondering like, ‘Oh, I wonder if I’m having a contribution to the lab that’s similar or if I’m just another one of the undergrads that does the bare minimum and passes through and is just there.’”

Natasha: “But, on the other hand, [having another undergrad in the lab] also reminded me constantly that some people are invested in this and meant to do this and it’s not me. And that some people know a lot more than I do and will go further in this than I will.”

While students primarily expressed that their relationships with others in the lab affected their depression, some students explained that they struggled most with depression when the lab was empty; they described that they did not like being alone in the lab, because a lack of stimulation allowed their minds to be filled with negative thoughts.

Mia: “Those late nights definitely didn’t help [my depression]. I am alone, in the entire building.  I’m left alone to think about my thoughts more, so not distracted by talking to people or interacting with people. I think more about how I’m feeling and the lack of progress I’m making, and the hopelessness I’m feeling. That kind of dragged things on, and I guess deepened my depression.”

Freddy: “Often times when I go to my office in the evening, that is when I would [ sic ] be prone to be more depressed. It’s being alone. I think about myself or mistakes or trying to correct mistakes or whatever’s going on in my life at the time. I become very introspective. I think I’m way too self-evaluating, way too self-deprecating and it’s when I’m alone when those things are really, really triggered. When I’m talking with somebody else, I forget about those things.”

In sum, students with depression highlighted that a lab environment full of positive and encouraging individuals was helpful for their depression, whereas isolating or competitive environments and negative interactions with others often resulted in more depressive feelings.

Doing Science: Experiencing Failure in Research, Getting Help, Receiving Feedback, Time Demands, and Important Contributions.

In addition to the lab environment, students also described that the process of doing science could affect their depression. Specifically, students explained that a large contributor to their depression was experiencing failure in research.

Interviewer: “Considering your experience in undergraduate research, what tends to trigger your feelings of depression?”

Heather: “Probably just not getting things right. Having to do an experiment over and over again. You don’t get the results you want. (…) The work is pretty meticulous and it’s frustrating when I do all this work, I do a whole experiment, and then I don’t get any results that I can use. That can be really frustrating. It adds to the stress. (…) It’s hard because you did all this other stuff before so you can plan for the research, and then something happens and all the stuff you did was worthless basically.”

Julie: “I felt very negatively about myself [when a project failed] and pretty panicked whenever something didn’t work because I felt like it was a direct reflection on my effort and/or intelligence, and then it was a big glaring personal failure.”

Students explained that their depression related to failing in research was exacerbated if they felt as though they could not seek help from their research mentors. Perceived insufficient mentor guidance has been shown to be a factor influencing student intention to leave undergraduate research ( Cooper et al. , 2019c ). Sometimes students talked about their research mentors being unavailable or unapproachable.

Michelle: “It just feels like [the graduate students] are not approachable. I feel like I can’t approach them to ask for their understanding in a certain situation. It makes [my depression] worse because I feel like I’m stuck, and that I’m being limited, and like there’s nothing I can do. So then I kind of feel like it’s my fault that I can’t do anything.”

Other times, students described that they did not seek help in fear that they would be negatively evaluated in research, which is a fear of being judged by others ( Watson and Friend, 1969 ; Weeks et al. , 2005 ; Cooper et al. , 2018 ). That is, students fear that their mentor would think negatively about them or judge them if they were to ask questions that their mentor thought they should know the answer to.

Meleana: “I would say [my depression] tends to come out more in being more reserved in asking questions because I think that comes more like a fear-based thing where I’m like, ‘Oh, I don’t feel like I’m good enough and so I don’t want to ask these questions because then my mentors will, I don’t know, think that I’m dumb or something.’”

Conversely, students described that mentors who were willing to help them alleviated their depressive feelings.

Crystal: “Yeah [my grad student] is always like, ‘Hey, I can check in on things in the lab because you’re allowed to ask me for that, you’re not totally alone in this,’ because he knows that I tend to take on all this responsibility and I don’t always know how to ask for help. He’s like, ‘You know, this is my lab too and I am here to help you as well,’ and just reminds me that I’m not shouldering this burden by myself.”

Ashlyn: “The graduate student who I work with is very kind and has a lot of patience and he really understands a lot of things and provides simple explanations. He does remind me about things and he will keep on me about certain tasks that I need to do in an understanding way, and it’s just because he’s patient and he listens.”

In addition to experiencing failure in science, students described that making mistakes when doing science also negatively affected their depression.

Abby: “I guess not making mistakes on experiments [is important in avoiding my depression]. Not necessarily that your experiment didn’t turn out to produce the data that you wanted, but just adding the wrong enzyme or messing something up like that. It’s like, ‘Oh, man,’ you know? You can get really down on yourself about that because it can be embarrassing.”

Commonly, students described that the potential for making mistakes increased their stress and anxiety regarding research; however, they explained that how other people responded to a potential mistake was what ultimately affected their depression.

Briana: “Sometimes if I made a mistake in correctly identifying an eye color [of a fly], [my PI] would just ridicule me in front of the other students. He corrected me but his method of correcting was very discouraging because it was a ridicule. It made the others laugh and I didn’t like that.”

Julie: “[My PI] explicitly [asked] if I had the dedication for science. A lot of times he said I had terrible judgment. A lot of times he said I couldn’t be trusted. Once I went to a conference with him, and, unfortunately, in front of another professor, he called me a klutz several times and there was another comment about how I never learn from my mistakes.”

When students did do things correctly, they described how important it could be for them to receive praise from their mentors. They explained that hearing praise and validation can be particularly helpful for students with depression, because their thoughts are often very negative and/or because they have low self-esteem.

Crystal: “[Something that helps my depression is] I have text messages from [my graduate student mentor] thanking me [and another undergraduate researcher] for all of the work that we’ve put in, that he would not be able to be as on track to finish as he is if he didn’t have our help.”

Interviewer: “Why is hearing praise from your mentor helpful?”

Crystal: “Because a lot of my depression focuses on everybody secretly hates you, nobody likes you, you’re going to die alone. So having that validation [from my graduate mentor] is important, because it flies in the face of what my depression tells me.”

Brian: “It reminds you that you exist outside of this negative world that you’ve created for yourself, and people don’t see you how you see yourself sometimes.”

Students also highlighted how research could be overwhelming, which negatively affected their depression. Particularly, students described that research demanded a lot of their time and that their mentors did not always seem to be aware that they were juggling school and other commitments in addition to their research. This stress exacerbated their depression.

Rose: “I feel like sometimes [my grad mentors] are not very understanding because grad students don’t take as many classes as [undergrads] do. I think sometimes they don’t understand when I say I can’t come in at all this week because I have finals and they’re like, ‘Why though?’”

Abby: “I just think being more understanding of student life would be great. We have classes as well as the lab, and classes are the priority. They forget what it’s like to be a student. You feel like they don’t understand and they could never understand when you say like, ‘I have three exams this week,’ and they’re like, ‘I don’t care. You need to finish this.’”

Conversely, some students reported that their research labs were very understanding of students’ schedules. Interestingly, these students talked most about how helpful it was to be able to take a mental health day and not do research on days when they felt down or depressed.

Marta: “My lab tech is very open, so she’ll tell us, ‘I can’t come in today. I have to take a mental health day.’ So she’s a really big advocate for that. And I think I won’t personally tell her that I’m taking a mental health day, but I’ll say, ‘I can’t come in today, but I’ll come in Friday and do those extra hours.’ And she’s like, ‘OK great, I’ll see you then.’  And it makes me feel good, because it helps me take care of myself first and then I can take care of everything else I need to do, which is amazing.”

Meleana: “Knowing that [my mentors] would be flexible if I told them that I’m crazy busy and can’t come into work nearly as much this week [helps my depression]. There is flexibility in allowing me to then care for myself.”

Interviewer: “Why is the flexibility helpful given the depression?”

Meleana: “Because sometimes for me things just take a little bit longer when I’m feeling down. I’m just less efficient to be honest, and so it’s helpful if I feel like I can only go into work for 10 hours in a week. It declutters my brain a little bit to not have to worry about all the things I have to do in work in addition the things that I need to do for school or clubs, or family or whatever.”

Despite the demanding nature of research, a subset of students highlighted that their research and research lab provided a sense of stability or familiarity that distracted them from their depression.

Freddy: “I’ll [do research] to run away from those [depressive] feelings or whatever. (…) I find sadly, I hate to admit it, but I do kind of run to [my lab]. I throw myself into work to distract myself from the feelings of depression and sadness.”

Rose: “When you’re sad or when you’re stressed you want to go to things you’re familiar with. So because lab has always been in my life, it’s this thing where it’s going to be there for me I guess. It’s like a good book that you always go back to and it’s familiar and it makes you feel good. So that’s how lab is. It’s not like the greatest thing in the world but it’s something that I’m used to, which is what I feel like a lot of people need when they’re sad and life is not going well.”

Many students also explained that research positively affects their depression because they perceive their research contribution to be important.

Ashlyn: “I feel like I’m dedicating myself to something that’s worthy and something that I believe in. It’s really important because it contextualizes those times when I am feeling depressed. It’s like, no, I do have these better things that I’m working on. Even when I don’t like myself and I don’t like who I am, which is again, depression brain, I can at least say, ‘Well, I have all these other people relying on me in research and in this area and that’s super important.’”

Jessica: “I mean, it just felt like the work that I was doing had meaning and when I feel like what I’m doing is actually going to contribute to the world, that usually really helps with [depression] because it’s like not every day you can feel like you’re doing something impactful.”

In sum, students highlighted that experiencing failure in research and making mistakes negatively contributed to depression, especially when help was unavailable or research mentors had a negative reaction. Additionally, students acknowledged that the research could be time-consuming, but that research mentors who were flexible helped assuage depressive feelings that were associated with feeling overwhelmed. Finally, research helped some students’ depression, because it felt familiar, provided a distraction from depression, and reminded students that they were contributing to a greater cause.

We believe that creating more inclusive research environments for students with depression is an important step toward broadening participation in science, not only to ensure that we are not discouraging students with depression from persisting in science, but also because depression has been shown to disproportionately affect underserved and underrepresented groups in science ( Turner and Noh, 1988 ; Eisenberg et al. , 2007 ; Jenkins et al. , 2013 ; American College Health Association, 2018 ). We initially hypothesized that three features of undergraduate research—research mentors, the lab environment, and failure—may have the potential to exacerbate student depression. We found this to be true; students highlighted that their relationships with their mentors as well as the overall lab environment could negatively affect their depression, but could also positively affect their research experiences. Students also noted that they struggled with failure, which is likely true of most students, but is known to be particularly difficult for students with depression ( Elliott et al. , 1997 ). We expand upon our findings by integrating literature on depression with the information that students provided in the interviews about how research mentors can best support students. We provide a set of evidence-based recommendations focused on mentoring, the lab environment, and failure for research mentors wanting to create more inclusive research environments for students with depression. Notably, only the first recommendation is specific to students with depression; the others reflect recommendations that have previously been described as “best practices” for research mentors ( NASEM, 2017 , 2019 ; Sorkness et al. , 2017 ) and likely would benefit most students. However, we examine how these recommendations may be particularly important for students with depression. As we hypothesized, these recommendations directly address three aspects of research: mentors, lab environment, and failure. A caveat of these recommendations is that more research needs to be done to explore the experiences of students with depression and how these practices actually impact students with depression, but our national sample of undergraduate researchers with depression can provide an initial starting point for a discussion about how to improve research experiences for these students.

Recommendations to Make Undergraduate Research Experiences More Inclusive for Students with Depression

Recognize student depression as a valid illness..

Allow students with depression to take time off of research by simply saying that they are sick and provide appropriate time for students to recover from depressive episodes. Also, make an effort to destigmatize mental health issues.

Undergraduate researchers described both psychological and physical symptoms that manifested as a result of their depression and highlighted how such symptoms prevented them from performing to their full potential in undergraduate research. For example, students described how their depression would cause them to feel unmotivated, which would often negatively affect their research productivity. In cases in which students were motivated enough to come in and do their research, they described having difficulty concentrating or engaging in the work. Further, when doing research, students felt less creative and less willing to take risks, which may alter the quality of their work. Students also sometimes struggled to socialize in the lab. They described feeling less social and feeling overly self-critical. In sum, students described that, when they experienced a depressive episode, they were not able to perform to the best of their ability, and it sometimes took a toll on them to try to act like nothing was wrong, when they were internally struggling with depression. We recommend that research mentors treat depression like any other physical illness; allowing students the chance to recover when they are experiencing a depressive episode can be extremely important to students and can allow them to maximize their productivity upon returning to research ( Judd et al. , 2000 ). Students explained that if they are not able to take the time to focus on recovering during a depressive episode, then they typically continue to struggle with depression, which negatively affects their research. This sentiment is echoed by researchers in psychiatry who have found that patients who do not fully recover from a depressive episode are more likely to relapse and to experience chronic depression ( Judd et al. , 2000 ). Students described not doing tasks or not showing up to research because of their depression but struggling with how to share that information with their research mentors. Often, students would not say anything, which caused them anxiety because they were worried about what others in the lab would say to them when they returned. Admittedly, many students understood why this behavior would cause their research mentors to be angry or frustrated, but they weighed the consequences of their research mentors’ displeasure against the consequences of revealing their depression and decided it was not worth admitting to being depressed. This aligns with literature that suggests that when individuals have concealable stigmatized identities, or identities that can be hidden and that carry negative stereotypes, such as depression, they will often keep them concealed to avoid negative judgment or criticism ( Link and Phelan, 2001 ; Quinn and Earnshaw, 2011 ; Jones and King, 2014 ; Cooper and Brownell, 2016 ; Cooper et al. , 2019b ; Cooper et al ., unpublished data ). Therefore, it is important for research mentors to be explicit with students that 1) they recognize mental illness as a valid sickness and 2) that students with mental illness can simply explain that they are sick if they need to take time off. This may be useful to overtly state on a research website or in a research syllabus, contract, or agreement if mentors use such documents when mentoring undergraduates in their lab. Further, research mentors can purposefully work to destigmatize mental health issues by explicitly stating that struggling with mental health issues, such as depression and anxiety, is common. While we do not recommend that mentors ask students directly about depression, because this can force students to share when they are not comfortable sharing, we do recommend providing opportunities for students to reveal their depression ( Chaudoir and Fisher, 2010 ). Mentors can regularly check in with students about how they’re doing, and talk openly about the importance of mental health, which may increase the chance that students may feel comfortable revealing their depression ( Chaudoir and Quinn, 2010 ; Cooper et al ., unpublished data ).

Foster a Positive Lab Environment.

Encourage positivity in the research lab, promote working in shared spaces to enhance social support among lab members, and alleviate competition among undergraduates.

Students in this study highlighted that the “leadership” of the lab, meaning graduate students, postdocs, lab managers, and PIs, were often responsible for establishing the tone of the lab; that is, if they were in a bad mood it would trickle down and negatively affect the moods of the undergraduates. Explicitly reminding lab leadership that their moods can both positively and negatively affect undergraduates may be important in establishing a positive lab environment. Further, students highlighted how they were most likely to experience negative thoughts when they were alone in the lab. Therefore, it may be helpful to encourage all lab members to work in a shared space to enhance social interactions among students and to maximize the likelihood that undergraduates have access to help when needed. A review of 51 studies in psychiatry supported our undergraduate researchers’ perceptions that social relationships positively impacted their depression; the study found that perceived emotional support (e.g., someone available to listen or give advice), perceived instrumental support (e.g., someone available to help with tasks), and large diverse social networks (e.g., being socially connected to a large number of people) were significantly protective against depression ( Santini et al. , 2015 ). Additionally, despite forming positive relationships with other undergraduates in the lab, many undergraduate researchers admitted to constantly comparing themselves with other undergraduates, which led them to feel inferior, negatively affecting their depression. Some students talked about mentors favoring current undergraduates or talking positively about past undergraduates, which further exacerbated their feelings of inferiority. A recent study of students in undergraduate research experiences highlighted that inequitable distribution of praise to undergraduates can create negative perceptions of lab environments for students (Cooper et al. , 2019). Further, the psychology literature has demonstrated that when people feel insecure in their social environments, it can cause them to focus on a hierarchical view of themselves and others, which can foster feelings of inferiority and increase their vulnerability to depression ( Gilbert et al. , 2009 ). Thus, we recommend that mentors be conscious of their behaviors so that they do not unintentionally promote competition among undergraduates or express favoritism toward current or past undergraduates. Praise is likely best used without comparison with others and not done in a public way, although more research on the impact of praise on undergraduate researchers needs to be done. While significant research has been done on mentoring and mentoring relationships in the context of undergraduate research ( Byars-Winston et al. , 2015 ; Aikens et al. , 2017 ; Estrada et al. , 2018 ; Limeri et al. , 2019 ; NASEM, 2019 ), much less has been done on the influence of the lab environment broadly and how people in nonmentoring roles can influence one another. Yet, this study indicates the potential influence of many different members of the lab, not only their mentors, on students with depression.

Develop More Personal Relationships with Undergraduate Researchers and Provide Sufficient Guidance.

Make an effort to establish more personal relationships with undergraduates and ensure that they perceive that they have access to sufficient help and guidance with regard to their research.

When we asked students explicitly how research mentors could help create more inclusive environments for undergraduate researchers with depression, students overwhelmingly said that building mentor–student relationships would be extremely helpful. Students suggested that mentors could get to know students on a more personal level by asking about their career interests or interests outside of academia. Students also remarked that establishing a more personal relationship could help build the trust needed in order for undergraduates to confide in their research mentors about their depression, which they perceived would strengthen their relationships further because they could be honest about when they were not feeling well or their mentors might even “check in” with them in times where they were acting differently than normal. This aligns with studies showing that undergraduates are most likely to reveal a stigmatized identity, such as depression, when they form a close relationship with someone ( Chaudoir and Quinn, 2010 ). Many were intimidated to ask for research-related help from their mentors and expressed that they wished they had established a better relationship so that they would feel more comfortable. Therefore, we recommend that research mentors try to establish relationships with their undergraduates and explicitly invite them to ask questions or seek help when needed. These recommendations are supported by national recommendations for mentoring ( NASEM, 2019 ) and by literature that demonstrates that both social support (listening and talking with students) and instrumental support (providing students with help) have been shown to be protective against depression ( Santini et al. , 2015 ).

Treat Undergraduates with Respect and Remember to Praise Them.

Avoid providing harsh criticism and remember to praise undergraduates. Students with depression often have low self-esteem and are especially self-critical. Therefore, praise can help calibrate their overly negative self-perceptions.

Students in this study described that receiving criticism from others, especially harsh criticism, was particularly difficult for them given their depression. Multiple studies have demonstrated that people with depression can have an abnormal or maladaptive response to negative feedback; scientists hypothesize that perceived failure on a particular task can trigger failure-related thoughts that interfere with subsequent performance ( Eshel and Roiser, 2010 ). Thus, it is important for research mentors to remember to make sure to avoid unnecessarily harsh criticisms that make students feel like they have failed (more about failure is described in the next recommendation). Further, students with depression often have low self-esteem or low “personal judgment of the worthiness that is expressed in the attitudes the individual holds towards oneself” ( Heatherton et al. , 2003 , p. 220; Sowislo and Orth, 2013 ). Specifically, a meta-analysis of longitudinal studies found that low self-esteem is predictive of depression ( Sowislo and Orth, 2013 ), and depression has also been shown to be highly related to self-criticism ( Luyten et al. , 2007 ). Indeed, nearly all of the students in our study described thinking that they are “not good enough,” “worthless,” or “inadequate,” which is consistent with literature showing that people with depression are self-critical ( Blatt et al. , 1982 ; Gilbert et al. , 2006 ) and can be less optimistic of their performance on future tasks and rate their overall performance on tasks less favorably than their peers without depression ( Cane and Gotlib, 1985 ). When we asked students what aspects of undergraduate research helped their depression, students described that praise from their mentors was especially impactful, because they thought so poorly of themselves and they needed to hear something positive from someone else in order to believe it could be true. Praise has been highlighted as an important aspect of mentoring in research for many years ( Ashford, 1996 ; Gelso and Lent, 2000 ; Brown et al. , 2009 ) and may be particularly important for students with depression. In fact, praise has been shown to enhance individuals’ motivation and subsequent productivity ( Hancock, 2002 ; Henderlong and Lepper, 2002 ), factors highlighted by students as negatively affecting their depression. However, something to keep in mind is that a student with depression and a student without depression may process praise differently. For a student with depression, a small comment that praises the student’s work may not be sufficient for the student to process that comment as praise. People with depression are hyposensitive to reward or have reward-processing deficits ( Eshel and Roiser, 2010 ); therefore, praise may affect students without depression more positively than it would affect students with depression. Research mentors should be mindful that students with depression often have a negative view of themselves, and while students report that praise is extremely important, they may have trouble processing such positive feedback.

Normalize Failure and Be Explicit about the Importance of Research Contributions.

Explicitly remind students that experiencing failure is expected in research. Also explain to students how their individual work relates to the overall project so that they can understand how their contributions are important. It can also be helpful to explain to students why the research project as a whole is important in the context of the greater scientific community.

Experiencing failure has been thought to be a potentially important aspect of undergraduate research, because it may provide students with the potential to develop integral scientific skills such as the ability to navigate challenges and persevere ( Laursen et al. , 2010 ; Gin et al. , 2018 ; Henry et al. , 2019 ). However, in the interviews, students described that when their science experiments failed, it was particularly tough for their depression. Students’ negative reaction to experiencing failure in research is unsurprising, given recent literature that has predicted that students may be inadequately prepared to approach failure in science ( Henry et al. , 2019 ). However, the literature suggests that students with depression may find experiencing failure in research to be especially difficult ( Elliott et al. , 1997 ; Mongrain and Blackburn, 2005 ; Jones et al. , 2009 ). One potential hypothesis is that students with depression may be more likely to have fixed mindsets or more likely to believe that their intelligence and capacity for specific abilities are unchangeable traits ( Schleider and Weisz, 2018 ); students with a fixed mindset have been hypothesized to have particularly negative responses to experiencing failure in research, because they are prone to quitting easily in the face of challenges and becoming defensive when criticized ( Forsythe and Johnson, 2017 ; Dweck, 2008 ). A study of life sciences undergraduates enrolled in CUREs identified three strategies of students who adopted adaptive coping mechanisms, or mechanisms that help an individual maintain well-being and/or move beyond the stressor when faced with failure in undergraduate research: 1) problem solving or engaging in strategic planning and decision making, 2) support seeking or finding comfort and help with research, and 3) cognitive restructuring or reframing a problem from negative to positive and engaging in self encouragement ( Gin et al. , 2018 ). We recommend that, when undergraduates experience failure in science, their mentors be proactive in helping them problem solve, providing help and support, and encouraging them. Students also explained that mentors sharing their own struggles as undergraduate and graduate students was helpful, because it normalized failure. Sharing personal failures in research has been recommended as an important way to provide students with psychosocial support during research ( NASEM, 2019 ). We also suggest that research mentors take time to explain to students why their tasks in the lab, no matter how small, contribute to the greater research project ( Cooper et al. , 2019a ). Additionally, it is important to make sure that students can explain how the research project as a whole is contributing to the scientific community ( Gin et al. , 2018 ). Students highlighted that contributing to something important was really helpful for their depression, which is unsurprising, given that studies have shown that meaning in life or people’s comprehension of their life experiences along with a sense of overarching purpose one is working toward has been shown to be inversely related to depression ( Steger, 2013 ).

Limitations and Future Directions

This work was a qualitative interview study intended to document a previously unstudied phenomenon: depression in the context of undergraduate research experiences. We chose to conduct semistructured interviews rather than a survey because of the need for initial exploration of this area, given the paucity of prior research. A strength of this study is the sampling approach. We recruited a national sample of 35 undergraduates engaged in undergraduate research at 12 different public R1 institutions. Despite our representative sample from R1 institutions, these findings may not be generalizable to students at other types of institutions; lab environments, mentoring structures, and interactions between faculty and undergraduate researchers may be different at other institution types (e.g., private R1 institutions, R2 institutions, master’s-granting institutions, primarily undergraduate institutions, and community colleges), so we caution against making generalizations about this work to all undergraduate research experiences. Future work could assess whether students with depression at other types of institutions have similar experiences to students at research-intensive institutions. Additionally, we intentionally did not explore the experiences of students with specific identities owing to our sample size and the small number of students in any particular group (e.g., students of a particular race, students with a graduate mentor as the primary mentor). We intend to conduct future quantitative studies to further explore how students’ identities and aspects of their research affect their experiences with depression in undergraduate research.

The students who participated in the study volunteered to be interviewed about their depression; therefore, it is possible that depression is a more salient part of these students’ identities and/or that they are more comfortable talking about their depression than the average population of students with depression. It is also important to acknowledge the personal nature of the topic and that some students may not have fully shared their experiences ( Krumpal, 2013 ), particularly those experiences that may be emotional or traumatizing ( Kahn and Garrison, 2009 ). Additionally, our sample was skewed toward females (77%). While females do make up approximately 60% of students in biology programs on average ( Eddy et al. , 2014 ), they are also more likely to report experiencing depression ( American College Health Association, 2018 ; Evans et al. , 2018 ). However, this could be because women have higher rates of depression or because males are less likely to report having depression; clinical bias, or practitioners’ subconscious tendencies to overlook male distress, may underestimate depression rates in men ( Smith et al. , 2018 ). Further, females are also more likely to volunteer to participate in studies ( Porter and Whitcomb, 2005 ); therefore, many interview studies have disproportionately more females in the data set (e.g., Cooper et al. , 2017 ). If we had been able to interview more male students, we might have identified different findings. Additionally, we limited our sample to life sciences students engaged in undergraduate research at public R1 institutions. It is possible that students in other majors may have different challenges and opportunities for students with depression, as well as different disciplinary stigmas associated with mental health.

In this exploratory interview study, we identified a variety of ways in which depression in undergraduates negatively affected their undergraduate research experiences. Specifically, we found that depression interfered with students’ motivation and productivity, creativity and risk-taking, engagement and concentration, and self-perception and socializing. We also identified that research can negatively affect depression in undergraduates. Experiencing failure in research can exacerbate student depression, especially when students do not have access to adequate guidance. Additionally, being alone or having negative interactions with others in the lab worsened students’ depression. However, we also found that undergraduate research can positively affect students’ depression. Research can provide a familiar space where students can feel as though they are contributing to something meaningful. Additionally, students reported that having access to adequate guidance and a social support network within the research lab also positively affected their depression. We hope that this work can spark conversations about how to make undergraduate research experiences more inclusive of students with depression and that it can stimulate additional research that more broadly explores the experiences of undergraduate researchers with depression.

Important note

If you or a student experience symptoms of depression and want help, there are resources available to you. Many campuses provide counseling centers equipped to provide students, staff, and faculty with treatment for depression, as well as university-dedicated crisis hotlines. Additionally, there are free 24/7 services such as Crisis Text Line, which allows you to text a trained live crisis counselor (Text “CONNECT” to 741741; Text Depression Hotline , 2019 ), and phone hotlines such as the National Suicide Prevention Lifeline at 1-800-273-8255 (TALK). You can also learn more about depression and where to find help near you through the Anxiety and Depression Association of American website: https://adaa.org ( Anxiety and Depression Association of America, 2019 ) and the Depression and Biopolar Support Alliance: http://dbsalliance.org ( Depression and Biopolar Support Alliance, 2019 ).

ACKNOWLEDGMENTS

We are extremely grateful to the undergraduate researchers who shared their thoughts and experiences about depression with us. We acknowledge the ASU LEAP Scholars for helping us create the original survey and Rachel Scott for her helpful feedback on earlier drafts of this article. L.E.G. was supported by a National Science Foundation (NSF) Graduate Fellowship (DGE-1311230) and K.M.C. was partially supported by a Howard Hughes Medical Institute (HHMI) Inclusive Excellence grant (no. 11046) and an NSF grant (no. 1644236). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF or HHMI.

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Submitted: 4 November 2019 Revised: 24 February 2020 Accepted: 6 March 2020

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Impact of Anxiety and Depression on Student Academic Progress

Anxiety and depression are two of the most common obstacles teens and young adults face and it’s beginning to take a serious toll in the classroom.

Every year more cases of anxiety and depression are reported in children and teens. 1 in every 8 children has anxiety, according to the Anxiety and Depression Association of America (ADAA). While there are treatments for anxiety and depression, 80% of children with an anxiety disorder and 60% of children with depression are not receiving treatment .

With so many children and teens who have undiagnosed anxiety or depression, this can negatively impact their ability to learn and enjoy their time in school. When students have anxiety and depression that goes unnoticed their mental health is at risk, which can lead to social and behavioral problems, poor performance and learning, neglected hygiene, poor self care practices and low self esteem.

It can be difficult for teachers to identify anxiety and depression because these disorders often show up differently for different people, but this is why knowing the combinations of behaviors to look for is key . When anxiety and depression aren’t addressed the symptoms can worsen, creating a vicious cycle that many students are finding themselves in.

Unpredictable Behavior is Often a Sign of Anxiety or Depression

Anxiety and depression can be tricky because they can cause students to act in unpredictable ways and teachers aren’t trained to recognize these cues. For example, Mr. Lee shares a story about his student, Mark, who is typically in a great mood.

Mr. Lee recalls one day in specific.

Mark loved math and the class was going to participate in a game of math bingo, which he usually was excited about. Mark would always ask if he could pass out the pencils before the game because he liked having the chance to get out of his seat and move around. However, this particular day, Mr. Lee received a very different reaction when he asked Mark if he wanted to pass out the pencils to the class.

Mark jumped out of his seat and strewn his desk contents on the floor.

He screamed, “ I hate this school! ” as he ran out of the classroom.

Mr. Lee was shocked and had no idea what had gone wrong.

This is a perfect example showing why it is so important for teachers to receive training that will allow them to identify students with anxiety and depression and to be equipped to handle such situations.

Anxiety and depression are complex disorders and how they affect people depends on many variables. One minute a student could seem fine and the next they may experience and outburst or panic attack. Teachers and staff need training to be able to properly handle these unexpected occurrences.

What Causes Anxiety and Depression in Students?

Disorders like anxiety and depression are constantly being researched and new breakthroughs are being made every year.

However, doctors are still not sure if depression is passed on genetically or if it’s a mental illness that is solely psychological and physical. While scientists and doctors continue to explore this, there is evidence that suggests depression could be a combination of both nature and nurture.

On the other hand, a number of variables can lead to an anxiety disorder. An anxiety disorder may be prevalent if the following occur:

• When a fear/worry about a particular event or area of life is present
• The fear/worry is extreme compared to that experienced by peers or it is age‐inappropriate
• The fear/worry leads to avoidance of events
• The fear/worry causes significant distress and/or interferes significantly in daily activities

Since there are different kinds of anxiety, teachers should be trained to understand how to work effectively with each one. Common types of anxiety disorders are separation anxiety disorder, social phobia, generalized anxiety disorder, specific phobia, OCD, panic disorder and PTSD.

Diet is Important to Mental Health

Even factors like what you are eating can impact stress, anxiety and depression. It is extremely important for students to eat healthy meals regularly and pay attention to the ingredients in their food. Research has proven time and time again that what you eat affects your mood.

Different food can even change the chemical balance of the body. For example, Tryptophan is found in poultry, oil-rich fish, beans, baked potatoes, oats, nuts and seeds and it aids in serotonin production, which helps regulate mood.

With so many different factors leading to anxiety and depression it’s nearly impossible for teachers to identify these disorders without any prior training . The longer anxiety and depression go without treatment, the higher risk students face of a worsening condition, academic disengagement and a steep decrease in academic performance.

Impact of Anxiety and Depression on Performance

Depression and anxiety affect all areas of an individual’s well-being including sleep, diet, mental and physical health, self esteem, social interaction and academic performance.

Students who have these disorders are at risk of suffering from poor academic performance and resistance to anything school-related. This can include lack of engagement in the classroom, poor relationships with peers and teachers, and disinterest in pursuing passions and planning for the future. Their learning is also affected due to the fact that anxiety and depression can impact the working memory, which makes it challenging to retain new information and recall previously learned information.

Anxiety and depression negatively influence academic progress and encourage under-achievement. Students with a high level of anxiety score lower on IQ and achievement tests than their peers.

Inconsistent Academic Results Can be a Sign of Mental Health Issues

These disorders can also lead to inconsistent academic results. For example, a student may produce incredible work one day and barely be able to complete a single task the next. This unpredictable behavior is a prevalent sign that anxiety or depression might be present . The inconsistency of these disorders can leave students feeling frustrated and teachers confused and unsure how to approach the situation.

When students are depressed or are dealing with anxiety, they are more likely to disengage in the classroom.

This can cause them to participate in behaviors that will allow them to avoid certain events and situations. For example, missing class or going to the nurse during a quiz or presentation are a few ways students may demonstrate an anxiety disorder.

Teachers have to be prepared and know which signs to look for so that they can determine what is really going on with the student and how they can best help them.

Missing Class Can be a Sign of Anxiety

These disorders can also lead to school refusal, or school phobia. This is when a student’s anxiety or depression is so severe that they begin avoiding going to school at all. This can begin with missing class, going home early and staying home, but eventually can lead to school drop out. The Centre for Emotional Health at Macquarie University states that 49% of adults with anxiety reported leaving school early and 24% claimed that anxiety was the primary reason for them leaving.

The negative impact anxiety and depression have on students’ academic performance doesn’t just hurt them and their families, but it has consequences for the economy and society as a whole because they are not receiving a proper education.

Risks That Can’t be Ignored

When anxiety and depression are not identified and properly addressed there are long-term risks for students.

A student dealing with one of these disorders can experience negative effects on their attention, interpretation, concentration, memory, social interaction and physical health.

All of these factors play a key role in each student’s academic success and achievement. A child who has anxiety is more likely to focus their attention on things that they perceive to be a possible threat rather than focusing on what is important, like learning in the classroom. Individuals will also interpret everyday situations as dangerous or threatening and will often assume the worst case scenario.

When someone is experiencing anxiety or depression the majority of their mental capacity is used to create and process worrisome thoughts. This can make it extremely difficult to focus on positive thoughts and can be very exhausting for the student, which detracts from their learning abilities.

Not only do these disorders impact memory, which makes it hard for students to recall information, but they can also have negative effects on how students engage in social situations. Often, students with anxiety or depression will avoid interactions with their peers and will perceive neutral situations as threats. This, in turn, makes others uncomfortable and results in the student feeling lonely, outcast and increases anxiety and depression.

Physical symptoms like headache, fatigue, nausea and unexplained illness are also risks of untreated anxiety and depression. Children with these disorders have a higher resting heart rate, higher blood pressure, higher cortisol levels and they carry more tension in the body. These physical effects often lead to missed school days causing the child to fall behind.

Dealing with undiagnosed depression or anxiety can result in students feeling like they are constantly missing out on opportunities and this can lead to substance abuse, conduct problems, further mental health problems and even suicide.

Currently, suicide is the second leading cause of death among college students. Heather Morgan, a crisis line manager for Didi Hirsch Mental Health Services Suicide Prevention Center says, “We receive calls from college students daily. Since people go through different traumatic events in life; calls, texts and chats can range from relationship issues, LGBTQI questions or concerns, financial, and family issues or concerns – to name a few.”

The negative impact of anxiety and depression on student’s academic progress and overall well-being is very clear. Early anxiety disorders typically predict adult anxiety disorders making it crucial to address them early on. 85% of depressed adolescents have a history of having anxiety as a child. If these issues can be identified early on while the child is in school there is a better chance for treatment and preventative care so that the above consequences can be avoided.

Teachers and Schools Need to be Prepared

Under the Individuals with Disabilities Education Act (IDEA), parents have the right to request appropriate accommodations related to their child’s diagnosis. Teachers and school staff need to be able to respond effectively and know which accommodations to provide for each student.

Mental health training is crucial in schools, especially for teachers, who are interacting with students on a daily basis and have many opportunities to observe behavior and reach out.

A mental health training program will prepare teachers and staff to look for discreet signs that may indicate disorders like anxiety. These signs include increased inflexibility, over-reactivity, emotional intensity, impulsivity, acting out or escaping to avoid a situation . Very often a student may go to the nurse during a quiz or get kicked out of class on purpose. Teachers may interpret the child as simply being a troublemaker or slacking off, when in reality, they are feeling intense anxiety and are trying to protect themselves.

There’s a reason anxiety and depression are referred to as invisible diseases. It can be very difficult to identify these disorders in students unless teachers have a deep understanding of them and know exactly what to look for. Training is necessary because the best way to improve these conditions are to address them as soon as possible.

Isabel, a school superintendent in California says, “In most schools mental health certification is reserved for a social worker or guidance counselor. Yet 99.9% of student contact time everyday is with a teacher, bus driver or coach. Our number one priority should be to train and equip our front line staff to deal with this crisis.”

Teachers and classroom staff are on the front lines of helping students seek proper treatment and receive an education in a safe, comfortable environment. When school staff and teachers are properly trained they are able to effectively address anxiety and depression among their students and create a better learning environment that will produce higher academic outcomes.

Student Mental Health Training and Certification

IBCCES and their board of experts , including international leaders in the educational field, Tier 1 University researchers, master educators, and clinical professionals, have designed a Student Mental Health Specialist (SMHS) training and Student Mental Health Certificate (SMHC) certification . 81% of teens with anxiety responded positively to teacher intervention and 71% of students with depression had higher test results after teacher engagement.

The purpose of the SMHS and SMHC training and certification is to prepare teachers and other school staff to provide support for students in the classroom while monitoring changes in student behavior and understanding common disorders or mental health concerns. The IBCCES program is unique because it combines training with independently verifiable certification, providing schools with the resources they need to support students and parents to enhance learning opportunities and the overall school atmosphere.

Benefits of the SMHS and SMHC program include:

• Access to relevant strategies that can be implemented immediately
• Best practices and latest research in anxiety and mental health disorders
• Confidence to handle stressful situations and approach students with useful tools
• Ability to improve learning for students and produce better academic results
• Credibility and recognition for the staff and school
• Ability to create a sense of security in the classroom.

Take the First Step

The SMHS and SMHC program consists of a convenient six step process that can be completed online.

There is no reason why teachers and school staff have to continue feeling unprepared and student anxiety and depression has to continue going unnoticed and unaddressed.

Learn More about the SMHS and SMHC certifications.

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Why Are College Students So Depressed?

It may not always feel like the best four years of your life

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Andreswd / Getty Images

Symptoms of Depression in College Students

What percentage of college students experience depression, what really causes depression in college students, impact of depression on academic and personal life, coping with depression in college, treatments for depression in college students, how schools can help.

Depression is one of the most common mental health conditions and affects people of all ages, including college students. It impacts thoughts, feelings, and behaviors and is characterized by persistent sadness and loss of interest in once-enjoyable activities.

This condition is prevalent on college campuses, affecting an estimated 53% of students at some point.

"College students are a vulnerable population who are faced with a range of new and often wonderful—yet sometimes stressful—experiences," explains Randall Dwenger, MD , the chief medical officer at Mountainside Treatment Center. He also notes that people who have a predisposition to depression typically start to display symptoms during their early 20s.

Depression can take a toll on many aspects of a young person's life, including academic performance, social life, and physical health. It can also increase their risk of substance abuse and co-occurring mental health conditions.

For this reason, it is crucial to recognize the signs of depression in college students and provide tools, resources, and support that can help.

At a Glance

College students are faced with multiple stressors like living on their own for the first time, meeting new people, and taking a rigorous course load. All of these changes happen at one time and cause major stress.

Any symptoms—both mild and severe—can affect college students' performance and mental health.

Fortunately, help is available and schools have also stepped in to address mental health concerns.

"Even mild symptoms may significantly interfere with academic and social functioning," explains Amy Mezulis, PhD , a licensed clinical psychologist and chief clinical officer of Joon. She also notes that it can lead to symptoms such as trouble concentrating, fatigue , and low energy, which can make it tough for students to keep up with academic work.

Randall Dwenger, MD

Some students may experience frustration with themselves at not being able to keep up with the challenges of living independently: balancing academics, social life, and tasks of daily living. These frustrations turned inward may present as depression.

Symptoms of depression that college students may experience include:

• Feeling sad, low, or "empty"
• Loss of interest in previously enjoyed activities
• Difficulty concentrating and making decisions
• Missing class
• Poor grades
• Not having the motivation to finish assignments
• Poor self-care and personal hygiene
• Using drugs or alcohol to cope with difficult emotions
• Irritability or restlessness
• Guilt, helplessness, or hopelessness
• Lack of energy or fatigue
• Feelings of worthlessness
• Reduced physical activity
• Changes in sleep habits and appetite
• Thoughts of self-harm or suicide

If you are having suicidal thoughts, contact the  National Suicide Prevention Lifeline  at  988  for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911.

For more mental health resources, see our  National Helpline Database .

Unfortunately, it isn’t easy to predict which students will excel and which will struggle with all the changes and challenges that college brings.

“Some students may experience frustration with themselves at not being able to keep up with the challenges of living independently: balancing academics, social life, and tasks of daily living. These frustrations turned inward may present as depression,” Dr. Dwenger says.

In one study that involved interviewing college students about their experiences, students suggested that depression affected many academic areas, including their effort, ability to focus, and time management.

Struggling with motivation and falling behind on academic work were common themes.

"[Depression] can definitely be a drain on focus because if I’m having a particularly bad episode, it’s hard to do anything at all," one student explained.

For some students, falling behind in classes can make depression feel even worse. "Once you start falling behind, then the depression kicks in, it will make me think less of myself for that. Then it’s even harder to catch up. As the things pile up, it gets more difficult to pull myself out of [the depression]," another student told researchers.

Depression rates among U.S. college students are at an all-time high and growing. According to one internet-based survey, 44% reported that they currently have symptoms of depression, and 15% said they had considered suicide in the past year.

A 2022 study published in the Journal of Affective Disorders examined data from the national Healthy Minds study between the years 2013 and 2021. The researchers found that there has been a steady, consistent decline in the mental health of college students throughout the United States, amounting to a 135% increase in depression over the course of those eight years. 

Between 2013 and 2021, the number of college students who met the diagnostic criteria for one or more mental disorders doubled.

Such numbers are sobering, but the survey also found some positive indicators; more students are participating in therapy, and fewer are turning to alcohol to cope with their mental health problems. Unfortunately, the increasing rates of depression may also be outpacing the resources that are available to treat it.

And while the COVID-19 pandemic was associated with significant increases in rates of depression, the survey data shows that these increases are part of a larger trend and not simply attributable to a singular pandemic-era dip in mental well-being.

For students to get the help they need, researchers, public health experts, and academic institutions need to learn more about why students are struggling with depression. By identifying the factors that play a role, they can offer better interventions and develop prevention programs to combat depression in college students.

Leaving home for the first time can be an exciting but also challenging time for many students. It can be a time of self-discovery and personal growth, but it can also be stressful, anxiety-provoking, and isolating for many. 

The following are just some of the common factors that can play a role in the onset of depression among college-age students.

Transitions and Adjustments

"The transition to college can be a big change, both academically and socially," explains Laura Erickson-Schroth, MD , chief medical officer of The Jed Foundation (JED). Going to college often means leaving behind social connections and support and starting over in a new environment.

For most students, college is their first experience living away from home. Moving out, adjusting to a new environment, and forging new social connections can contribute to stress that can play a part in causing depression, Dr. Erickson-Schroth says.

Students are also dealing with a lot of pressure to perform well. This stress can affect well-being and contribute to feelings of inadequacy and helplessness.

Relationships and Social Pressures

Students also face the pressure of fitting in with their peers in a new setting. They may feel disconnected from their old friends and struggle to form new friendships in an unfamiliar environment. This lack of social support may contribute to depression.

The college years can also be a time to forge new relationships with friends and romantic partners, but this can also be a source of conflict and strife. Arguments with roommates, losing touch with old friends, and problems in romantic relationships can sometimes leave college students feeling distressed.

Financial Stress

Paying for school and managing living expenses can create additional pressures. College is the first time many young people have had to deal with this type of financial pressure, and it can create feelings of stress that can play a part in the onset of depression.

Dr. Erickson-Schroth notes that students from lower-income households experience more financial stress, including struggles related to finding stable housing, food, and healthcare.

Surveys suggest that three out of every five college students face some type of insecurity related to essential needs.

Social activities and academic demands can contribute to poor sleep habits. Depression and sleep have a bidirectional relationship. Irregular or poor sleep habits are linked to the onset of depression, but depression can make sleeping more difficult. Sleep disturbances are also associated with an increased risk of suicidal ideation.  

Research has also found that 82% of college students who experience suicidal thinking also experience sleep disturbances.

Substance Use

Some students may experiment with alcohol and drugs in college, in some cases as a way to cope with negative emotions and stress. Unfortunately, such substance use is also associated with increased depressive symptoms.

Other Hurdles

Dr. Erickson-Schroth notes that some young adults face additional challenges that can make them more susceptible to depression.

"Youth of color who attend college at predominantly white institutions (PWIs) often experience microaggressions and have trouble finding spaces where they feel they can be themselves," she explains.

Research also suggests that LGBTQIA+ students, financially insecure students, and lower-division students have a higher risk of experiencing more severe depression.

Generational Challenges

The COVID-19 pandemic also played a role in fueling struggles that many college students have experienced over the past few years. Dr. Dwenger notes that the social disruptions caused by the pandemic left many students struggling without the tools, resources, and coping skills they needed to navigate what is already a tricky period in most people's lives. 

"Many experienced a sort of “whiplash” in adjusting back to in-person learning and resuming social interactions," he explains.

Unique global concerns facing today's generation of college students can also contribute to depression. This can include environmental worries, climate anxiety , political turmoil, social justice issues, and other concerns.

The political minefield, losses in terms of personal freedoms and choice, and issues of diversity may inspire some young people into action and activism, but these issues can also bring feelings of pessimism and hopelessness to many.

The high rates of depression among college students negatively affect physical health, mental well-being, academic success, and interpersonal relationships . These effects can be distressing and far-reaching. They can also potentially interfere with a student's long-term academic and professional goals.

One of the most immediate effects of depression in college students is its effect on academic performance, attendance, and participation. Depression makes it harder to concentrate, reduces motivation to learn, and even makes it hard for students to attend class sessions.

The toll on a student's academic life can be severe. It can lead to poor test performance and bad grades, which even jeopardize a student's ability to graduate and, for those depending on academic scholarships, impair their ability to keep their form of financial support.

Declining grades and poor feedback from instructors can worsen the feelings of hopelessness and inadequacy that many students are already struggling with.

Life Outside of School

Depression also makes it more challenging for students to enjoy many of the experiences that are often associated with college. Extracurricular activities, social events, and hobbies that they used to enjoy lose their appeal. This often means that they stop participating in these activities altogether. 

Because social withdrawal is another common symptom of depression, making important connections and getting the social support they need becomes even more of a challenge. As a result, a student with depression may feel disconnected from their friends, roommates, family members, and college community.

Physical Health

Depression can also affect a college student's physical health. When people are depressed, they also experience increases in stress hormones such as adrenaline and cortisol . 

This stress response is associated with a variety of health effects, including impaired immunity. Periods of prolonged stress associated with depression can also elevate the risk of health problems such as autoimmune conditions, cardiovascular disease, high blood pressure, and gastrointestinal disorders.

It is also common for people with depression to experience a variety of physical symptoms, including back pain, stomach upset, reduced psychomotor activity, and joint pain.

If you are a college student struggling with depression, there are a few things that you can do that may help make it easier to cope. 

Make a Plan

Dr. Erickson-Schroth suggests proactive plans for how you'll take care of your mental health before college begins. 

"Make a list of some of the potential challenges you may face. This could include finding community, adjusting to living in a new place away from family and friends, keeping up with a different level of academic work, or getting the right amount of good nutrition, exercise, and sleep," she explains.

Once you have a list, brainstorm some ways you'll tackle these challenges. This can include checking out resources your school might offer and leaning on tactics that have worked for you in the past.

Try Behavioral Activation

Dr. Mezulis says that one of the best ways to manage depression is to use a strategy known as behavioral activation . It involves scheduling activities that help promote a positive mood and well-being, even if you might not necessarily feel in the mood.

The idea is that doing things that are good for us and that we typically enjoy will give us opportunities to feel effective, socially connected, and happy, thus improving our mood.

This includes scheduling things like social events, exercise, and even daily tasks like doing your laundry and homework. Start by taking stock of some of your daily habits and look for ways to schedule activities that will support your emotional well-being:

• Make it a habit to go to bed and wake up at the same time each day
• Eat a balanced diet
• Utilize relaxation techniques to cope with stress
• Start a mindfulness or meditation practice
• Get regular physical activity
• Seek support from family, friends, professors, advisors, and others

While there are many strategies you can use on your own to improve your mental health and ability to cope, it is important to seek professional help if your symptoms have lasted longer than two weeks and/or are making it difficult to function in your daily life. Treatment options can include on- or off-campus options.

Talking to a mental health professional at your school's counseling center or student health services can be a great place to start. They can provide further options about mental health services that are available on-campus or refer you to off-campus providers.

Your doctor or therapist may recommend a few different options to treat your depression. Because depression is complex and influenced by a number of factors, research suggests that a combination of therapy and medication is often the most effective treatment approach.

During talk therapy , you can discuss the challenges you are facing with a professional. Your therapist can help you gain insights, improve relationships, and develop new coping skills.

There are different types of therapy that can help, including cognitive-behavioral therapy (CBT) , which focuses on changing negative thoughts; interpersonal therapy (IPT) , which focuses on improving relationships; and dialectical behavior therapy (DBT) , which improves thoughts, emotions, and relationships.

There are also medications that can help people find relief from symptoms of depression. Antidepressants that are commonly prescribed include Prozac (fluoxetine), Paxil (paroxetine), Zoloft (sertraline), Celexa (citalopram), and Lexapro (escitalopram).

Some antidepressants carry a black box warning of an increased risk of suicide in young people under the age of 25. This risk tends to be highest when treatment is first initiated, so young people should be monitored for signs of increased suicidal thinking or behavior while taking antidepressant medication.

Resources for Professional Help

Dr. Dwenger recommends reaching out for professional support sooner rather than later. "Don’t try to hide it when you find yourself falling behind or missing commitments. All colleges have Student Services that include mental health services, academic guidance, and many resources both on campus and off," he suggests.

While all colleges offer different services, you might be able to access mental health services at the following locations:

• Student Support Services : Offers a range of services for academic and personal development and may provide counseling services
• Counseling Center : Provides counseling services to students experiencing mental health concerns
• Student Health Center : Offers a variety of health services to students, including mental health care
• Psychology Clinic : Provides psychological services to students and community members

Some colleges and universities may also offer teletherapy services. Other places to turn if you are experiencing depression include your resident advisor (RA), academic advisor, a trusted professor, or campus helpline. 

While colleges and universities offer resources to combat depression, evidence suggests that around 60% of students are unaware of these options.

Dr. Erickson-Schroth says every college should have a comprehensive plan designed to address aspects of student mental health. Such plans should include strategies that make student mental health a priority:

• Ways to promote social connections: Strategies for promoting social connections include improving student coping skills, identifying students at risk, providing mental health and crisis support, and encouraging help-seeking
• Staff mental health training: Training can help higher education faculty feel empowered, informed, and knowledgeable when it comes to helping students with mental health problems
• Peer training programs: These can be particularly helpful since students are more likely to turn to their peers instead of other adults.
• Community-building spaces: These can help students build connections, including LGBTQIA+ centers and clubs for students of color.

You don't have to be a mental health professional to have a positive impact on your students' emotional well-being. You just need to pay attention, listen, and connect students to help if they need it.

Colleges and universities must offer comprehensive support for students experiencing depression. Recognizing the signs of this condition can allow students to better access resources that can help support their well-being and recovery.

Schools can help by promoting depression awareness and working to combat the stigma that might prevent students from seeking help.

Frequently Asked Questions

While depression does not have a single cause, stress is a common factor that plays a major role in causing depression in college students. Coping with many different new challenges, including moving away from home, juggling new responsibilities, dealing with roommates, and adjusting to all of these transitions, can be stressful for many people.

Students who have mental health conditions such as depression may experience interruptions in their life that make it difficult to manage their normal daily needs and achieve their educational goals. If you have been diagnosed with depression or another psychiatric illness, you can request that your school make reasonable accommodations. Such accommodations may include more time to complete assignments or additional time on exams.

Liu XQ, Guo YX, Zhang WJ, Gao WJ. Influencing factors, prediction and prevention of depression in college students: A literature review . World J Psychiatry . 2022;12(7):860-873. doi:10.5498/wjp.v12.i7.860

American Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders . 5th ed, text revision. Washington, D.C.; 2022.

Mohammed TF, Gin LE, Wiesenthal NJ, Cooper KM. The experiences of undergraduates with depression in online science learning environments . CBE Life Sci Educ . 2022;21(2):ar18. doi:10.1187/cbe.21-09-0228

Healthy Minds Network. The Healthy Minds Study: 2021-2022 Data Report .

Lipson SK, Zhou S, Abelson S, et al. Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021 . Journal of Affective Disorders . 2022;306:138-147. doi:10.1016/j.jad.2022.03.038

Ettman CK, Cohen GH, Abdalla SM, et al. Persistent depressive symptoms during COVID-19: a national, population-representative, longitudinal study of U.S. adults . The Lancet Regional Health - Americas . 2022;5:100091. doi:10.1016/j.lana.2021.100091)

The Hope Center for College, Community, and Justice. The Hope Center Student Basic Needs Survey .

Fang H, Tu S, Sheng J, Shao A. Depression in sleep disturbance: A review on a bidirectional relationship, mechanisms and treatment .  J Cell Mol Med . 2019;23(4):2324-2332. doi:10.1111/jcmm.14170

Brüdern J, Hallensleben N, Höller I, et al. Sleep disturbances predict active suicidal ideation the next day: an ecological momentary assessment study . BMC Psychiatry . 2022;22(1):65. doi:10.1186/s12888-022-03716-6

Becker SP, Dvorsky MR, Holdaway AS, Luebbe AM. Sleep problems and suicidal behaviors in college students . J Psychiatr Res . 2018;99:122-128. doi:10.1016/j.jpsychires.2018.01.009

Brenner P, Brandt L, Li G, DiBernardo A, Bodén R, Reutfors J. Substance use disorders and risk for treatment resistant depression: a population-based, nested case-control study .  Addiction . 2020;115(4):768-777. doi:10.1111/add.14866

Busch CA, Mohammed TF, Nadile EM, Cooper KM. Aspects of online college science courses that alleviate and exacerbate undergraduate depression . PLoS One . 2022;17(6):e0269201. Published 2022 Jun 1. doi:10.1371/journal.pone.0269201

Konturek PC, Brzozowski T, Konturek SJ. Stress and the gut: pathophysiology, clinical consequences, diagnostic approach and treatment options . J Physiol Pharmacol . 2011;62(6):591-9.

National Institute of Mental Health. Depression .

Cuijpers P, Sijbrandij M, Koole SL, Andersson G, Beekman AT, Reynolds CF. Adding psychotherapy to antidepressant medication in depression and anxiety disorders: a meta-analysis . World Psychiatry . 2014;13(1):56-67. doi:10.1002/wps.20089

Inside Higher Ed. Lack of awareness causes students to fall through the cracks .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

327 Depression Essay Titles & Examples

When choosing a title about depression, you have to remain mindful since this is a sensitive subject. This is why our experts have listed 177 depression essay topics to help you get started.

🌧️ How to Write a Depression Essay: Do’s and Don’ts

🏆 unique titles about depression, 🥇 most interesting depression title ideas, 📌 good titles for depression essay, ✅ simple & easy depression essay titles, 🎓 interesting topics to write about depression, 📑 good research topics about depression.

• ❓ Research Questions for a Depression Essay

Depression is a disorder characterized by prolonged periods of sadness and loss of interest in life. The symptoms include irritability, insomnia, anxiety, and trouble concentrating. This disorder can produce physical problems, self-esteem issues, and general stress in a person’s life. Difficult life events and trauma are typical causes of depression. Want to find out more? Check out our compilation below.

A depression essay is an important assignment that will help you to explore the subject and its impact on people. Writing this type of paper may seem challenging at first, but there are some secrets that will make achieving a high grade much easier. Check below for a list of do’s and don’ts to get started!

DO select a narrow topic. Before starting writing, define the subject of the paper, and write down some possible titles. This will help you to focus your thoughts instead of offering generic information that can easily be found on Wikipedia. Consider writing about a particular population or about the consequences of depression. For example, a teenage depression essay could earn you excellent marks! If you find this step challenging, try searching for depression essay topics online. This will surely give you some inspiration.

DON’T copy from peers or other students. Today, tutors are usually aware of the power of the Internet and will check your paper for plagiarism. Hence, if you copy information from other depression essays, you could lose a lot of marks. You could search for depression essay titles or sample papers online, but avoid copying any details from these sources.

DO your research before starting. High-quality research is crucial when you write essays on mental health issues. There are plenty of online resources that could help you, including Google Scholar, PubMed, and others. To find relevant scientific articles, search for your primary and secondary topics of interest. Then filter results by relevance, publication date, and access type. This will help you to identify sources that you can view online and use to support your ideas.

DON’T rely on unverified sources. This is a crucial mistake many students make that usually results in failing the paper. Sources that are not academic, such as websites, blogs, and Wiki pages, may contain false or outdated information. Some exceptions are official publications and web pages of medical organizations, such as the CDC, APA, and the World Health Organization.

DO consider related health issues. Depression is often associated with other mental or physical health issues, so you should reflect on this in your paper. Some examples of problems related to depression are suicide, self-harm, eating disorders, and panic attack disorder. To show your in-depth understanding of the issue, you could write a depression and anxiety essay that shows the relationship between the two. Alternatively, you can devote one or two paragraphs to examining the prevalence of other mental health problems in people with depression.

DON’T include personal opinions and experiences unless required. A good essay on the subject of depression should be focused and objective. Hence, you should rely on research rather than on your understanding of the theme. For example, if you have to answer the question “What is depression?” look for scientific articles or official publications that contain the definition rather than trying to explain it in your own words.

DON’T forget about structure. The structure of your essay helps to present arguments or points logically, thus assisting the reader in making sense of the information. A good thing to do is to write a depression essay outline before you start the paper. You should list your key points supported by relevant depression quotes from academic publications. Follow the outline carefully to avoid gaps and inconsistencies.

Use these do’s and don’ts, and you will be able to write an excellent paper on depression! If you want to see more tips and tricks that will help you elevate your writing, look around our website!

• Understanding Teen Depression Impacts of depression on teenagers Depression is characterized by several effects; however, most of them impact negatively to the teens. For instance, a considerable percentage of teens use extra-curriculum activities such as sports and games, […]
• Beck Depression Inventory, Its History and Benefits Therefore, the detection of depression at its early stage, the evaluation of the risks, and the definition of the level of depression are the main goals.
• Report Writing About Depression There is concrete evidence that many people in Australia tend to believe that depression is the cause of all suicide deaths in the world, but this not true.
• Cognitive Behavioral Therapy in Treating Depression CBT works on the principle that positive thoughts and behaviour heralds positive moods and this is something that can be learned; therefore, by learning to think and behave positively, someone may substitute negative thoughts with […]
• Depression in the Lens of History and Humanities In terms of history, this paper analyzes the origin of depression and the progress made over the years in finding treatment and preventive mechanisms.
• Depression and Grief in the “Ordinary People” Film At the end of the film, he is healed and ready to forgive his mother and stop blaming himself. I believe that the relationship between Conrad and his therapist, Dr.
• Obesity Co-Occurring With Depression The assessment will identify the patient with the two conditions, address the existing literature on the issue, examine how patients are affected by organizational and governmental policies, and propose strategies to improve the patient experience.
• The Difference Between Art Deco and Depression Modern Design By and whole, Art Deco and Depression differ in their characteristics and their meanings as they bring unlike messages to the viewers.
• Depression: A Cognitive Perspective Therefore, the cause of depression on this line may be a real shortage of skills, accompanied by negative self-evaluation because the individual is more likely to see the negative aspects or the skills he lacks […]
• The Problem of Childhood Depression Thus, it is essential to explore the reasons for the disease and possible ways to treat depression in kids. In kids, the prevention of depression is fundamental to understanding the cause of the poor mood […]
• Emotional Wellness: The Issue of Depression Through Different Lenses As for the humanities lens, the increasing prevalence of depression causes the institution of religion to incorporate the issue into major confessions’ mindsets and messages.
• Social Networking and Depression The findings of the study confirmed that once an individual engages in social networking, his or her feeling of safety goes down and depression mood emerges meaning that a correlation between depression and social networking […]
• Case Study of Depression and Mental Pressure Alison believes that her illness is severe and taking a toll all the time, and the environment is worsening the condition.
• NICE Guidelines for Depression Management: Project Proposal This topic is of importance for VEGA because the center does not employ any specific depression management guidelines.
• PICO Analysis of Depression In other words, the causes of the given mental disorder can highly vary, and there is no sufficient evidence to point out a primary factor that triggers depression.
• Depression, Grief, Loss in “Ordinary People” Film The coach is curious to know Conrad’s experiences at the hospital and the use of ECT. Towards the end of the film, Conrad reveals to the therapist that he feels guilty about his brother’s death.
• Postpartum Depression Analysis in “Yellow Wallpaper” In reality, postpartum depression is the disease that has to be treated with the help of specific medications and therapies that are appropriate for a patient.
• Organizational Behaviour: Depression in the Workplace This paper will examine the impacts of depression on the employees’ work performance and attendance and look at how managers can deal with hidden depression in such employees. The particular factors that bring about such […]
• Using the Neuman Model in the Early Diagnosis of Depression In the history of the academic development of nursing theories, there are a variety of iconic figures who have made significant contributions to the evolution of the discipline: one of them is Betty Neuman.
• “What the Depression Did to People” by Edward Robb Ellis Nevertheless, the way the facts are grouped and delivered could be conducive to students’ ability to develop a clearer picture of the catastrophic downturn’s influences on the nation’s and the poor population’s mentalities.
• Biological and Social-Cognitive Perspectives on Depression The social-cognitive perspective states that the disorder’s development is influenced by the events in the patient’s life and their way of thinking.
• Depression Among University Students The greatest majority of the affected individuals in different universities will be unable to take good care of their bodies and living rooms.
• Teenage Depression: Psychology-Based Treatment This finding underlines the need to interrogate the issue of depression’s ontology and epistemology. Hence, there is the need to have an elaborate and comprehensive policy for addressing teenage depression.
• Depression and Melancholia Expressed by Hamlet The paper will not attempt and sketch the way the signs or symptoms of depression/melancholia play a part in the way Shakespeare’s period or culture concerning depression/melancholia, but in its place portrays the way particular […]
• Psychological Measures: The Beck Depression Inventory The BDI is used to evaluate levels of depression in patients and to observe the efficacy of other interventions such as antidepressants and electroconvulsive therapy.
• Depression Symptoms and Cognitive Behavior Therapy The tone of the article is informative and objective, throughout the text the authors maintain an academic and scientific mood. The structure of the article is well organized and easy to read.
• Proposal on Depression in Middle-Aged Women By understand the aspect of unhappiness among the young women; it will be easier for the healthcare institutions to formulate effective and appropriate approaches to reduce the menace in the society.
• Biological Psychology: Lesion Studies and Depression Detection The purpose of this article is to share the research findings and discussion on the new methodological developments of Lesion studies.
• Using AI to Diagnose and Treat Depression One of the main features of AI is the ability to machine learning, that is, to use data from past experiences to learn and modify algorithms in the future.
• Artificial Intelligence Bot for Depression By increasing the availability and accessibility of mental health services, these technologies may also contribute to the development of cognitive science practices in Malaysia.
• COVID-Related Depression: Lingering Signs of Depression The purpose of the article is to depict the research in a more approachable way, while the latter accentuates the importance of various factors and flaws of the results. While the former is more simplified, […]
• Depression and Anxiety Among African Americans Finally, it should be insightful to understand the attitudes of friends and family members, so 5 additional interviews will be conducted with Black and White persons not having the identified mental conditions. The selected mental […]
• Depression in Dialysis Patients: Treatment and Management If I were to conduct experimental research about the treatment and management of depression in dialysis patients, I would focus on finding the most effective and safe medication for the condition among adults.
• The Serotonin Theory of Depression by Moncrieff et al. The serotonin theory of depression is closely related to antidepressants since the advent of SSRIs played a significant role in the popularization of the theory.
• Avery’s Depression in “The Flick” Play by Baker The emotional and mental state of Avery, the only African-American character out of the three, is fairly obvious from the get-go when asked about why he is so depressed, the answer is: “Um.
• Depression: A Quantitative-Qualitative Analysis A decision tree can be used due to the nature of the research question or hypothesis in place, the measurement of the dependent or research variable, the number of groups or independent variable levels, and […]
• Depression Detection Tests Analysis The problem of the abundance of psychological tests leads to the need to compare multiple testing options for indicators of their purpose, features, and interpretations of the evaluation and validity.
• Nursing Care for Patients With COVID-19 & Depression The significance of the selected problem contributed to the emergence of numerous research works devoted to the issue. This approach to choosing individuals guaranteed the increased credibility of findings and provided the authors with the […]
• 16 Personality Factors Test for Depression Patient Pablos results, it is necessary to understand the interaction and pattern of the scores of the primary factors. A combination of high Apprehension and high Self-Reliance is a pattern describing a tendency to isolate oneself.
• Depression in a 30-Year-Old Female Client In the given case, it would be useful to identify the patterns in Alex’s relationships and reconsider her responses to her partner.
• Depression in Primary Care: Screening and Diagnosis The clinical topics for this research are the incidence of depression in young adults and how to diagnose this disorder early in the primary care setting using screening tools such as PHQ9.
• Major Depression and Cognitive Behavior Therapy Since the intervention had no significant effect on Lola, the paper will explore the physical health implication of anxiolytics and antidepressants in adolescents, including the teaching strategies that nurses can utilize on consumers to recognize […]
• Jungian Psychotherapy for Depression and Anxiety They work as a pizza delivery man in their spare time from scientific activities, and their parents also send them a small amount of money every month.S.migrated to New York not only to get an […]
• COVID-19 and Depression: The Impact of Nursing Care and Technology Nevertheless, combatting depression is a crucial step in posing positive achievements to recover from mental and physical wellness caused by COVID-19.
• Depression Disorder Intervention The researchers evaluated the socioemotional signs of mental illnesses in a sample of diagnostically referred adolescents with clinical depression required to undergo regular cognitive behavioral therapy in a medical setting.
• Financial Difficulties in Childhood and Adult Depression in Europe The authors found that the existence of closer ties between the catalyst of depression and the person suffering from depression leads to worse consequences.
• Activity During Pregnancy and Postpartum Depression Studies have shown that women’s mood and cardiorespiratory fitness improve when they engage in moderate-intensity physical activity in the weeks and months after giving birth to a child.
• Clinical Depression: Causes and Development Therefore, according to Aaron Beck, the causes and development of depression can be explained through the concepts of schema and negative cognitive triad.
• Aspects of Working With Depression It also contributes to the maintenance and rooting of a bad mood, as the patient has sad thoughts due to the fact that the usual does not cause satisfaction.
• Depression Among Nurses in COVID-19 Wards The findings are of great significance to researchers and governments and can indicate the prevalence of anxiety and depression among nurses working in COVID-19 wards in the North-East of England during the pandemic.
• Depression Associated With Sleep Disorders Y, Chang, C. Consequently, it directly affects the manifestation of obstructive sleep apnea, restless leg syndrome, and periodic limb movement disorder in people with depression.
• Depression in a 25-Year-Old Male Patient Moreover, a person in depression complains of the slowness in mental processes, notes the oppression of instincts, the loss of the instinct of self-preservation, and the lack of the ability to enjoy life.
• Aspects and Manifestation of Depression Although, symptoms of depression in young people, in contrast to older adults, are described by psychomotor agitation or lethargy, fatigue, and loss of energy.
• Complementary Therapy for Postpartum Depression in Primary Care Thus, the woman faced frustration and sadness, preventing her from taking good care of the child, and the lack of support led to the emergence of concerns similar to those in the past.
• Depression and Anxiety Clinical Case Many of the factors come from the background and life experiences of the patient. The client then had a chance to reflect on the results and think of the possible alternative thoughts.
• Uncontrolled Type 2 Diabetes and Depression Treatment The data synthesis demonstrates that carefully chosen depression and anxiety treatment is likely to result in better A1C outcomes for the patient on the condition that the treatment is regular and convenient for the patients.
• Technology to Fight Postpartum Depression in African American Women I would like to introduce the app “Peanut” the social network designed to help and unite women exclusively, as a technology aimed at fighting postpartum depression in African American Women.
• Complementary Therapy in Treatment of Depression Such practices lower the general level of anxiety and remove the high risks of manifestation of states of abulia, that is, clinical lack of will and acute depression.
• Social Determinants of Health and Depression Among African American Adults The article “Social Determinants of Health and Depression among African American Adults: A Scoping Review of Current Research” examines the current research on the relationship between social determinants of health and depression among African American […]
• Outcomes Exercise Has on Depression for People Between 45-55 Years According to the WHO, the rate of depression in the U.S.was 31. 5% as of October 2021, with the majority of the victims being adults aged between 45 and 55 years.
• The Postpartum Depression in Afro-Americans Policy The distribution of the funds is managed and administered on the state level. Minnesota and Maryland focused on passing the legislation regulating the adoption of Medicaid in 2013.
• Depression Among the Medicare Population in Maryland The statistics about the prevalence and comorbidity rates of depression are provided from the Medicare Chronic Conditions Dashboard and are portrayed in the table included in the paper.
• Depression as Public Health Population-Based Issue In regard to particular races and ethnicities, CDC provided the following breakdown of female breast cancer cases and deaths: White women: 128 new cases and 20 deaths per 100.
• Managing Mental Health Medications for Depression and its Ethical Contradiction The second objective is to discover ethical contradictions in such treatment for people of various cultures and how different people perceive the disorder and react to the medication.
• Aspects of Depression and Obesity In some cases, people with mild to severe depression choose not to seek professional care and instead try to overcome their depression with self-help or the support of family and friends.
• Antidepressant Treatment of Adolescent Depression At the same time, scientists evidenced that in the case of negative exposure to stress and depression, the human organism diminishes BDNF expression in the hippocampus.
• Online Peer Support Groups for Depression and Anxiety Disorder The main objective of peer support groups is connecting people with the same life experiences and challenges to share and support each other in healing and recovery.
• Depression in Adolescence and Treatment Approaches The age of adolescence, commonly referred to as children aged 10-19, is characterized by a variety of changes to one’s physical and mental health, as the child undergoes several stages of adjustment to the environment […]
• Emotional Encounter With a Patient With Major Depression Disorder I shared this idea with him and was trying to create the treatment plan, sharing some general thoughts on the issue.
• Childhood Depression in Sub-Saharan Africa According to Sterling et al, depression in early childhood places a significant load on individuals, relatives, and society by increasing hospitalization and fatality and negatively impacting the quality of life during periods of severe depression.
• Anxiety and Depression Among College Students The central hypothesis for this study is that college students have a higher rate of anxiety and depression. Some of the materials to be used in the study will include pencils, papers, and tests.
• Anxiety and Depression: The Case Study As he himself explained, he is not used to positive affirmation due to low self-esteem, and his family experiences also point to the fact that he was not comforted often as a child.
• Breastfeeding and Risk of Postpartum Depression The primary goal of the research conducted by Islam et al.was to analyze the correlation between exclusive breastfeeding and the risk of postpartum depression among new mothers.
• Nursing Intervention in Case of Severe Depression The patient was laid off from work and went through a divorce in the year. This led to a change in prescribed medications, and the patient was put on tricyclic anti-depressants.
• Screening for Depression in Acute Care The literature review provides EB analysis for the topic of depression to identify the need for an appropriate screening tool in addition to the PHQ-9 in the assessment evaluation process.
• Social Media Use and the Risk of Depression Thapa and Subedi explain that the reason for the development of depressive symptoms is the lack of face to face conversation and the development of perceived isolation. Is there a relationship between social media use […]
• Depression in the Field of a Healthcare Administrator According to Davey and Harrison, the most challenging part of healthcare administration in terms of depression is the presence of distorted views, shaped by patients’ thoughts.
• The Treatment of Adolescents With Depression While treating a teenager with depression, it is important to maintain the link between the cause of the mental illness’ progression and the treatment.
• Depression in the Black Community The speaker said that her counselor was culturally sensitive, which presumes that regardless of the race one belongs to, a specialist must value their background.
• Loneliness and Depression During COVID-19 While the article discusses the prevalence of loneliness and depression among young people, I agree that young people may be more subject to mental health problems than other population groups, but I do not agree […]
• Depression Screening in the Acute Setting Hence, it is possible to develop a policy recommending the use of the PHQ-9, such as the EBDST, in the acute setting.
• Ketamine for Treatment-Resistant Depression: Neurobiology and Applications It is known that a violation of the functions of the serotonergic pathways leads to various mental deviations, the most typical of which is clinical depression.
• Treating Obesity Co-Occurring With Depression In most cases, the efficiency of obesity treatment is relatively low and commonly leads to the appearance of a comorbid mental health disorder depression.
• Treadmill Exercise Ameliorates Social Isolation-Induced Depression The groups included: the social isolation group, the control group, and the exercise and social isolation and exercise group. In the treadmill exercise protocol, the rat pups ran on the treadmill once a day for […]
• Depression and Anxiety Among Chronic Pain Patients The researchers used The Depression Module of the Patient Health Questionnaire and the Generalized Anxiety Disorder Scale to interview participants, evaluate their answers, and conduct the study.
• Postpartum Depression in African American Women As far as African American women are concerned, the issue becomes even more complex due to several reasons: the stigma associated with the mental health of African American women and the mental health complications that […]
• The Depression Construct and Instrument Analysis For the therapist, this scaling allows to assess the general picture of the patient’s psychological state and obtain a result that is suitable for measurement.
• The Effects of Cognitive Behavioral Therapy (CBT) on Depression in Adults Introduction It is hard to disagree that there is a vast number of mental disorders that prevent people from leading their normal lives and are quite challenging to treat. One such psychological condition is depression (Li et al., 2020). Since there is a social stigma of depression, and some of its symptoms are similar to […]
• Stress and Depression Among Nursing Students The study aims to determine how different the manifestations of stress and depression are among American nursing students compared to students of other disciplines and what supports nursing students in continuing their education.
• Depression in Diabetes Patients The presence of depression concomitant to diabetes mellitus prevents the adaptation of the patient and negatively affects the course of the underlying disease.
• Depression among Homosexual Males The literature used for the research on the paper aims to overview depression among homosexual males and describe the role of the nurse and practices based on the Recovery Model throughout the depression.
• Economic Inequality During COVID-19: Correlation With Depression and Addiction Thus, during the pandemic, people with lower incomes experienced depression and increased their addictive behaviors to cope with the stress of COVID-19.
• Depression in the Black and Minority Ethnic Groups The third sector of the economy includes all non-governmental, non-profit, voluntary, philanthropic, and charitable organizations and social enterprises specializing in various types of activities, which did not find a place in either the public or […]
• A Description on the Topic Screening Depression If there is the implementation of evidence-based care, a reduction in the proportion of disability for patients with depression would be expected. A proposal was written describing the need for screening depression patients of nearly […]
• “Disclosure of Symptoms of Postnatal Depression, …” by Carolyn Chew-Graham Critique In light of hypothesizing the research question, the researchers suggest that health practitioners have the ability to create a conducive environment for the disclosure of information.
• Depression – Psychotherapeutic Treatment Taking into account the fact that the specialist is not able to prescribe the medicine or a sort of treatment if he/she is not sure in the positive effect it might have on the health […]
• Depression as a Major Health Issue The purpose of the study was to examine the implications of cognitive behavior approaches for depression in old women receiving health care in different facilities.
• Effective Ways to Address Anxiety and Depression Looking deep into the roots of the problem will provide a vast and detailed vision of it, and will help to develop ways to enhance the disorders.
• Einstepam: The Treatment of Depression The treatment of depression has greatly revolutionized since the development of tricyclic antidepressants and monoamine oxidase inhibitors in the 1950s. In the brain, it inhibits the NMDA receptors and isoforms of NOS.
• The Potential of Psilocybin in Treating Depression First of all, it is essential to understand the general effects of psilocybin on the brain that are present in the current literature.
• Depression Among High School Students The major problem surrounding depression among adolescents is that they are rarely diagnosed in time and therefore do not receive treatment they need.
• Depression: Diagnostics, Prevention and Treatment Constant communication with the patient and their relatives, purposeful questioning of the patient, special scales and tests, active observation of the patient’s appearance and behavior are the steps in the nursing diagnosis of depression.
• Depression and Anxiety Intervention Plan John’s Wort to intervene for her condition together with the prescribed anti-depressant drugs, I would advise and educate her on the drug-to-drug relations, and the various complications brought about by combining St. Conducting proper patient […]
• Depression and Generalized Anxiety Disorder Therapy On the other hand, behavioral therapy relies on the assumption that “both abnormal behavior and normal behavior are learned”. The two approaches are thus highly complementary, as while humanistic therapy aims at perceiving and resolving […]
• The Use of Psychedelic Drugs in Treating Depression This study aims to establish whether depressive patients can significantly benefit from psilocybin without substantial side effects like in the case of other psychedelic drugs.
• Postpartum Depression Among the Low-Income U.S. Mothers Mothers who take part in the programs develop skills and knowledge to use the existing social entities to ensure that they protect themselves from the undesirable consequences associated with the PPD and other related psychological […]
• The Beck Depression Contrast (BDI) The second difference between the two modes of the BDI is in the methodology of conducting the survey. This is where the interviewer first gets the history of the patient to try and get the […]
• Depression: Description, Symptoms and Diagnosis, Prognosis and Treatment A diagnosis is made in situations where the symptoms persist for at least two weeks and lead to a change in the individual’s level of functioning.
• Psychedelic Drugs and Their Effects on Anxiety and Depression The participants must also be willing to remain in the study for the duration of the experiments and consent to the drugs’ use.
• VEGA Medical Center: The Quality of Depression Management This presentation is going to provide an overview of a project dedicated to the implementation of NICE guidelines at the VEGA Medical Center.
• Anxiety and Depression in Hispanic Youth in Monmouth County Therefore, the Health Project in Monmouth County will help Hispanic children and adolescents between the ages of 10 and 19 to cope with anxiety and depression through behavioral therapy.
• Anxiety Disorders and Depression In her case, anxiety made her feel that she needed to do more, and everything needed to be perfect. She noted that the background of her depression and anxiety disorders was her family.
• Clinical Case Report: Depression It is possible to assume that being in close contact with a person who has depression also increases the probability of experiencing its symptoms.
• Interventions for Treating Depression after Stroke Inherently, the link between depression and stroke can be analyzed on the basis of post-stroke depression that is identified as the major neuropsychiatric corollary of stroke.
• Depression: The Implications and Challenges in Managing the Illness At home, these people lack interest in their family and are not be able to enjoy the shared activities and company of the family.
• Expression Symptoms of Depression A major finding of the critique is that although the research method and design are appropriate to this type of study, the results may be speculative in their validity and reliability as the researchers used […]
• Researching Postnatal Depression Health professionals suggest that the fluctuations in the level of hormones cause changes in the chemical composition of the brain. The researcher has stated that the sample was selected from the general practitioners and health […]
• The Older Women With Depression Living in Long-Term Care The researchers used the probability-sampling method to select the institutions that were included in the study. The health care professionals working in the nursing homes were interviewed to ascertain the diagnosis of depression as well […]
• Medical Evaluation: 82-Year-Old Patient With Depression Her extreme level of weakness unfolded when the patient admitted that she lacked the strength to stand on her feet and to head back to her sleeping bed on a disastrous night.Mrs.
• Depression in Adults: Community Health Needs The challenge of depression in the elderly is the recognition of signs and symptoms or the frequent underreporting of the symptoms of depression in adults over the age of 65.
• The Discussion about Depression in Older Patients Depression is often identified as the most prevalent psychiatric disorder in the elderly and is usually determined by symptoms that belong to somatic, affective, and cognitive categories.
• Depression in Older People in Australia Although a good number of depressed elderly patients aspire to play an active role in the treatment decision-making process, some prefer to delegate this role to their doctors.
• In-Vitro Fertilization and Postpartum Depression The research was conducted through based on professional information sources and statistical data collected from the research study used to further validate the evidence and outcome of this study.
• Depression: Screening and Diagnosis What he tries to do is to live a day and observe the changes that occur around. What do you do to change your attitude to life?
• Depression in Australia. Evaluation of Different Factors In attempts to identify the biological causes of depression, the researchers focus on the analysis of brain functioning, chemical mediators, their correlations with the neurologic centers in the brain, and impact on the limbic system […]
• Mental Health Paper: Depression The prevalence of mental health conditions has been the subject of many studies, with most of these highlighting the increase in these illnesses.
• The Two Hit Model of Cytokine-Induced-Depression The association between IL-6 polymorphism and reduced risk of depressive symptoms confirms the role of the inflammatory response system in the pathophysiology of IFN-alpha-induced depression.
• Ante-Partum & Postpartum Exposure to Maternal Depression The researchers engaged in the research work on this particular study topic by approaching it on the basis of maternal behavior and circumstances, as they connect to depressive conditions in their own lives and the […]
• Depression in Australia, How Treat This Disorder According to The World Health Organization, depression is defined as a disorder in the mental health system that is presented with feelings of guiltiness, low concentration, and a decrease in the need for sleep.
• Steroid Use and Teen Depression In this manner, the researcher will be in a position to determine which of the two indicators is strongest, and then later, the indicators can be narrowed down to the most basic and relevant.
• Depression Among Minority Groups Mental disorders are among the major problems facing the health sector in America and across the world in the contemporary society.
• Aspects and Definition of Depression: Psychiatry This is the personal counseling of a patient with the doctor, and it is one of the very best processes. In the case of a physician dealing with a mental patient, the most preferable way […]
• Dual Illness – Depression and Alcohol Abuse The intention of the research paper is to assess if indeed there is an association between alcoholism as manifested by Jackson, and a case of depression.
• Depression and Paranoid Personality Disorder Bainbridge include: The analysis of paranoia and anxiety caused by substance abuse reveals that the diagnosis can be correct based on the symptoms, but the long-lasting nature of the symptoms rejects this diagnosis in favor […]
• Antidepressant Drugs for Depression or Dysthymia These are the newer form of antidepressant that are based on both the principle of serotonin reuptake prevention and norepinephrine action.
• The Relationship of Type 2 Diabetes and Depression Type 2 diabetes is generally recognized as an imbalance between insulin sensitivity and beta cell function We have chosen a rural area in Wisconsin where we can focus our study and select a group of […]
• Teenage Depression and Alcoholism There also has been a demonstrated connection between alcoholism and depression in all ages; as such, people engage in alcoholism as a method of self medication to dull the feelings of depression, hopelessness and lack […]
• “Relationships of Problematic Internet Use With Depression”: Study Strengths and Weaknesses One of the study strengths is that the subject selection process is excellently and well-designed, where the subjects represent the study sample, in general.
• Depression Treatment: Biopsychosocial Theory More to the point, the roles of nurses, an interprofessional team, and the patient’s family will be examined regarding the improvement of Majorie’s health condition.
• Postpartum Depression and Its Impact on Infants The goal of this research was “to investigate the prevalence of maternal depressive symptoms at 5 and 9 months postpartum in a low-income and predominantly Hispanic sample, and evaluate the impact on infant weight gain, […]
• Postpartum Depression: Statistics and Methods of Diagnosis The incorporation of the screening tools into the existing electronic medical support system has proved to lead to positive outcomes for both mothers and children.
• Comorbidity of Depression and Pain It is also known that dysregulation of 5-HT receptors in the brain is directly related to the development of depression and the regulation of the effects of substance P, glutamate, GABA and other pain mediators. […]
• Hallucinations and Geriatric Depression Intervention Sandy has asserted further that the cleaners at the residence have been giving him the wrong medication since they are conspiring to end his life with the FBI.Mr.
• Changes in Approaches to the Treatment of Depression Over the Past Decade In spite of the fact that over the past decade many approaches to the treatment of depression remained the same, a lot of new methods appeared and replaced some old ones due to the development […]
• Management of Treatment-Resistant Depression The significance of the problem, the project’s aims, the impact that the project may have on the nursing practice, and the coverage of this condition are the primary focuses of this paper.
• Depression and Anxiety in Dialysis Patients However, the study indicates the lack of research behind the connection of depression and cognitive impairment, which is a significant limitation to the conclusive statement.
• Adolescent Grief and Depression In looking for an activity that may help him or her keep away from the pain he or she is experiencing, the victim may decide to engage in sexual activities. Later, the adolescent is also […]
• Suicide and Depression in Students Students who belong to racial and ethnic minorities constitute the group of risk connected with high depression and suicidal rates and it is the primary task of health teachers to reduce suicidal rates among all […]
• Depression Disorder: Key Factors Epidemiology refers to the study of the distribution and determinants of health related events in specific populations and its applications to health problems.
• Depression Effects of School Children However the present difficulties that he is going through being a 16 year old; may be associated to a possible cause of Down syndrome complications, or the feelings and behavioral deficiency he associates to the […]
• Depression, Hallucination, and Suicide: Mental Cases How they handle the process determines the kind of aftermath they will experience for instance it can take the route of hallucinations which is treatable or suicide which is irreversible thus how each case is […]
• Depression, Its Perspective and Management Therefore this paper seeks to point out that stress is a major ingredient of depression; show the causes, symptoms, highlight how stresses is manifested in different kinds of people, show how to manage stress that […]
• Daily Living, Depression, and Social Support Activities of Elderly Turkish People Navigating the delicate and often convoluted maze of the current issues affecting the elderly has continued to present challenges to the professionals in the field especially with the realization that these issues and needs are […]
• The Theory of Personality Psychology During Depression The study concerns personality pathology, and the results of the treatment given to patients who are under depression, and how personalities may have adverse effects on the consequences of the cure.
• Depression and the Media Other components of the cognitive triad of depression are the aspect of seeing the environment as overwhelming and that one is too small to make an impact and also seeing the future as bleak and […]
• Poor Body Image, Anxiety, and Depression: Women Who Undergo Breast Implants H02: There is no difference in overt attractiveness to, and frequency of intimacy initiated by, the husband or cohabitating partner of a breast implant patient both before and after the procedure.
• Reducing Anxiety and Depression With Exercise Regardless of the type of results achieved, it is recommendable for people undergoing mental problems like depression and anxiety to exercise regularly.
• Stress, Depression and Psychoneuroimmunology The causes and symptoms of stress may vary from person to person and the symptoms can be mental as well as physical.
• A Critical Evaluation of Major Depression This paper has actively shown how factors such as financial insecurity, job loss, income, and educational inequalities, lifestyle diseases, and breakdown of the social fabric have acted to propel the mental disorder by making use […]
• Depression, Substance Abuse and Suicide in Elderly While significant body of research has been devoted to the study of depression in elderly, little attention has been paid to the investigation of substance abuse, emotional instability, burden feelings, and depression.
• Adult Depression Sufferer’s and Withdrawal From Family and Friends
• Depression: Helping Students in the Classroom
• Major Depression: Treating Depression in the Context of Marital Discord
• Family Therapy for Treating Major Depression
• Adverse Childhood Experiences Cause Depression
• Depression and Alzheimer’s Disease
• Rumination, Perfectionism and Depression in Young People
• “Gender Differences in Depression” by Nolen-Hoeksema
• Anxiety and Depression Disorders
• Beck’s Cognitive Therapy Approach to Depression Treatment
• Cannabis Abuse Increases the Risk of Depression
• Depression: Risk Factors, Incidence, Preventive Measures & Prognostic Factors
• Depression Diagnostics Methods
• Concept Analysis of Loneliness, Depression, Self-esteem
• Teen Suicide and Depression
• Depression and Diabetes Association in Adults
• The Correlation Between Perfectionism and Depression
• Geriatric Dementia, Delirium, and Depression
• Dementia, Delirium, and Depression in Older Adults
• Dealing with Depression in the Workplace
• Depression in People With Alcohol Dependence
• Depression and Anxiety Due to School and Work-Related Stress
• Creating a Comprehensive Psychological Treatment Plan: Depression
• Experimental Psychology. Bouldering for Treating Depression
• Depression and Psychotherapy in Adolescence
• Postpartum Depression: Treatment and Therapy
• Atypical Depression Symptoms and Treatment
• Dementia, Delirium, and Depression in Frail Elders
• Depression & Patient Safety: Speak Up Program
• Mindfulness Meditation Therapy in Depression Cases
• A Review of Postpartum Depression and Continued Post Birth Support
• Psychodynamic Therapy for Depression
• Depression Screening in Primary Care for Adolescents
• Freud’s Depression: Cognitive-Behavioral Interventions
• Optimal Mental Health Approaches: Depression & Anxiety
• Depression as a Psychological Disorder
• Great Depression in “A Worn Path” by Eudora Welty
• Depression in Adolescents and Interventions
• Bipolar Disorder: Reoccurring Hypomania & Depression
• Postpartum Depression: Understanding the Needs of Women
• Major Depression Treatment During Pregnancy
• Patients’ Depression and Practitioners’ Suggestions
• Traditional Symptoms of Depression
• Social Media Impact on Depression and Eating Disorder
• Anxiety and Depression in Children and Adolescents
• Depression Studies and Online Research Sources
• Drug Abuse and Depression Treatment
• Depression Explanation in Psychological Theories
• Food Insecurity and Depression in Poor Families
• Peer Popularity and Depression Among Adolescents
• Alcohol Abuse, Depression and Human Trafficking
• Depression Assessment Using Intake Notes
• Depression in Adolescents and Cognitive Therapy
• Diagnosing Depression: Implementation and Evaluation Plan
• Beck Depression Inventory: Evaluation Plan
• Depression in Iranian Women and Health Policies
• Depression Patients and Psychiatrist’s Work
• Depression Patients’ Needs and Treatment Issues
• Suicide and Depression: Connection, Signs and Age
• Health Promotion: Depression Awareness in Teenagers
• Depression and Cancer in Caucasian Female Patient
• Depression in Patients with Comorbidity
• Depression After Transcranial Magnetic Stimulation Treatment
• Depression and Psychosis: 32-Year-Old Female Patient
• Postpartum Depression and Acute Depressive Symptoms
• Women with Heart Disease: Risk of Depression
• Postpartum Depression and Its Peculiarities
• Exercises as a Treatment for Depression
• Depression Treatment Changes in 2006-2017
• Depression in Elders: Social Factors
• Depression Among High School Students
• False Memories in Patients with Depression
• The Canadian Depression Causes
• Widowhood Effects on Men’s and Women’s Depression
• Teen Website: Fish Will Keep Depression Away
• Bipolar Expeditions: Mania and Depression
• Obesity and Major Depression Association
• Fast Food, Obesity, Depression, and Other Issues
• Depression in the Future Public Health
• Depression: Patients With a Difficult Psychological State
• Depression: Pathophysiology and Treatment
• Stress, Depression, and Responses to Them
• Beck Depression Inventory in Psychological Practice
• Problem of the Depression in Teenagers
• Supporting the Health Needs of Patients With Parkinson’s, Preeclampsia, and Postpartum Depression
• Depression and Its Causes in the Modern Society
• Hamilton Depression Rating Scale Application
• Yoga for Depression and Anxiety
• Sleep Disturbance, Depression, Anxiety Correlation
• Depression in Late Life: Interpersonal Psychotherapy
• Postpartum Depression and Comorbid Disorders
• Arab-Americans’ Acculturation and Depression
• Relationship Between Depression and Sleep Disturbance
• Child’s Mental Health and Depression in Adulthood
• Parents’ Depression and Toddler Behaviors
• Managing Stress and Depression at Work Places – Psychology
• Job’ Stress and Depression
• Depression Measurements – Psychology
• Methodological Bias Associated with Sex Depression
• Relationship Between Sleep and Depression in Adolescence
• The Effects of Depression on Physical Activity
• Psychological Disorder: Depression
• Depression and Workplace Violence
• The Effects of Forgiveness Therapy on Depression, Anxiety and Posttraumatic Stress for Women After Spousal Emotional Abuse
• Depression Diagnosis and Theoretical Models
• The Impact of Exercise on Women Who Suffer From Depression
• Evolutionary Psychology: Depression
• Effect of Social Media on Depression
• Depression in the Elderly
• Poly-Substance Abuse in Adolescent Males With Depression
• How Does Peer Pressure Contribute to Adolescent Depression?
• How Do Genetic and Environmental Factors Contribute To The Expression of Depression?
• Depression and Cognitive Therapy
• Cognitive Treatment of Depression
• Book Review: “Breadwinning Daughters: Young Women Working in a Depression- Era City, 1929-1939” by Katrina Srigley
• Depression: A Critical Evaluation
• Psychopharmacological Treatment for Depression
• “Breadwinning Daughters: Young Working Women in a Depression-Era City” by Katrina Srigley
• Depression in female adolescents
• Interpersonal Communication Strategies Regarding Depression
• Depression: Law Enforcement Officers and Stress
• Social Influences on Behavior: Towards Understanding Depression and Alcoholism Based on Social Situations
• Depression in Older Adults
• Depression Experiences in Law Enforcement
• Childhood Depression & Bi-Polar Disorder
• Depression Psychological Evaluation
• Concept of Childhood Depression
• Correlation Between Multiple Pregnancies and Postpartum Depression or Psychosis
• Depression and Its Effects on Participants’ Performance in the Workplace
• Catatonic Depression: Etiology and Management
• The Children’s Depression Inventory (CDI) Measure
• Depression: A Cross-Cultural Perspective
• Depression Levels and Development
• Depression Treatment: Rational Emotive Behavior Therapy
• Concept of Depression Disorder
• Does Divorce Have a Greater Impact on Men than on Women in Terms of Depression?
• Oral versus Written Administration of the Geriatric Depression Scale

❓Research Questions for a Depression Essay

• Does Poverty Impact Depression in African American Adolescents and the Development of Suicidal Ideations?
• Does Neighborhood Violence Lead to Depression Among Caregivers of Children With Asthma?
• Does Parent Depression Correspond With Child Depression?
• How Depression Affects Our Lives?
• Does Brain-Derived Neurotrophic Factor Have an Effect on Depression Levels in Elderly Women?
• How Can Overcome Depression Through 6 Lifestyle Changes?
• Does Maternal Depression Have a Negative Effect on Parent-Child Attachment?
• Can Providers’ Education About Postpartum Depression?
• Can Vacation Help With Depression?
• How Children Deal With Depression?
• Can Diet Help Stop Depression and Violence?
• Does Depression Assist Eating Disorders?
• Does Depression Lead to Suicide and Decreased Life Expectancy?
• Can Obesity Cause Depression?
• Can Exercise Increase Fitness and Reduce Weight in Patients With Depression?
• Does Fruit and Vegetable Consumption During Adolescence Predict Adult Depression?
• Does Depression Cause Cancer?
• Does Money Relieve Depression?
• Does the Average Person Experience Depression Throughout Their Life?
• Are Vaccines Cause Depression?
• Does Social Anxiety Lead to Depression?
• Does Stress Cause Depression?
• How Bipolar and Depression Are Linked?
• Does Postpartum Depression Affect Employment?
• Does Postpartum Depression Predict Emotional and Cognitive Difficulties in 11-Year-Olds?
• Does Regular Exercise Reduce Stress Levels, and Thus Reduce Symptoms of Depression?
• Does the Natural Light During Winters Really Create Depression?
• How Can Art Overcome Depression?
• How Anxiety and Depression Are Connected?
• Does Positive Psychology Ease Symptoms of Depression?
• Chicago (A-D)
• Chicago (N-B)

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Essay on Depression | Depression among Students Essay

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Depression is the experience of deep sadness, loss of interest in activities that one usually enjoys, low energy, difficulty concentrating and thoughts about suicide. Read the following written Essay on Depression, what causes it and meaningful ways how to avoid depression in life.

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Essay on Depression | Meaning, Causes & Ways how to end Depression in Life

The definition of depression is: a psychological condition in which the subject feels so low and tired that it’s almost impossible to get up and go to work, even when there are things he/she has to do. This can be accompanied by a lack of motivation, fatigue, irritability and a loss of interest in the things he/she used to enjoy.

>>>>> Related Post:    Essay on Depression For Students

Types of Depression

• Manic Depression. Bipolar is characterized by extreme mood swings from manic highs (the patient feels “up” and can do anything and has many ambitious plans) to depressive lows (feeling like he/she wants to go back to sleep and stay there forever).
• Secondary Depression: Depression caused by illness (such as cancer) or medical treatment (such as anti-depressant medication), like feeling of worthlessness, suicidal thoughts, lack of interest in daily activities or hobbies, difficulty concentrating or making decisions.
• Childhood Depression – depression that is experienced by children. Most of the time this type of depression occurs in conjunction with conduct disorders
• Clinical Depression: it is usually associated with severe symptoms that interfere seriously with the ability to function. This type of depression lasts for at least two weeks (during which time there are no major signs of improvement).

Impacts of Depression

Five Major Impacts of Depression:

• The person feels very lonely, even when he/she is with friends or loved ones;
• Difficulties making decisions (or indecisiveness) and concentrating;
• Thoughts of suicide (which may lead to suicidal attempts);
• Lack of appetite;
• Low sex drive; low energy; fatigue.

Depression among Students

The most common time of the year when students feel depressed is during final exams, when they are faced with big challenges.

Other causes for depression in this population are: romantic breakups, financial problems, family conflicts or parental abuse, cyberbullying and lack of sleep.

Depression Impacts the work Performance

Yes it does. Depression can greatly reduce our productivity in the workplace since we’re not at our best (mentally speaking). We lose interest in work activities, become easily distracted and make lots of mistakes that end up costing us money or even bringing down company’s profits.

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Ways how to Avoid Depression in Life

Here’s my very own summary of ways to avoid depression:

• Avoid stress as much as possible – learn how to relax, read a book, go out with friends, listen to some nice music… Don’t stay alone for too long or you’ll start feeling lonely and depressed;
• Keep a healthy lifestyle! Exercise regularly (take a walk or go for a run), eat healthy food (fruits and vegetables, whole grains and lean meat);
• Make sure you get enough sleep – about 7 to 8 hours per night;
• Have some time off every month (or week) and relax! Change your environment (if possible) and do something different from the usual routine;
• If you’re feeling depressed – talk to someone! Don’t be shy or embarrassed to have a mental disorder diagnosis. In most countries, depression is very common and also highly treatable. You can visit your doctor or a psychologist for treatment options that fit you best.

>>>>> Related Post:  Essay on Compassion For Children & Students

In today’s world, depression is very common and highly treatable. Make sure you get enough sleep, have some time off from work every month or week and talk to someone about your feelings! Don’t stay alone for too long – it’s the best way to avoid depression.

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Essay on Depression

Students are often asked to write an essay on Depression 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 Depression

Understanding depression.

Depression is a mental health condition that affects a person’s mood. It’s more than just feeling sad or upset. People with depression may feel hopeless, lose interest in things they used to enjoy, and struggle with daily tasks.

Causes of Depression

Depression can be caused by various factors. These include biological changes in the brain, genetics, personal life experiences, and certain medications. It’s important to remember that it’s not a sign of weakness or a character flaw.

Recognizing Depression

Depression can appear differently in different people. Some might feel constantly sad, while others might lose interest in activities. It can also cause physical symptoms like changes in appetite or sleep patterns.

Treating Depression

Depression is treatable. Treatments include therapy, medication, and lifestyle changes like regular exercise and a healthy diet. It’s crucial to seek help if you or someone you know is showing signs of depression.

Also check:

• Paragraph on Depression
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250 Words Essay on Depression

Depression, a common yet serious mental health disorder, is characterized by persistent feelings of sadness, hopelessness, and a lack of interest or pleasure in activities. It affects individuals differently, leading to a variety of physical and emotional problems.

Causes and Risk Factors

Depression is a complex disorder with multiple contributing factors. Genetics play a significant role; individuals with a family history of depression are more likely to experience it. Environmental factors, such as exposure to violence, neglect, abuse, or poverty, also increase the risk. Personal characteristics, like low self-esteem or being overly dependent, self-critical, or pessimistic, can make individuals more prone to depression.

Impact on Life

Depression drastically impacts life quality. It can lead to social isolation, problems at work or school, and relationship difficulties. In severe cases, it can cause suicidal thoughts or actions, underlining the importance of seeking professional help.

Treatment and Management

Depression is treatable with a combination of psychotherapy and medication. Cognitive-behavioral therapy (CBT), interpersonal therapy (IPT), and problem-solving therapy are effective therapeutic approaches. Antidepressants can also help manage symptoms. Lifestyle changes, such as regular exercise, a healthy diet, and adequate sleep, are crucial for managing depression.

Depression is a significant global health issue that requires understanding, empathy, and awareness. By acknowledging its complexity and impact, we can foster an environment that supports mental health and well-being.

500 Words Essay on Depression

Introduction: unveiling depression.

Depression, a common and serious mental health disorder, is often characterized by persistent feelings of sadness, hopelessness, and a lack of interest or pleasure in activities. It is a complex condition that not only affects the individual’s mental state but also their physical health, often leading to a myriad of complications if left untreated.

Understanding the Causes

Depression is multifactorial, with both genetic and environmental factors contributing to its development. It is believed that a combination of genetic vulnerability and environmental stressors like trauma, loss of a loved one, or a difficult relationship can trigger changes in brain function and structure, leading to depression. Neurotransmitters, chemicals that facilitate communication between nerve cells, are also implicated in the pathogenesis of depression.

Manifestations of Depression

Depression manifests in various forms. Major Depressive Disorder, the most common, is characterized by a persistent feeling of sadness or a lack of interest in outside stimuli. There’s also Persistent Depressive Disorder, a chronic form of depression where an individual experiences symptoms for at least two years. Other forms include Postpartum Depression, experienced after childbirth, and Seasonal Affective Disorder, which typically occurs during winter.

Impact on Daily Life

Depression significantly impairs an individual’s ability to function in their daily life. It affects their productivity at work or school, disrupts their relationships, and reduces their overall quality of life. It also increases the risk of other serious conditions, including heart disease and diabetes. In severe cases, depression can lead to suicidal ideation or attempts, making it a potentially life-threatening condition.

Depression and Stigma

Despite its prevalence and severity, depression is often stigmatized and misunderstood. Many people view it as a sign of weakness or dismiss it as mere sadness. This stigma can deter individuals from seeking help, exacerbating their condition. It is thus crucial to foster an understanding of depression as a serious health issue, not a personal failing.

Depression is generally treated with psychotherapy, medication, or a combination of both. Cognitive-behavioral therapy (CBT) and interpersonal therapy (IPT) are effective treatment modalities. Antidepressants can also help regulate brain chemistry and alleviate symptoms. However, treatment is highly individualized, and what works for one person may not work for another.

Conclusion: A Call to Action

Depression is a pervasive and debilitating condition that requires our urgent attention. By increasing awareness, reducing stigma, and improving access to treatment, we can ensure that those suffering from depression receive the help they need. As a society, we must strive to understand and empathize with those battling depression, encouraging them to seek help without fear of judgement. Only then can we hope to truly combat this global mental health crisis.

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Depression among Students Essay

Depression is amongst the major mental illnesses in the world. The ailment is equally a prevalent and widespread issue among university students. Students endure critical transitory periods in higher education centers, transforming from adolescents to adults., and the changes can be stressful for some individuals. Some of the challenges that students encounter include the need to maintain high grades, conform with peers, plan for the future, and adapt to life away from home – often, some of these problems lead to anxiety and depression. As a result of these stresses, affected individuals often cry, skip classes, or isolate themselves without even knowing that they are depressed. Important to realize, unhappiness among university students has been identified as a global risk-behavior with the probability of it increasing over the years being highly likely (Telgote & Jadhao, 2017). The average age of higher institution learners facing depression at its onset stage is low, making it a salient problem for the university students, especially due to the fact that the implications may include increased suicides, mass murders, substance abuse, vandalism, and poor grades.

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Literature Review Unhappiness among university students is a worldwide threat affecting developed and non-developed communities. During their academic life, young adults encounter multiple contradictions and obligations to become successful. Ibrahim, Kelly, Adams, and Glazebrook (2013) identify high occurrences of mental health issues among university and college students compared to the rest of the population. Notably, the study’s evidence indicates that the rate of psychological and mental issues among scholars is increasing, with despair being one of the most prevalent. Moreover, Ibrahim et al. (2013) determined that depression accounted for 39% of the scholar’s problems. Overall, college students encounter almost similar challenges in higher learning institutions globally, contributing to increased rates of unhappiness.

Depression usually occurs more often among undergraduates. According to Ibrahim et al. (2013), a majority of students lack the mental ability to handle some of the challenges they face at school. For instance, a study of university academics in Turkey indicated that the rate of despair varied from 10 to 40%. Additionally, college students had higher levels of depressive symptoms compared to the non-students. A systematic review of the rate of melancholy among Canadian and American medical pupils reported there to be a higher rate of depression in student population compared to the general public (Telgote & Jadhao, 2017). This difference resulted from a high cost of loans, academic pressures, inability to make new friends, cultural and language barriers (for foreign learners), and bullying despite the students not paying certain expenditures, including taxes, alimonies, family care, and pensions. Altogether, there is a need to closely monitor students because of the high occurrences of unhappiness among their peer groups.

Depression can have negative effects on the students’ performances at school. Telgote and Jadhao (2017) observed that learners suffering from unhappiness recorded poor academic grades compared to those who do not show any symptoms of melancholy. Theoretical tasks have been found to cause a high risk for mental health issues. According to Muller (2016), students with poor educational achievements showed relatively greater depressive symptoms compared to those who had higher levels of academic accomplishments. Learners are most likely to be in unhappy moods or develop psychological issues if they fail to achieve their goals and ambitions (Ibrahim et al., 2013). Because of this, poor academic success is regarded as one of the leading causes of depression among undergraduates.

Method The study will investigate multiple participants including students, tutors, and non-academic staff. The investigation will incorporate fifty learners of both genders (twenty-five males and twenty-five females) from different age groups, ranging from eighteen to thirty years. For the educators, the research will include forty tutors (equal proportions of women to men) who have taught for an average of thirty-five years and more. For the non-academic staff, the study will interview twenty individuals randomly who have worked at higher learning institutions for seven years and more. The investigation will use direct interviews, anonymous surveys, online questionnaires, and data from published sources, such as journals, reports, and books. The collected data will be analysed using statistical tools including SPSS and MS Excel. Ultimately, the techniques will allow to present detailed analyses of the correlations between unhappiness and life at higher learning institutions.

The occurrence of depression among university students is an ongoing concern, requiring immediate intervention. Noteworthy, the rate of unhappiness in students is higher compared to the older population that graduated from the universities. Recent research also suggests that unhappiness is much greater amongst academicians. The major causes of depression among students are because of complex interactions between psychological, physiological, social, and developmental factors. These determinants include the rising cost of education loans, bullying, failure to familiarize with peers, the need for good grades, and loneliness. The increasing depression rates raise a need for monitoring students regularly through counseling and therapy programs. Nonetheless, the ongoing investigations regarding melancholy among university learners should consider recent contributors of the ailment, such as ADHD and Internet addiction.

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References Ibrahim, A. K., Kelly, S. J., Adams, C. E., & Glazebrook, C. (2013). A systematic review of studies of depression prevalence in university students. Journal of Psychiatric Research, 47(3), 391-400. doi:10.1016/j.jpsychires.2012.11.015 Muller, P. A. (2016). The effects of adversity on depression among university students. Journal of Educational and Social Research, 6(2). doi:10.5901/jesr.2016.v6n2p53 Telgote, S., & Jadhao, A. (2017). Depression, anxiety and stress among government nursing college students in Akola: A college-based study. Journal of Evolution of Medical and Dental Sciences, 6(90), 6297-6300. doi:10.14260/jemds/2017/1369

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