Effective Strategies for Managing Stress, Anxiety, and Nervousness

This report examines the significant issue of stress, anxiety, and nervousness among university students, highlighting its impact on their learning, health, and overall well-being. It presents a problem statement supported by statistics from UK studies, revealing alarming rates of psychological distress, self-harm, and substance misuse. The report then proposes several effective stress management strategies, including increased investment in counselling services, the implementation of pastoral services within schools, the creation of a multifaceted learning environment, and the engagement of the student body. It emphasizes the importance of a holistic approach, involving collaboration with national health services, training staff to identify mental health issues, and integrating mental health support into the curriculum. The conclusion reinforces the need for proactive measures to address student mental health, emphasizing the role of guidance and counselling, and the importance of resources and support from both within the university and external organizations like the NHS.

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MANAGING STRESS, FEELING ANXIOUS, OR NERVOUS FOR UNIVERSITY
STUDENTS
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Table of Content

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1 Introduction.................................................................................................................3
2 Problem Statement.....................................................................................................3
3 Stress Management Strategies...................................................................................4
3.1 Increase Investment in Counselling Services......................................................4
3.2 Staging pastoral Services in School.....................................................................5
3.3 Creating a Multifaceted Learning.........................................................................5
3.4 Engage the Student Body....................................................................................6
4 Conclusion..................................................................................................................6
5 References List...........................................................................................................8

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1 Introduction
Poor stress management has profound impacts on student’s learning health, and
wellbeing. The academic environment can be termed as a factor which significantly
contribute to stress. From term assessments to end term exams, students encounter
challenges that negatively impact their learning health, and wellbeing. While teachers
have a core duty of imparting knowledge in students, they at times exert pressure to
students following voluminous assessments and the way they handle classes. The
balance between school work and homework may be stressing as each of the tasks
should be given significant opportunity. This report aims at discussing effective means
of managing stress, feeling anxious, or nervous for university students.
2 Problem Statement
Students especially from developed countries where education attainment has
been termed as a potential determinant of future life have reported significant stress
rates. For instance, a report by the Guardian newspaper (2017) alluded that levels of
distress and illness among students in the UK ‘alarming high’(Weale, 2019). This
followed after a poll that included 38,000 UK students suggested rates of psychological
distress and illness are on the rise in universities with high alarming rates of anxiety,
loneliness, thoughts of self-harm, and substance misuse. The findings from the
research were termed as the largest mental health survey ever conducted among UK
university students and the findings warrant an urgent call of action. Among the key
findings likely to prompt concern among parents and persons responsible for student’s
welfare were those regarding self-harm.

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A proportion of 50.3% of the participants reported thoughts of self-harm (Weale,
2019). A proportion of 4.4% admitted to using alcohol and substance abuse to cope up
with life at school. 1 out of 3 reported to have experienced a serious psychological issue
for which they felt they needed professional help. However, the report flagged the
vulnerability of second- and third-years students who are said to be at significant risk
than first years. Students alluded to high levels of anxiety with a proportion of 42.8%
often worried. A proportion of 9 out of every 10 students reported struggling with
feelings of anxiety and a proportion of 33% reported feeling lonely often (Tobin, 2018).
3 Stress Management Strategies
Counter to popular belief, the initial transition from high school to university is not
the root cause of psychological difficulties. This has been found true by the fact that
students transitioning into their second- and third-year report high rates of anxiety,
substance abuse, loneliness and thoughts of self-harm.
3.1 Increase Investment in Counselling Services
Counselling services have a high potential of reducing and eliminating stress,
anxiety, and feeling of loneliness among university students. Apparently, many
universities in the UK have upgraded investment in guidance and counselling support
services for students. However, John De Pury feels that universities cannot address
these challenges alone but need to closely work with the national Health Service (NHS)
locally and nationally to ensure students get the care they deserve (Tobin, 2018).
Universities should include drop-in counselling service, university well being advisors
and mentors who help to liaise with tutors about empirical help needed. While many
universities offer counselling services, there is the need of training staff to spot signs of

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mental breakdown and have complex care services in place. Offering a wide package of
counseling packages would be worth-be as students will have a detailed look on what is
offered.
Liaising with the NHS will ensure schools get adequate resources to eliminate
stress, anxiety and loneliness among students. the counselling departments across
many schools should bring experts in child and mental health. Specialist health staff
from the NHS to be rolled in schools to offer advice and support to teachers(Weale,
2019). Getting mental health staff into schools on a more regular basis around a couple
of hours a week will be vital in monitoring the wellbeing of students before they develop
serious complications.
3.2 Staging pastoral Services in School
Universities league to include a measure of pastoral services on offer. Pastoral
initiatives initiate provision of care on educational provider and ensures students
physical and emotional wellbeing. A successful pastoral care ensures that students
integrate well with education system. Excellent pastoral care is provided when the
needs of students are given top priority in school operations. They should include open
communication where students can report pastoral concerns. This can be done via
online portal then reach the appropriate staff. Such staffs might include Special
Educational Needs Coordinator (SNECO) or Designated Safeguarding Lead (DSL).
These two members will offer invaluable help in resolving issues.
3.3 Creating a Multifaceted Learning
Counselling initiatives are long processes which need to be fed into the
curriculum like other services such as cultural weeks. While schools are able to tailor

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their curriculums, they must provide an all-inclusive agenda. Bringing guidance and
counselling in the curriculum, schools can provide activities and opportunities for
students to learn in a more holistic environment and develop both resourceful and
independence ("Pastoral Initiatives in Schools: What Should They Include?", 2020).
These will be provided to make sure students learn things that are not necessary in day
to day lessons. Such could be provided through initiated school trips, charity fundraisers
or other activities. Apparently with the digital era, such services can be provided via
internet where people can access them at their comfort.
3.4 Engage the Student Body
As a body voted by the students, students have confidence in these members.
Besides, students feel them as approachable and would be of significant help in
eliminating stress and loneliness within the educational environment. Staff members
should liaise hands with the student’s body to encourage students to provide their
thoughts and feelings to gain better understanding of any initiatives. According to
Clemett and Pearce (1989), when everyone in school community feels as valued
member in the community, they will willingly participate in giving and receiving
encouragement, and support.
4 Conclusion
This report has successfully mapped the genesis of stress, anxiety and
loneliness among students. The report has given various strategies that are needed to
eliminate stress anxious, and loneliness among students. initiating guidance and
counselling has been termed as critical towards managing stress among university
students. contrary to the reports that transition from school to university as the main

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cause of stress, continuing students have reported to have developed stress. The need
for schools to Liaise with NHS has been emphasized as critical in ensuring that
resources are adequate. Resources including mental health staff from the government
have been termed as critical. School guidance department can get adequate training
from NHS mental staff to help in spotting mental breakdown before developing into
complicated issue.

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5 References List
"Pastoral Initiatives in Schools: What Should They Include?" (2020) GoVNet. Available
at: https://blog.govnet.co.uk/education/pastoral-initiatives-in-schools-what-should-they-
include (Accessed: 30 March 2022).
Clemett, A.J. and Pearce, J.S. (1989) The evaluation of pastoral care. Oxford:
Blackwell.
Tobin, L. (2018) "How to tell which universities are taking student mental health
seriously: a guide", The Guardian. Available at:
https://www.theguardian.com/education/2018/may/29/how-to-tell-which-universities-are-
taking-student-mental-health-seriously (Accessed: 30 March 2022).
Weale, S. (2019) "Levels of distress and illness among students in UK 'alarmingly
high'", The Guardian. Available at:
https://www.theguardian.com/education/2019/mar/05/levels-of-distress-and-illness-
among-students-in-uk-alarmingly-high (Accessed: 30 March 2022).