The Negative Effects Of Stress On College Students

The emotional health of college freshmen students reached a record high in an annual survey conducted by “The American Freshman: National Norms Fall 2010” (Lewin). The significant transition by young adults into college is accompanied with independence from their parents, the forming of new relationships and adjustments to a new environment and lifestyle (Fitch-Martin). While exciting, these swift changes, new roles, and responsibilities can add an immense amount of stress to the life of a student. Over the past few decades, there have been significant investigations and research on stress and managing stress (Murff). Data from largely respected surveys show that the high level of stress that college students are subject to can have damaging

Stress has a significant and persistent impact on undergraduate students and its issues have not been ignored (Fitch-Martin). However, many institutions attempts to address the problem have failed due to lack of effort or lack of evaluation (Fitch-Martin). Even with resources available, mental health and stress management resources are rarely used by students. Undergraduates instead turn to unhealthy ways of coping with their stress through “avoidance activities” such as watching television, procrastinating, drinking alcohol or taking drugs (Fitch-Martin). Fitch-Martin states that “facilitating college students’ ability to better manage stress has the potential to improve their biological, psychological and academic functioning, and may even result in long-term health benefits.” Studies suggest that new approaches are necessary in order to be efficient (Fitch-Martin). Research conducted by Arissa Fitch-Martin suggests a clear identification of the issue being addressed and the source of that issue is necessary to begin developing an intervention. As stated previously, stress is a natural physiological response that motivates the body to respond to external threats (Fitch-Martin). The increase in academic demands and responsibilities triggers these responses. By changing the internal process triggered by these events, interventions can be much more practical and