Today is World Mental Health Day: Asking for help is not a sign of weakness; Counsellor on student mental health

College life brings opportunities for learning and independence, but students may also experience academic pressure, loneliness, relationship difficulties and uncertainty. Some believe they should manage these challenges alone. Dr Sonam Dullat, Senior Manager (Student Counsellor) at Thapar Institute Counselling Cell (TICC), Thapar Institute of Engineering & Technology, has over 19 years of experience in counselling psychology. A certified Cognitive Behavioural Therapy (CBT) therapist and Mental Health First Aider with suicide-prevention training, she speaks to The Hans India about counselling, peer support and practical ways to promote emotional wellbeing on campus.

How have students’ attitudes towards mental health and counselling changed?

One noticeable change is the language students use to describe their experiences. Stress, anxiety, loneliness and self-doubt have always been part of student life. Today, students are more familiar with terms such as burnout, boundaries and emotional regulation. Some approach counselling before difficulties become overwhelming. When a student says, “I think I have burnout,” it provides a starting point for understanding their experience. Knowing a term does not necessarily mean understanding the concern, but having words to describe it can make seeking help easier.

Why do students hesitate to approach counsellors?

A common reason is the belief that they should manage everything themselves. Students may think their difficulties are not serious enough or that everyone faces similar pressures. Fear of judgement and uncertainty about confidentiality can also create hesitation. Changes in sleep, concentration, motivation or relationships may develop gradually. Students need clear information about where to seek support, what counselling involves and how confidentiality works. Asking for help should not be viewed as weakness.

How can colleges make counselling a normal part of student life?

Counselling is not only for students experiencing severe distress. They may seek support for academic pressure, adjusting to college, relationship difficulties or understanding their emotions. Orientation sessions, mentoring, faculty interactions and student-led activities can introduce counselling as a regular support service. Students should know whom to approach and what to expect during an initial conversation. A welcoming environment can make seeking help easier.

What role can fellow students play in mental health awareness?

Students often find it easier to speak with peers because they share similar academic pressures and experiences. Such conversations can help students feel less isolated. However, student ambassadors are not counsellors. Their role is to listen, encourage help-seeking and connect peers with professional support when needed. Peer support should complement professional counselling, not replace it.

How can faculty members recognise when students may need support?

Faculty members and mentors may notice changes such as withdrawal, frequent absences, reduced participation or loss of interest in activities. These signs do not automatically indicate a mental health condition. However, they provide an opportunity to check in, listen without judgement and guide students towards appropriate support. Faculty members are not expected to diagnose concerns. Mental health awareness and knowledge of referral procedures can help them respond sensitively.

What practical steps can colleges take to support emotional wellbeing?

Wellbeing initiatives should not become another obligation in an already demanding student schedule. Colleges can make support services easier to access and include relevant discussions in orientation, mentoring and workshops. CBT offers approaches that help people recognise unhelpful thought patterns and understand how thoughts, emotions and behaviour are connected. Breaking an overwhelming task into smaller steps can also make it easier to manage. These ideas can be introduced through suitable activities without treating wellbeing as another academic requirement. The objective is to make support familiar and accessible.

What would you tell students who feel their problems are not serious enough to seek professional help?

Students do not have to wait for a crisis. They can seek support when they feel stuck, find a situation difficult to manage or want to understand themselves better. Reaching out does not mean they are incapable of coping; it can be a constructive way to understand a concern. Colleges can explain what happens during an initial counselling conversation, clarify confidentiality and provide different routes to support. Students may begin by speaking to a trusted mentor or peer before being guided towards a counsellor. Early help-seeking can make support easier to access before difficulties become overwhelming.

ABOUT THE AUTHOR

Arti Adke

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Arti Adke, hailing from a respectable family with strong principles, pursued her passion for journalism. She is a Senior Sub-Editor and Senior Reporter, leading the Education and Food pages. Arti's journey in our organization continues to thrive as she strives for journalistic excellence.

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