The Unseen Battles: Depression and its Disguises in Students

Introduction

In this research topic, we embark on a critical exploration of the hidden nature of depression among
the student population. This study seeks to shed light on the hidden indicators of depression that
often go unnoticed, disguised as common academic stress or adolescent mood swings. As students
navigate the demanding educational landscape, the pressures can worsen underlying mental health
issues, leading to a silent epidemic that affects performance, relationships, and overall well-being.
This paper aims to analyze the various aspect of depression, understand its impact on learning and
development, and propose measures for early detection and support. By bringing the hidden
struggles of students to the forefront, the study advocates for a more empathetic and responsive
educational system that prioritizes mental health as a fundamental aspect of student success.

Problem of the Study

Unnoticed depression among students is the critical issue addressed in our society nowadays.
Symptoms often mistaken for academic stress or adolescent mood swings remain largely
unconsidered, leading to a silent epidemic that significantly impacts academic performance,
relationships, and overall well-being. The intensifying pressures of the educational environment
can potentially worsen these underlying mental health issues. The research aims to analyze the
various aspects of depression, understand its deep impact on learning and development, and
propose effective measures for early detection and support. The significance of this problem lies
in its advocacy for a more empathetic and responsive educational system that prioritizes mental
health as a fundamental aspect of student success. The challenge is to uncover these hidden
struggles and ensure they are addressed effectively and efficiently in our educational institutions,
thereby contributing to the creation of a more supportive and understanding educational
environment.

The complexity of identifying depression in its early stages, particularly among students, is a
significant challenge. The subtlety of symptoms, often masked by typical adolescent behavior or
dismissed as academic stress, makes early detection difficult. This lack of recognition not only
hinders timely intervention but also exacerbates the severity of the condition over time.
Furthermore, the stigma associated with mental health issues often discourages students from
seeking help, further compounding the problem. This study aims to demystify the early detection
of depression in students, who often hide their symptoms behind typical teenage behavior or
academic stress. It seeks to empower those around them—teachers, parents, and peers—with the
knowledge to spot and address these signs promptly, reducing stigma and fostering a supportive
educational environment.
Significance of the Study

Students stand to benefit as the study contributes to a better understanding of depression, its
disguises, and impacts among their peers. This knowledge can help students identify signs of
depression in themselves or their peers and seek timely help.

Teachers can use the findings to create a supportive educational environment that recognizes and
addresses mental health issues. They can develop effective strategies for early detection of
depression and provide necessary support to students.

Mental health experts can use the findings to better understand the specific challenges faced by
students dealing with depression and to develop targeted interventions.

Parents can gain insights into the often subtle signs of depression in students, enabling them to
provide appropriate support at home.

Finally, the study can inform authorities in the education and health sectors. The research findings
can guide the development of policies that prioritize mental health in schools, leading to systemic
changes that can improve the well-being of students.

In conclusion, this study possesses the capacity to significantly impact individual lives, educational
settings, and society at large by illuminating the hidden struggles of students with depression. It
promotes a more compassionate and reactive approach to mental health, which is important for the
comprehensive growth and achievement of students. The ultimate goal is to guarantee that no
student’s battle with depression remains hidden or unattended. This study aims to highlight these
concealed struggles, thus contributing to the establishment of a more supportive and understanding
educational environment.

Related Literature

Depression is a common occurrence among students of all ages, whether in high school, college,
or grad school. The Healthy Minds Study in 2020 found that of almost 33,000 college students in
the United States, 50% of them had depression or anxiety (or both). Depression can impact nearly
every area of a student’s life — from studying and classes to their social life. In some cases,
depression can also cause suicidal thoughts or thoughts of self-harm. Additionally, depression may
contribute to increased absenteeism, decreased productivity, and a decline in overall grades and
academic achievement. A study found that the likelihood of progression delay increased with the
severity of depression symptoms.

In a study conducted by Kumar Aryal K, Bista B, Bahadur Khadka B, Raj Pandey A, Mehta R,
Kumar Jha B, et al., in Nepal, it was found that depression and anxiety are prevalent mental health
issues among high school students. The researchers emphasized the importance of understanding
the burden and associated risk factors of these common mental disorders to combat them
effectively. This finding underscores the need for our research, which aims to shed light on the
hidden indicators of depression among students. They highlight the need for early detection and
intervention, as well as the creation of a supportive educational environment that recognizes and
addresses mental health issues. By bringing the hidden struggles of students to the forefront, our
study advocates for a more empathetic and responsive educational system that prioritizes mental
health as a fundamental aspect of student success.

School-based health centers or nurses can administer depression screenings which can be helpful
for the early identification of symptoms and timely referrals for further in-depth evaluations with
mental health professionals. However, more work needs to be done with young people and their
health care teams to build affective awareness in the right way, at the right time, with individual
differences in mind.

Mental health is a crucial aspect of a student’s overall well-being and academic success. Educators
play a vital role in promoting positive mental health in educational settings by creating a safe and
supportive learning environment, teaching healthy coping mechanisms, addressing mental health
stigma, and providing valuable resources and support. Schools and other learning environments,
including in emergency contexts, can be equipped to address children and adolescents’ mental
health and psychosocial well-being needs.

Methods

The participants of this study were students from Maragusan National Highschool during the
academic year 2023-2024. The study focused on a total of 40 students from different sections
across all grade levels to ensure a diverse sample that is representative of the entire student
population. Participants were selected through a stratified sampling method. This process was
guided by the objective to include individuals who exhibit a range of stress-related behaviors and
academic pressures, which are often misinterpreted as typical adolescent challenges rather than
potential signs of depression.

The research was conducted during the school year 2023-2024 at Maragusan National Highschool
in the Province of Davao de Oro, Philippines. These settings provided a relevant context for
examining the interplay between academic environments and student mental health. This
methodological framework is designed to uncover the subtle ways in which depression can be
concealed within the student population, thereby enabling timely and effective interventions.

References

• Healthy Minds Network. (2020). The Healthy Minds Study: 2019-2020 Data Report.
Healthy Minds Network.
• Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in highschool
students: a review and meta-analysis. Journal of affective disorders, 148(1), 1-11.
• Kumar Aryal K, Bista B, Bahadur Khadka B, Raj Pandey A, Mehta R, Kumar Jha B, et al.
Global School Based Student Health Survey Nepal-2015. Nepal Health Research Council;
2017.