28/06/2022
The survey, conducted by the inter-university network, saw 470 respondents across the National University of Singapore , Nanyang Technology University, Singapore , Singapore Institute of Technology , Singapore Management University and SUTD Singapore University of Technology & Design . The inter-university network released the results of the survey in the UCare Mental Health Report on Tuesday (Jun 21), alongside recommendations to better support the mental health and well-being of undergraduates.
The study found that 49 per cent of undergraduates surveyed prefer to address mental health issues on their own, even though there is “a high awareness” of the avenues of support in their universities. About one in five respondents said they feared those around them would judge them if they used the professional avenues of help provided in universities and student-led initiatives. While undergraduates were fearful of being stigmatised and judged for seeking mental health support, nearly every respondent was willing to lend a hand to someone who needed support or was in distress.
The survey also revealed that self-confidence, career prospects and personal relationships were also key sources of stress, ranking in second, third and fourth place respectively after the 89 per cent who ranked work and study commitments as the top stressors. Undergraduates feel that there is a “deep-seated and unhealthy obsession” with grades, because employers maintain that academic grades are still the primary indicator used to screen candidates for hire. Unfortunately, such stress leads to the joy of learning often diminishing within this highly competitive environment, and students primarily focus on chasing grades and outdoing their peers instead of enjoying the process of learning.
The poll by the Inter-University Network (IUN) also found that three in four respondents want greater support for their academics, which includes having grace days — "allowable delays beyond a specified deadline that can be applied to all assignments" — as well as helping students with learning disabilities and mental distress. Respondents also indicated a desire for changes to academic policies, including increasing the degree of flexibility in the academic curriculum and allowing students to plan their academic pathway semester by semester.