Sarah Thompson, a second-year psychology student from the University of Regina, feels the constant pressure to perform affects her daily life.

“I feel like there’s always something due—an assignment, a test, or a group project. Even when I have free time, I can’t fully relax because I’m always thinking about what’s next,” said Thompson.

“It’s exhausting, and sometimes I just break down.”

Thompson believes that universities need to place a greater emphasis on mental health.

“There are resources on campus, but many students don’t use them because they either don’t know about them or feel embarrassed. We need to normalize these conversations.”

The University of Regina has received a $25,000 grant from the Bell Let’s Talk Post-Secondary Fund for projects that will support the implementation of the National Standard of Canada for Mental Health and Well-Being for Post-Secondary Students. The University of Regina uses the Standard – a set of flexible, voluntary guidelines to help post-secondary institutions support the mental health and well-being of their students.

James Patel, a fourth-year engineering student, shared his struggle with anxiety and how he initially hesitated to seek support.

“In my program, there’s this unspoken expectation that you should just tough it out, I didn’t want to seem weak, so I ignored the signs of burnout. It wasn’t until I had a panic attack before an exam that I realized I needed help.” said Patel.

Patel believes the fund project are steps in the right direction. “Knowing that the University is investing in mental health makes me feel like they understand what students are going through.”

For Emily Carter, a first-year business student, social media adds another layer of stress.

“Scrolling through Instagram, you see people who seem to have it all together—good grades, a social life, fitness goals. It makes you feel like you’re not doing enough,” she said. “But no one posts about the nights they cry over assignments or feel completely lost.”

Carter believes that universities should integrate mental health education into their curriculum.

“We take courses on everything except how to manage stress and anxiety. Teaching students how to take care of their mental health should be just as important as teaching them math or writing.”

According to the Canadian National College Health Assessment statistics of 2020, more than 25 per cent of postsecondary students have been diagnosed or treated for one or more mental health conditions

Many students agree that finding a balance between academics and mental health is challenging but necessary. Some suggest better time management strategies, while others emphasize the importance of universities creating a supportive environment.

“Mental health isn’t a luxury—it’s a necessity,” Thompson said. “If we’re expected to perform well academically, we also need the tools to take care of ourselves.”