The invisible problem? Improving students’ mental health

across psychological disorders, lists six reasons why avoidance
should be discouraged:
First, [avoidance behaviour] removes the opportunity to
disconfirm negative beliefs (Salkovskis 1991). Second, it denies
the person the chance for positive reinforcement and could
thereby contribute to the maintenance of low mood (Ferster
1973; Lewinsohn 1975; Martell et al. 2001). Third, it narrows
the person’s interests and reduces the number of external
stimuli present in the environment … [which] may exacerbate
self-focussed attention … and recurrent thinking. Fourth …
decreases in anxiety will only occur after prolonged exposure
… Fifth, avoidance is negatively reinforced and can become
self-perpetuating … Finally … avoidance interferes with
functioning. 87
Deciding what adjustments for individual students are
appropriate is a complex matter. Requests need to be considered
on a case-by-case basis and not necessarily kept in place longterm
as students gradually need to expose themselves to the
triggering situations.
We should also avoid raising awareness of mental health
primarily by teaching about symptoms of mental disorders.
Knowledge of symptoms can be beneficial for recognising signs
of mental illness in oneself and others, therefore encouraging
early intervention. However, many symptoms of disorders
are frequent and normal feelings, such as low mood or lack
of energy, but do not indicate a disorder unless the feelings
meet specific criteria for duration and combination. While the
detailed criteria are likely to be forgotten, the more relatable
symptoms may not be, resulting in incorrect self-diagnosis. A
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