Understanding Mental Health: What Are the Issues for Black and Ethnic Minority Students at University?

Abstract

Black and Minority Ethnic (BME) communities continue to experience inequalities within the United Kingdom (UK) mental health system despite major government policy initiatives. Access to higher education for many ethnic minorities remains problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services including a lack of cultural understanding, communication issues, and where and how to seek help. This paper attempts to address the problems facing ethnic minorities with regard to accessing mental health services at university. Importantly, this paper highlights that barriers to accessing mental health support for ethnic minorities directly impact upon attainment outcomes and psychological well-being. This study utilizes the narratives of 32 BME university students to examine the impact of negotiating racial inequality and discrimination at university and the impact upon mental health. Aspects examined considered the impact of belonging, isolation, and marginalization on mental health and how this consequently affects university participation for BME students. Utilizing a thematic analysis paradigm, the key findings presented point towards differential healthcare outcomes for ethnic minority university students experiencing mental illness. The empirical findings in this paper suggest that currently ethnic minority service users experience overt discrimination and a lack of access to culturally appropriate services that are cognizant of the racialized plights faced by BME individuals. These findings inform an overarching dialogue, which suggests that mental health service providers need to work more collegially with people from BME communities prior to service design and delivery. Furthermore, the findings suggest that, upon presenting mental health issues, information should be made available in appropriate languages for ethnic minorities to support understanding about their illnesses and how they can seek professional intervention and help. Conclusions and recommendations provided advocate greater diversification of mental health support systems for ethnic minority students within universities. Conclusions drawn will also consider how existing systems can function to dismantle racial inequality within the mental health profession.

No one can see me cry: understanding mental health issues for Black and minority ethnic staff in higher education

“…It is important to note that access to university health services (occupational health) will normally be made through either a confidential self-referral or a confidential line manager referral in a duty of care capacity for 'vulnerable' staff. Within universities, most will have separate psychological support and healthcare provision for both students and staff (Arday, 2018).…”

“…Keating and Robinson (2004) highlight a societal tendency to trivialise mental illness as mental frailty rather than acknowledging this as a legitimate illness that destabilises individuals' mental state for short or prolonged periods of time. For BME individuals' the cultural stigmata associated with mental illness and the history of trivialisation regarding this issue present several difficulties in safely being able to disclose some of the crippling psychological symptoms associated with this illness (Arday, 2018;Bhui et al, 2004;Memon et al, 2016). Aspects of loneliness, marginalisation and isolation can become accelerated as ethnic minorities attempt to deal with this issue on their own ultimately plunging them into further difficulties without the correct coping mechanisms (Keating, 2007).…”

“…The study identified two broad inter-related themes as barriers to accessing mental health services adapted from the work of Memon et al (2016) and Arday (2018) within universities: (1) personal and environmental factors, and (2) relationship between service user and healthcare provider situated around power and hierarchy. The themes identified were comprised into sub-themes which aimed to illuminate some of the perceived problems for ethnic minorities attempting to access psychological intervention and support.…”

“…The use of talking and behavioural therapies has been influential in steering individuals away from treatments and interventions that rely solely on medication. Research (Arday, 2018;Grey et al, 2013;Wallace et al, 2016) suggests that BME academics and professional staff continue to experience differential mental health support and psychological interventions in helping to successfully navigate mental illness, particularly in relation to the trauma experienced when facing and navigating racism (Burnett and Peel, 2001;Cooper et al, 2013;Vernon, 2011). There remains a lack of understanding concerning the nuances of discrimination and racism that invariably affect mental well-being, specifically that of ethnic minorities who often are subjected to discriminatory and stereotypical judgements posited by healthcare professionals upon presentation of psychological symptoms or altered mental state.…”

“…Within higher education (HE), the issue of mental health and wellness continues to gather momentum, resulting in universities now being required to prioritise this issue as a pastoral imperative, in response to the recent, steadily increasing rate of staff and student suicides (Arday, 2018(Arday, , 2019. Attempts to recognise the varying contextual wellbeing needs of an ever-broadening university populous have meant a reconceptualisation and adjustment in mental healthcare resource and provision throughout the sector.…”