31 | P a g e depression, “…is not a racially selective phenomenon and it is dangerous to dismiss an individual's pain because their race discredits their struggles” (citation). The same may of course be said of gender.
32 | P a g e transition period as they shift from adolescence to adulthood. They argue that this transition can be one of the most nerve-wracking times in a person’s life as students experience a myriad of difficulties that include social, academic, and cultural shock as well as homesickness challenges.
The language problem is particularly acute for many, particularly when their home language is not the language of instruction.
Another factor is sociocultural differences which include gender and socioeconomic challenges.
Sorokhani et al. (2013) argue that most students face challenges at university as many find it hard to fit in the first time. Mofatteh (2020) states that moving away from the family and starting a new life of independence can pose challenges for first-year students such as a feeling of isolation and loneliness. These feelings last until they have adjusted to university life and expanded their social network. Some find it difficult to reconnect when they return after a recess or holiday. Many struggle to make friends and some already suffered from mental illness/depression prior to arriving at university. This condition sometimes worsens as they transition into the new environment, while some battle to keep up with academic requirements and they fail to get good grades.
2.5.2 Understanding depression and the need for social support
Most students seek medical help but they cope by finding friends who are going through the same ordeal. Some skip academic classes and lock themselves in their rooms. This happens without knowing that they are depressed and that they should seek professional help (User, 2019). Some university students know that they have depression but they are afraid of being seen as a failure while most think they can cope without seeking professional help (Pedrelli, Nyer, Zulauf & Wilen, 2015). An American study by Amaya et al. (2013) found that depression and mental illness were taboo topics, especially in minority students’ cultures. The latter study found that white students believed “…that everyone has to strive to be their best, and they also have an easier time admitting they have a problem and having an open discussion about it”. However, Asian-American students stated that, in their culture, mental illness and depression were not talked about. Motau (2015), Kometsi (2016) and Amaya et al. (2013) agree that people’s perceptions are neither static nor locked within their cultural belief system, but that there are external factors such as exposure to
33 | P a g e illness that can change perceptions of individuals’ cultural background, and this plays a vital role in depression and how it is experienced.
2.5.3 Understanding that depression is induced by a low socio-economic status
Previous studies have suggested that financial constraint is a major source of stress among university students. Zondi (2018) cites Yusoff, Rahim, Baba, and Esa (2011) who state that the majority of students from disadvantaged backgrounds experience more stress than those who are affluent. It is logical to argue that students from disadvantaged backgrounds struggle to meet their financial obligations and satisfy their needs and that the majority is dependent on financial aid (such as NSFAS). According to Mudhovhozi (2012), financial distress causes students to struggle to pay their rent and buy food and clothes.
Shoba (2018), whose study was conducted among students of the University of Cape Town (UCT), found that students from black communities in lower income families were normally the first ones to enter university in their family. He believes that their depression is caused by being under immense pressure as they are expected to succeed academically and be the future breadwinners of their families. Students often choose to put on a brave face when dealing with stress and depression as they cannot disappoint those who are dependent on them. Some students will choose to soldier through to graduation without seeking assistance or they opt to extend their degree period because the financial and status-driven gains of acquiring a degree outweigh the psychological costs of stress and overexertion (Shoba, 2018: n.p.).
A study conducted by Bathabile Motau at UKZN also revealed the prevalence of financial constraints among a large group of students. This is not surprising as the UKZN is an institution that historically opened its doors to black disadvantaged students (Motau, 2015, cited by Cebekhulu and Mantzaris, 2006). Currently the majority of students at UKZN are black and from socio-economically disadvantaged backgrounds. This is confirmed by a survey conducted by Statistics South Africa (2010) which revealed that the median monthly income for the black population is R2 162. Considering this low income, it is likely that most black parents will find it difficult to afford tertiary tuition fees, and the stress this causes students may thus trigger
34 | P a g e depression (Motau, 2015:37). A study by Mofatteh (2020) also reported that students’ economic status can influence their mental health. The majority of students currently at university come from disadvantaged backgrounds with low family income and this is linked to the experience of poverty which predicts stress and depression while studying at university. He also states that students from well-to-do families could be susceptible to depression due to negative psychological experiences in their childhood that can have long-term consequences as they become adults who suffer from depression. Some students resort to taking part-time jobs in order to support themselves and pay their tuition fees. However, due to the possibility of a skewed relationship between students and their full-time colleagues in the workplace, some may become depressed. Many students are also prone to suffering a mental illness as they are struggling to juggle their lives between work and studies (Mofatteh, 2020).
2.5.4 Understanding depression as induced by lifestyle choices as well as family background The poor lifestyle choices of some university students are linked to the stress they subsequently experience. Studies have shown that a poor lifestyle such as lack of exercise, poor diet, and sleep deprivation is linked to the development and treatment outcomes of depression (Lopresti, hood, &
Drummond, 2013). According to Cheung et al. (2016), people with poor sleeping habits are more likely to experience stress. Islam et al. (2018) also argue that sleep deprivation is a significant factor that causes depression in students as students with sleeping problems are more likely to be depressed than those without sleeping problems. Unfortunately, depression can have a major impact on academic progress as a person with depression habitually struggles with issues related to poor concentration as well as persistent physical aches and pains (Shoba, 2018). “Students then hand in assignments late or are unable to study for tests despite their best efforts. Because of the stigma of mental illness, they may find it difficult to approach their lecturers and admit that they are struggling” (Knudson et al., 2008: n.p.). Shoba (2018) also acknowledges that universities do provide assistance such as students support services, but many students do not access these facilities until it is too late.
Studies have also revealed that students experience stress due to problems they encounter at home.
Yusoff et al. (2011) state that students who experience family problems at home have a higher
35 | P a g e chance of being susceptible to depression due to stress than those who do not. Zondi (2018) argues that students who come from dysfunctional homes are highly likely to experience academic stress because no one from home supports them academically. Various studies have also shown that the majority of first-year undergraduates experience stress and depression during the transition period.
Life changes among the youth can also cause stress as they need to find a job, move away from the family, and even start new relationships (Zondi, 2018).