Helping SA students take control of their mental health

South African university students are facing rising levels of trauma and emotional distress, and university campuses need support to ensure they are fully equipped to meet their mental‑health needs. 

This is according to Tammy Dicks, National Trauma Support Co-Ordinator at ER24, who shares her insights into the challenges students face and the support ER24’s counselling services can provide to ensure students have the best chance of succeeding.

Many students across the country are encountering trauma. While these link to many different issues, a few common ones include crime, medical emergencies, bereavement (the loss of a loved one), gender‑based violence (GBV), sexual assault, and, in some instances, exposure to suicide.

These traumatic experiences often coincide with academic pressure, the demands of independence and the emotional strain of being far from home, family and friends, which can create an environment where even relatively minor incidents feel overwhelming.

As Dicks explains, students who have recently moved away from home often lack the immediate support networks they would normally turn to. “Without these anchors, they may struggle to process distressing experiences or adjust to emotionally charged environments. Residences, while offering community, can also introduce higher‑risk dynamics such as reduced supervision, increased peer pressure, alcohol use and the absence of clear boundaries around visitors.” She also notes that first‑year students (in particular) may experience isolation or homesickness as they settle into their new surroundings, making them more susceptible to emotional strain and distress.

Signs to look out for

It’s essential to be aware of and recognise the early signs of trauma. Dicks explains that these may include withdrawal, noticeable irritability, tearfulness, trouble concentrating, disrupted sleeping/eating habits, sustained anxiety or engagement in unusually risky behaviour. When these symptoms continue over time or start affecting academic performance, Dicks highlights the importance of early referral to psychological support, be it through other students, friends or campus faculty staff.

If left untreated, trauma can significantly disrupt academic functioning. As Dicks points out, many affected students struggle with focus, memory, decision‑making and emotional regulation. This often results in missed classes, incomplete assignments and a general decline in academic engagement. Some describe feeling mentally “foggy” or disconnected, and without intervention, this emotional overload can deteriorate into severe long‑term mental‑health challenges.

Stigma: a barrier to help

Immediate access to psychological assistance on campus is crucial. Dicks emphasises that timely intervention can help to stabilise students during times of crisis, restore a sense of safety and prevent distress from deepening. Students far from home (specifically) benefit from having accessible support close by. However, she notes that stigma remains a significant barrier. Many students come from families or communities where mental‑health concerns are minimised or viewed as a weakness. This can lead to them delaying seeking help until they reach a breaking point.

Available support on-campus

ER24 offers various counselling services across many university campuses in SA. These include 24/7 after‑hours crisis intervention, telephonic, face‑to‑face and group counselling, emotional care during traumatic events, and crisis‑safety planning. Students can also be referred to on‑campus or external mental‑health specialists where necessary.

In urgent cases, such as suicidal ideation or GBV, ER24 can arrange emergency medical support. Follow‑up contact is offered to ensure that students receive consistent care beyond the initial incident. As she explains, “The aim is to act as a vital bridge when campus services are unavailable or limited.”

Which students are most at risk?

While trauma affects students across all academic levels, Dicks has observed certain trends. First‑year students commonly experience adjustment‑related anxiety, mid‑level students (i.e., second and third year) often face burnout and financial pressure, and final‑year students frequently struggle with performance anxiety and concerns about entering the impending job market.

However, trauma is not confined to any specific academic year and can affect students at all levels of an institution, including faculty staff too.

How can universities help?

According to Dicks, universities have an important role to play in further improving student wellbeing. She encourages institutions to expand after‑hours counselling and crisis services, enhance trauma‑awareness training for staff and residence leaders, strengthen GBV reporting systems and increase mental‑health awareness campaigns. In addition, parents should also be encouraged to remain in close contact with their children, so students who are struggling are made aware of other external support mechanisms such as family, churches and offerings from their medical aids.

She calls for creating environments where students feel safe, understood and free from judgement when reaching out for help. Early support can change the entire course of a student’s experience. When young people feel heard and supported, they are far better equipped to cope with trauma and continue succeeding academically.

Students who receive early intervention are more likely to complete their studies, transition into the job market and contribute meaningfully to South Africa’s economy. “Supporting student mental health, therefore, is not only an investment in their individual futures, but in South Africa’s broader social and economic stability,” she concludes.