Leading a Custom Program Amid Among Gen Z’s Mental Health Epidemic
Gen Z (ages 12 to 27) is facing what is largely referred to as a mental health epidemic, documented in many sources including The McKinsey Health Institute’s Report. Students who identify as female, LGBTQIA+ and/or BIPOC are experiencing this even more intensely than others. “The data is pretty stark: Our kids are not all right,” said James P. Steyer, founder and chief executive of Common Sense Media.
On top of typical teenage concerns around academic performance, workload, relationships, friendships, and body image, this generation is dealing with the digitalization of their lives, including heavy social media use and cyberbullying, especially as they move into their teen years and beyond. They are considered “the loneliest generation that the world has ever seen” and worry about everything from finding a job and financial security, to gun violence, war and political division with the state of the world today, elections, AI, and more.
According to research released by the Walton Family Foundation, 42% of Gen Z battle with depression and feelings of hopelessness; and Harmony Healthcare IT reports that 61% of Gen Z have been medically diagnosed with an anxiety condition.
Many young people view travel as a positive way to unwind and reset though, and educational travel tops their list of travel goals. Student Universe’s report “The State of Student Travel in 2024,” features survey results that show “93% of Gen Z believe traveling has a beneficial impact on their mental state, and almost 90% return feeling less anxious and more positive.”
While the positive outcomes of education abroad programs are numerous and may ultimately improve mental health, travel still comes with a few undeniable added challenges students should be aware of before studying abroad, like culture shock, homesickness, changes in sleep patterns, being away from their usual support network, and reverse culture shock, to name a few.
As Mental Health Awareness Month prompts additional reflection on this important topic, how can faculty members leading a group of students abroad create an environment supportive of everyone’s mental health and well-being?
Here are a few tips:
PREPARE. Have a support network in place and a plan set up in case any mental health emergencies arise while abroad. Educate yourself in advance on signs of mental health emergencies so you’re aware of when an intervention may be necessary. You might also speak to colleagues about the challenges related to mental health they have encountered when they’ve traveled abroad with students.
DISCLOSURE. Encourage students who do have mental health diagnoses to disclose this information before travel if they feel comfortable to do so, and discuss with them strategies that they plan to use to manage their mental health while abroad.
PRE-DEPARTURE SUPPORT. Share information with students, and provide time and space to answer questions. Anxieties can ease a bit when they know exactly what to expect during each stage of their journey—from what to pack, to what the trip from the airport to the hotel looks like, to their daily itinerary, and so on. You can also hold information sessions specifically on coping strategies for stress or topics like culture shock.
PROMOTE WELL-BEING WHILE ABROAD. This might mean ensuring students head outdoors every day for fresh air and walks, reminding them to pack water bottles, planning meals in restaurants with healthy options available, and ensuring everyone has time for adequate sleep. You might also remind students to check in regularly with their families back home.
MEDICATIONS & THERAPY. Any students currently taking medications for mental health issues or attending therapy should be encouraged to continue doing both while abroad. Suggest setting an alarm for medications if they don’t already as they will be out of their usual routine and it can be easier to forget and remind them to connect with their therapist to see if it’s possible to hold virtual therapy sessions despite the time difference.
SELF-CARE CONTRACTS. Something to consider is to have each student work on a self-care contract that they sign with you before they travel. This may include anything they promise to do to look after their mental health while abroad: taking medications on time, drinking enough water, staying in touch with their support network, not looking at their phone during scheduled activities, carving out time for mindfulness, creating a gratitude practice, and promising to talk to someone if they’re feeling particularly stressed or anxious are some examples.
REFLECTION & JOURNALING. Build in time for group, peer-to-peer, and/or individual reflection. This could be open to whatever is on students’ minds on a particular day or guided around set topics, such as navigating different aspects of culture shock, identity abroad, or personal development.
ENVIRONMENT. An open and compassionate environment, fostering feelings of belonging, and checking in with students regularly can help them feel comfortable to open up if they need to talk. Be approachable and accessible, and practice active listening if a student does reach out.
Remember: If you’re leading a group of students abroad, apply the above advice to yourself too, and lean into your support network. Taking care of your own mental health is just as important!
