The Importance of Mental Health Support for Student-Athletes
As a student-athlete at Stanley Park High School, I know firsthand the immense pressures and demands that come with balancing academics, athletics, and personal life. The COVID-19 pandemic has only exacerbated these challenges, forcing many elite student-athletes to navigate unprecedented disruptions to their training, competition schedules, and overall well-being.
Recent research has shed light on the unique mental health risks faced by student-athletes in higher education. Studies show that up to 35% of elite athletes suffer from a mental health crisis, which can manifest as stress, eating disorders, burnout, depression, or anxiety. Additionally, student-athletes often report higher levels of negative emotional states compared to their non-athlete peers.
Despite these alarming statistics, the mental health of student-athletes is often overlooked or undervalued. Many coaches, athletic directors, and healthcare providers struggle to provide the specialized support and resources needed to address the complex mental health challenges faced by this population.
Lessons Learned from the COVID-19 Pandemic
The COVID-19 pandemic put immense pressure on higher education (HE) sports systems, exposing systemic weaknesses in the provision and management of mental healthcare for elite student-athletes. A recent qualitative study, published in the British Journal of Sports Medicine, explored the perspectives of key stakeholders in HE sports settings from Canada, the United States, and the United Kingdom.
The study identified five key themes that shed light on the challenges and opportunities for improving student-athlete mental health systems:
1. Pandemic Disruption and Its Impact on Motivation
The study participants reported that the pandemic-related disruptions to training and competition had a significant impact on the motivation and engagement of elite student-athletes. Cancelled or altered seasons, strict safety protocols, and the stress of navigating constantly changing rules and regulations took a toll on the excitement and drive of many student-athletes.
“That competition factor saw a real shift…players were opting out of the season and choosing not to participate for their own safety or comfort or personal reasons.” – Participant 4
2. Increased Workload and Mental Health Challenges for Support Staff
The study found that the pandemic placed additional burdens and responsibilities on the support staff for student-athletes, including coaches, athletic trainers, and healthcare providers. These individuals had to take on extra roles, adjust to working remotely, and prioritize the health and safety of their athletes, often at the expense of their own well-being.
“By the end of the season, it was like you were 90% therapist, 10% basketball coach…we weren’t trained for this, didn’t know what we were doing.” – Participant 2
3. Increased Awareness and Systemic Challenges in Mental Health Provision
The pandemic heightened the awareness of the importance of mental health care for student-athletes, but also exposed significant systemic challenges in the delivery of these services. Participants reported inconsistencies in the availability and accessibility of mental health resources, as well as a lack of clear standards and expectations for what constitutes appropriate care.
“At the moment, it’s a case of telling SAs, ‘go speak to so-and-so’…That’s not always entirely effective when you’ve got an individual who then goes, ‘I don’t want to or I don’t know who that person is or I’m too scared.’” – Participant 8
4. Digital Transformation and Its Implications for Student-Athlete Mental Healthcare
The rapid shift to online learning and telehealth services during the pandemic presented both opportunities and challenges for student-athlete mental healthcare. While the convenience and flexibility of digital options were valued, participants also highlighted barriers such as geographic licensing restrictions for healthcare providers and the unique communication needs of student-athletes.
“Reciprocity is something I know that counsellors are fighting very hard for because it is difficult…to get licenced all over again…it’s truly a hardship for everyone. It minimises the people you can care for.” – Participant 3
5. Positive Outcomes, Lessons Learned, and Motivation for Systems Change
Despite the significant challenges, the study participants also identified positive outcomes and lessons learned from the pandemic experience. These included increased awareness of mental health, the implementation of new supportive practices, and a newfound motivation to improve mental health systems and services for student-athletes.
“We mustn’t medicalize everyone. We don’t want everyone declaring they’ve got depression. We must make sure we’re doing as much as we can to promote positive MH and wellbeing.” – Participant 5
Recommendations for Improving Student-Athlete Mental Health Systems
Based on the insights from this study, the researchers generated four key recommendations to enhance the provision and management of mental healthcare for elite student-athletes:
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Cross-national collaboration: Increased collaboration between countries is needed to develop standards, strategies, and efficient investments to improve the sustainability of HE sport and student-athlete well-being.
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International licensure for healthcare providers: Eliminating online/telehealth licensure barriers for healthcare providers is crucial to ensure equitable access to mental health resources and care for student-athletes, regardless of their geographic location.
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Improved mental health support for support staff: Just as student-athletes require comprehensive mental health support, the well-being of coaches, athletic trainers, and other support staff must also be prioritized, especially during times of crisis and heightened pressure.
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Stakeholder engagement in mental health strategy: Sport healthcare providers, coaches, and athletic directors should be actively involved in the development and implementation of student-athlete mental health policies and practices, as their unique insights are essential to creating effective and sustainable systems.
The Way Forward for Stanley Park High School
As a student-athlete at Stanley Park High School, I am committed to advocating for improved mental health support and resources for my fellow student-athletes. The lessons learned from the COVID-19 pandemic offer a valuable blueprint for how our school can enhance its approach to supporting the mental well-being of our elite student-athletes.
By embracing the recommendations outlined in this article, Stanley Park High School can work towards establishing a comprehensive, collaborative, and proactive mental health system that addresses the unique needs of our student-athlete community. This may include:
- Partnering with national and international governing bodies to develop clear standards and best practices for student-athlete mental healthcare
- Ensuring our school’s healthcare providers have the necessary licensure and resources to deliver high-quality, accessible mental health services to all of our student-athletes, regardless of their location
- Providing dedicated mental health support and wellness resources for our coaches, athletic trainers, and other support staff
- Actively involving key stakeholders, such as our athletic director and team coaches, in the development and implementation of our school’s student-athlete mental health strategies
By prioritizing the mental health and well-being of our elite student-athletes, Stanley Park High School can set an example for schools across the country, empowering our athletes to thrive both on and off the field. Together, we can create a culture that values mental health as much as physical health, and ensures that every student-athlete has the support they need to reach their full potential.
To learn more about the school’s mental health resources and initiatives, please visit our website. If you or a student-athlete you know is struggling with their mental health, don’t hesitate to reach out to our dedicated support staff for assistance.
