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Essays About Depression

Depression essay topic examples.

Explore topics like the impact of stigma on depression, compare it across age groups or in literature and media, describe the emotional journey of depression, discuss how education can help, and share personal stories related to it. These essay ideas offer a broad perspective on depression, making it easier to understand and engage with this important subject.

Argumentative Essays

Argumentative essays require you to analyze and present arguments related to depression. Here are some topic examples:

• 1. Argue whether mental health stigma contributes to the prevalence of depression in society.
• 2. Analyze the effectiveness of different treatment approaches for depression, such as therapy versus medication.

Example Introduction Paragraph for an Argumentative Essay: Depression is a pervasive mental health issue that affects millions of individuals worldwide. This essay delves into the complex relationship between mental health stigma and the prevalence of depression in society, examining the barriers to seeking help and the consequences of this stigma.

Example Conclusion Paragraph for an Argumentative Essay: In conclusion, the analysis of mental health stigma's impact on depression underscores the urgent need to challenge and dismantle the stereotypes surrounding mental health. As we reflect on the far-reaching consequences of stigma, we are called to create a society that fosters empathy, understanding, and open dialogue about mental health.

Compare and Contrast Essays

Compare and contrast essays enable you to examine similarities and differences within the context of depression. Consider these topics:

• 1. Compare and contrast the symptoms and risk factors of depression in adolescents and adults.
• 2. Analyze the similarities and differences between the portrayal of depression in literature and its depiction in modern media.

Example Introduction Paragraph for a Compare and Contrast Essay: Depression manifests differently in various age groups and mediums of expression. This essay embarks on a journey to compare and contrast the symptoms and risk factors of depression in adolescents and adults, shedding light on the unique challenges faced by each demographic.

Example Conclusion Paragraph for a Compare and Contrast Essay: In conclusion, the comparison and contrast of depression in adolescents and adults highlight the importance of tailored interventions and support systems. As we contemplate the distinct challenges faced by these age groups, we are reminded of the need for age-appropriate mental health resources and strategies.

Descriptive Essays

Descriptive essays allow you to vividly depict aspects of depression, whether it's the experience of the individual or the societal impact. Here are some topic ideas:

• 1. Describe the emotional rollercoaster of living with depression, highlighting the highs and lows of the experience.
• 2. Paint a detailed portrait of the consequences of untreated depression on an individual's personal and professional life.

Example Introduction Paragraph for a Descriptive Essay: Depression is a complex emotional journey that defies easy characterization. This essay embarks on a descriptive exploration of the emotional rollercoaster that individuals with depression experience, delving into the profound impact it has on their daily lives.

Example Conclusion Paragraph for a Descriptive Essay: In conclusion, the descriptive portrayal of the emotional rollercoaster of depression underscores the need for empathy and support for those grappling with this condition. Through this exploration, we are reminded of the resilience of the human spirit and the importance of compassionate understanding.

Persuasive Essays

Persuasive essays involve arguing a point of view related to depression. Consider these persuasive topics:

• 1. Persuade your readers that incorporating mental health education into the school curriculum can reduce the prevalence of depression among students.
• 2. Argue for or against the idea that employers should prioritize the mental well-being of their employees to combat workplace depression.

Example Introduction Paragraph for a Persuasive Essay: The prevalence of depression underscores the urgent need for proactive measures to address mental health. This persuasive essay asserts that integrating mental health education into the school curriculum can significantly reduce the prevalence of depression among students, offering them the tools to navigate emotional challenges.

Example Conclusion Paragraph for a Persuasive Essay: In conclusion, the persuasive argument for mental health education in schools highlights the potential for early intervention and prevention. As we consider the well-being of future generations, we are called to prioritize mental health education as an essential component of a holistic education system.

Narrative Essays

Narrative essays offer you the opportunity to tell a story or share personal experiences related to depression. Explore these narrative essay topics:

• 1. Narrate a personal experience of overcoming depression or supporting a loved one through their journey.
• 2. Imagine yourself in a fictional scenario where you advocate for mental health awareness and destigmatization on a global scale.

Example Introduction Paragraph for a Narrative Essay: Personal experiences with depression can be transformative and enlightening. This narrative essay delves into a personal journey of overcoming depression, highlighting the challenges faced, the support received, and the lessons learned along the way.

Example Conclusion Paragraph for a Narrative Essay: In conclusion, the narrative of my personal journey through depression reminds us of the resilience of the human spirit and the power of compassion and understanding. As we reflect on our own experiences, we are encouraged to share our stories and contribute to the ongoing conversation about mental health.

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Depression, known as major depressive disorder or clinical depression, is a psychological condition characterized by enduring feelings of sadness and a significant loss of interest in activities. It is a mood disorder that affects a person's emotional state, thoughts, behaviors, and overall well-being.

Its origin can be traced back to ancient civilizations, where melancholia was described as a state of sadness and melancholy. In the 19th century, depression began to be studied more systematically, and terms such as "melancholic depression" and "nervous breakdown" emerged. The understanding and classification of depression have evolved over time. In the early 20th century, Sigmund Freud and other psychoanalysts explored the role of unconscious conflicts in the development of depression. In the mid-20th century, the Diagnostic and Statistical Manual of Mental Disorders (DSM) was established, providing a standardized criteria for diagnosing depressive disorders.

Biological Factors: Genetic predisposition plays a role in depression, as individuals with a family history of the disorder are at a higher risk. Psychological Factors: These may include a history of trauma or abuse, low self-esteem, pessimistic thinking patterns, and a tendency to ruminate on negative thoughts. Environmental Factors: Adverse life events, such as the loss of a loved one, financial difficulties, relationship problems, or chronic stress, can increase the risk of depression. Additionally, living in a socioeconomically disadvantaged area or lacking access to social support can be contributing factors. Health-related Factors: Chronic illnesses, such as cardiovascular disease, diabetes, and chronic pain, are associated with a higher risk of depression. Substance abuse and certain medications can also increase vulnerability to depression. Developmental Factors: Certain life stages, including adolescence and the postpartum period, bring about unique challenges and changes that can contribute to the development of depression.

Depression is characterized by a range of symptoms that affect an individual's emotional, cognitive, and physical well-being. These characteristics can vary in intensity and duration but generally include persistent feelings of sadness, hopelessness, and a loss of interest or pleasure in activities once enjoyed. One prominent characteristic of depression is a noticeable change in mood, which can manifest as a constant feeling of sadness or emptiness. Individuals may also experience a significant decrease or increase in appetite, leading to weight loss or gain. Sleep disturbances, such as insomnia or excessive sleepiness, are common as well. Depression can impact cognitive functioning, causing difficulties in concentration, decision-making, and memory recall. Negative thoughts, self-criticism, and feelings of guilt or worthlessness are also common cognitive symptoms. Furthermore, physical symptoms may arise, including fatigue, low energy levels, and a general lack of motivation. Physical aches and pains, without an apparent medical cause, may also be present.

The treatment of depression typically involves a comprehensive approach that addresses both the physical and psychological aspects of the condition. It is important to note that the most effective treatment may vary for each individual, and a personalized approach is often necessary. One common form of treatment is psychotherapy, which involves talking to a mental health professional to explore and address the underlying causes and triggers of depression. Cognitive-behavioral therapy (CBT) is a widely used approach that helps individuals identify and change negative thought patterns and behaviors associated with depression. In some cases, medication may be prescribed to help manage depressive symptoms. Antidepressant medications work by balancing neurotransmitters in the brain that are associated with mood regulation. It is crucial to work closely with a healthcare provider to find the right medication and dosage that suits an individual's needs. Additionally, lifestyle changes can play a significant role in managing depression. Regular exercise, a balanced diet, sufficient sleep, and stress reduction techniques can all contribute to improving mood and overall well-being. In severe cases of depression, when other treatments have not been effective, electroconvulsive therapy (ECT) may be considered. ECT involves administering controlled electric currents to the brain to induce a brief seizure, which can have a positive impact on depressive symptoms.

1. According to the World Health Organization (WHO), over 264 million people worldwide suffer from depression, making it one of the leading causes of disability globally. 2. Depression can affect people of all ages, including children and adolescents. In fact, the prevalence of depression in young people is increasing, with an estimated 3.3 million adolescents in the United States experiencing at least one major depressive episode in a year. 3. Research has shown that there is a strong link between depression and other physical health conditions. People with depression are more likely to experience chronic pain, cardiovascular diseases, and autoimmune disorders, among other medical conditions.

The topic of depression holds immense significance and should be explored through essays due to its widespread impact on individuals and society as a whole. Understanding and raising awareness about depression is crucial for several reasons. Firstly, depression affects a significant portion of the global population, making it a pressing public health issue. Exploring its causes, symptoms, and treatment options can contribute to better mental health outcomes and improved quality of life for individuals affected by this condition. Additionally, writing an essay about depression can help combat the stigma surrounding mental health. By promoting open discussions and providing accurate information, essays can challenge misconceptions and foster empathy and support for those experiencing depression. Furthermore, studying depression allows for a deeper examination of its complex nature, including its psychological, biological, and sociocultural factors. Lastly, essays on depression can highlight the importance of early detection and intervention, promoting timely help-seeking behaviors and reducing the burden of the condition on individuals and healthcare systems. By shedding light on this critical topic, essays have the potential to educate, inspire action, and contribute to the overall well-being of individuals and society.

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. 2. World Health Organization. (2017). Depression and other common mental disorders: Global health estimates. World Health Organization. 3. Kessler, R. C., Bromet, E. J., & Quinlan, J. (2013). The burden of mental disorders: Global perspectives from the WHO World Mental Health Surveys. Cambridge University Press. 4. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. Guilford Press. 5. Nierenberg, A. A., & DeCecco, L. M. (2001). Definitions and diagnosis of depression. The Journal of Clinical Psychiatry, 62(Suppl 22), 5-9. 6. Greenberg, P. E., Fournier, A. A., Sisitsky, T., Pike, C. T., & Kessler, R. C. (2015). The economic burden of adults with major depressive disorder in the United States (2005 and 2010). Journal of Clinical Psychiatry, 76(2), 155-162. 7. Cuijpers, P., Berking, M., Andersson, G., Quigley, L., Kleiboer, A., & Dobson, K. S. (2013). A meta-analysis of cognitive-behavioural therapy for adult depression, alone and in comparison with other treatments. Canadian Journal of Psychiatry, 58(7), 376-385. 8. Hirschfeld, R. M. A. (2014). The comorbidity of major depression and anxiety disorders: Recognition and management in primary care. Primary Care Companion for CNS Disorders, 16(2), PCC.13r01611. 9. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., Nierenberg, A. A., Stewart, J. W., Warden, D., ... & Fava, M. (2006). Acute and longer-term outcomes in depressed outpatients requiring one or several treatment steps: A STAR*D report. American Journal of Psychiatry, 163(11), 1905-1917. 10. Kendler, K. S., Kessler, R. C., Walters, E. E., MacLean, C., Neale, M. C., Heath, A. C., & Eaves, L. J. (1995). Stressful life events, genetic liability, and onset of an episode of major depression in women. American Journal of Psychiatry, 152(6), 833-842.

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Why Are College Students So Depressed?

It may not always feel like the best four years of your life

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Symptoms of Depression in College Students

What percentage of college students experience depression, what really causes depression in college students, impact of depression on academic and personal life, coping with depression in college, treatments for depression in college students, how schools can help.

Depression is one of the most common mental health conditions and affects people of all ages, including college students. It impacts thoughts, feelings, and behaviors and is characterized by persistent sadness and loss of interest in once-enjoyable activities.

This condition is prevalent on college campuses, affecting an estimated 53% of students at some point.

"College students are a vulnerable population who are faced with a range of new and often wonderful—yet sometimes stressful—experiences," explains Randall Dwenger, MD , the chief medical officer at Mountainside Treatment Center. He also notes that people who have a predisposition to depression typically start to display symptoms during their early 20s.

Depression can take a toll on many aspects of a young person's life, including academic performance, social life, and physical health. It can also increase their risk of substance abuse and co-occurring mental health conditions.

For this reason, it is crucial to recognize the signs of depression in college students and provide tools, resources, and support that can help.

At a Glance

College students are faced with multiple stressors like living on their own for the first time, meeting new people, and taking a rigorous course load. All of these changes happen at one time and cause major stress.

Any symptoms—both mild and severe—can affect college students' performance and mental health.

Fortunately, help is available and schools have also stepped in to address mental health concerns.

"Even mild symptoms may significantly interfere with academic and social functioning," explains Amy Mezulis, PhD , a licensed clinical psychologist and chief clinical officer of Joon. She also notes that it can lead to symptoms such as trouble concentrating, fatigue , and low energy, which can make it tough for students to keep up with academic work.

Randall Dwenger, MD

Some students may experience frustration with themselves at not being able to keep up with the challenges of living independently: balancing academics, social life, and tasks of daily living. These frustrations turned inward may present as depression.

Symptoms of depression that college students may experience include:

• Feeling sad, low, or "empty"
• Loss of interest in previously enjoyed activities
• Difficulty concentrating and making decisions
• Missing class
• Poor grades
• Not having the motivation to finish assignments
• Poor self-care and personal hygiene
• Using drugs or alcohol to cope with difficult emotions
• Irritability or restlessness
• Guilt, helplessness, or hopelessness
• Lack of energy or fatigue
• Feelings of worthlessness
• Reduced physical activity
• Changes in sleep habits and appetite
• Thoughts of self-harm or suicide

If you are having suicidal thoughts, contact the  National Suicide Prevention Lifeline  at  988  for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911.

For more mental health resources, see our  National Helpline Database .

Unfortunately, it isn’t easy to predict which students will excel and which will struggle with all the changes and challenges that college brings.

“Some students may experience frustration with themselves at not being able to keep up with the challenges of living independently: balancing academics, social life, and tasks of daily living. These frustrations turned inward may present as depression,” Dr. Dwenger says.

In one study that involved interviewing college students about their experiences, students suggested that depression affected many academic areas, including their effort, ability to focus, and time management.

Struggling with motivation and falling behind on academic work were common themes.

"[Depression] can definitely be a drain on focus because if I’m having a particularly bad episode, it’s hard to do anything at all," one student explained.

For some students, falling behind in classes can make depression feel even worse. "Once you start falling behind, then the depression kicks in, it will make me think less of myself for that. Then it’s even harder to catch up. As the things pile up, it gets more difficult to pull myself out of [the depression]," another student told researchers.

Depression rates among U.S. college students are at an all-time high and growing. According to one internet-based survey, 44% reported that they currently have symptoms of depression, and 15% said they had considered suicide in the past year.

A 2022 study published in the Journal of Affective Disorders examined data from the national Healthy Minds study between the years 2013 and 2021. The researchers found that there has been a steady, consistent decline in the mental health of college students throughout the United States, amounting to a 135% increase in depression over the course of those eight years. 

Between 2013 and 2021, the number of college students who met the diagnostic criteria for one or more mental disorders doubled.

Such numbers are sobering, but the survey also found some positive indicators; more students are participating in therapy, and fewer are turning to alcohol to cope with their mental health problems. Unfortunately, the increasing rates of depression may also be outpacing the resources that are available to treat it.

And while the COVID-19 pandemic was associated with significant increases in rates of depression, the survey data shows that these increases are part of a larger trend and not simply attributable to a singular pandemic-era dip in mental well-being.

For students to get the help they need, researchers, public health experts, and academic institutions need to learn more about why students are struggling with depression. By identifying the factors that play a role, they can offer better interventions and develop prevention programs to combat depression in college students.

Leaving home for the first time can be an exciting but also challenging time for many students. It can be a time of self-discovery and personal growth, but it can also be stressful, anxiety-provoking, and isolating for many. 

The following are just some of the common factors that can play a role in the onset of depression among college-age students.

Transitions and Adjustments

"The transition to college can be a big change, both academically and socially," explains Laura Erickson-Schroth, MD , chief medical officer of The Jed Foundation (JED). Going to college often means leaving behind social connections and support and starting over in a new environment.

For most students, college is their first experience living away from home. Moving out, adjusting to a new environment, and forging new social connections can contribute to stress that can play a part in causing depression, Dr. Erickson-Schroth says.

Students are also dealing with a lot of pressure to perform well. This stress can affect well-being and contribute to feelings of inadequacy and helplessness.

Relationships and Social Pressures

Students also face the pressure of fitting in with their peers in a new setting. They may feel disconnected from their old friends and struggle to form new friendships in an unfamiliar environment. This lack of social support may contribute to depression.

The college years can also be a time to forge new relationships with friends and romantic partners, but this can also be a source of conflict and strife. Arguments with roommates, losing touch with old friends, and problems in romantic relationships can sometimes leave college students feeling distressed.

Financial Stress

Paying for school and managing living expenses can create additional pressures. College is the first time many young people have had to deal with this type of financial pressure, and it can create feelings of stress that can play a part in the onset of depression.

Dr. Erickson-Schroth notes that students from lower-income households experience more financial stress, including struggles related to finding stable housing, food, and healthcare.

Surveys suggest that three out of every five college students face some type of insecurity related to essential needs.

Social activities and academic demands can contribute to poor sleep habits. Depression and sleep have a bidirectional relationship. Irregular or poor sleep habits are linked to the onset of depression, but depression can make sleeping more difficult. Sleep disturbances are also associated with an increased risk of suicidal ideation.  

Research has also found that 82% of college students who experience suicidal thinking also experience sleep disturbances.

Substance Use

Some students may experiment with alcohol and drugs in college, in some cases as a way to cope with negative emotions and stress. Unfortunately, such substance use is also associated with increased depressive symptoms.

Other Hurdles

Dr. Erickson-Schroth notes that some young adults face additional challenges that can make them more susceptible to depression.

"Youth of color who attend college at predominantly white institutions (PWIs) often experience microaggressions and have trouble finding spaces where they feel they can be themselves," she explains.

Research also suggests that LGBTQIA+ students, financially insecure students, and lower-division students have a higher risk of experiencing more severe depression.

Generational Challenges

The COVID-19 pandemic also played a role in fueling struggles that many college students have experienced over the past few years. Dr. Dwenger notes that the social disruptions caused by the pandemic left many students struggling without the tools, resources, and coping skills they needed to navigate what is already a tricky period in most people's lives. 

"Many experienced a sort of “whiplash” in adjusting back to in-person learning and resuming social interactions," he explains.

Unique global concerns facing today's generation of college students can also contribute to depression. This can include environmental worries, climate anxiety , political turmoil, social justice issues, and other concerns.

The political minefield, losses in terms of personal freedoms and choice, and issues of diversity may inspire some young people into action and activism, but these issues can also bring feelings of pessimism and hopelessness to many.

The high rates of depression among college students negatively affect physical health, mental well-being, academic success, and interpersonal relationships . These effects can be distressing and far-reaching. They can also potentially interfere with a student's long-term academic and professional goals.

One of the most immediate effects of depression in college students is its effect on academic performance, attendance, and participation. Depression makes it harder to concentrate, reduces motivation to learn, and even makes it hard for students to attend class sessions.

The toll on a student's academic life can be severe. It can lead to poor test performance and bad grades, which even jeopardize a student's ability to graduate and, for those depending on academic scholarships, impair their ability to keep their form of financial support.

Declining grades and poor feedback from instructors can worsen the feelings of hopelessness and inadequacy that many students are already struggling with.

Life Outside of School

Depression also makes it more challenging for students to enjoy many of the experiences that are often associated with college. Extracurricular activities, social events, and hobbies that they used to enjoy lose their appeal. This often means that they stop participating in these activities altogether. 

Because social withdrawal is another common symptom of depression, making important connections and getting the social support they need becomes even more of a challenge. As a result, a student with depression may feel disconnected from their friends, roommates, family members, and college community.

Physical Health

Depression can also affect a college student's physical health. When people are depressed, they also experience increases in stress hormones such as adrenaline and cortisol . 

This stress response is associated with a variety of health effects, including impaired immunity. Periods of prolonged stress associated with depression can also elevate the risk of health problems such as autoimmune conditions, cardiovascular disease, high blood pressure, and gastrointestinal disorders.

It is also common for people with depression to experience a variety of physical symptoms, including back pain, stomach upset, reduced psychomotor activity, and joint pain.

If you are a college student struggling with depression, there are a few things that you can do that may help make it easier to cope. 

Make a Plan

Dr. Erickson-Schroth suggests proactive plans for how you'll take care of your mental health before college begins. 

"Make a list of some of the potential challenges you may face. This could include finding community, adjusting to living in a new place away from family and friends, keeping up with a different level of academic work, or getting the right amount of good nutrition, exercise, and sleep," she explains.

Once you have a list, brainstorm some ways you'll tackle these challenges. This can include checking out resources your school might offer and leaning on tactics that have worked for you in the past.

Try Behavioral Activation

Dr. Mezulis says that one of the best ways to manage depression is to use a strategy known as behavioral activation . It involves scheduling activities that help promote a positive mood and well-being, even if you might not necessarily feel in the mood.

The idea is that doing things that are good for us and that we typically enjoy will give us opportunities to feel effective, socially connected, and happy, thus improving our mood.

This includes scheduling things like social events, exercise, and even daily tasks like doing your laundry and homework. Start by taking stock of some of your daily habits and look for ways to schedule activities that will support your emotional well-being:

• Make it a habit to go to bed and wake up at the same time each day
• Eat a balanced diet
• Utilize relaxation techniques to cope with stress
• Start a mindfulness or meditation practice
• Get regular physical activity
• Seek support from family, friends, professors, advisors, and others

While there are many strategies you can use on your own to improve your mental health and ability to cope, it is important to seek professional help if your symptoms have lasted longer than two weeks and/or are making it difficult to function in your daily life. Treatment options can include on- or off-campus options.

Talking to a mental health professional at your school's counseling center or student health services can be a great place to start. They can provide further options about mental health services that are available on-campus or refer you to off-campus providers.

Your doctor or therapist may recommend a few different options to treat your depression. Because depression is complex and influenced by a number of factors, research suggests that a combination of therapy and medication is often the most effective treatment approach.

During talk therapy , you can discuss the challenges you are facing with a professional. Your therapist can help you gain insights, improve relationships, and develop new coping skills.

There are different types of therapy that can help, including cognitive-behavioral therapy (CBT) , which focuses on changing negative thoughts; interpersonal therapy (IPT) , which focuses on improving relationships; and dialectical behavior therapy (DBT) , which improves thoughts, emotions, and relationships.

There are also medications that can help people find relief from symptoms of depression. Antidepressants that are commonly prescribed include Prozac (fluoxetine), Paxil (paroxetine), Zoloft (sertraline), Celexa (citalopram), and Lexapro (escitalopram).

Some antidepressants carry a black box warning of an increased risk of suicide in young people under the age of 25. This risk tends to be highest when treatment is first initiated, so young people should be monitored for signs of increased suicidal thinking or behavior while taking antidepressant medication.

Resources for Professional Help

Dr. Dwenger recommends reaching out for professional support sooner rather than later. "Don’t try to hide it when you find yourself falling behind or missing commitments. All colleges have Student Services that include mental health services, academic guidance, and many resources both on campus and off," he suggests.

While all colleges offer different services, you might be able to access mental health services at the following locations:

• Student Support Services : Offers a range of services for academic and personal development and may provide counseling services
• Counseling Center : Provides counseling services to students experiencing mental health concerns
• Student Health Center : Offers a variety of health services to students, including mental health care
• Psychology Clinic : Provides psychological services to students and community members

Some colleges and universities may also offer teletherapy services. Other places to turn if you are experiencing depression include your resident advisor (RA), academic advisor, a trusted professor, or campus helpline. 

While colleges and universities offer resources to combat depression, evidence suggests that around 60% of students are unaware of these options.

Dr. Erickson-Schroth says every college should have a comprehensive plan designed to address aspects of student mental health. Such plans should include strategies that make student mental health a priority:

• Ways to promote social connections: Strategies for promoting social connections include improving student coping skills, identifying students at risk, providing mental health and crisis support, and encouraging help-seeking
• Staff mental health training: Training can help higher education faculty feel empowered, informed, and knowledgeable when it comes to helping students with mental health problems
• Peer training programs: These can be particularly helpful since students are more likely to turn to their peers instead of other adults.
• Community-building spaces: These can help students build connections, including LGBTQIA+ centers and clubs for students of color.

You don't have to be a mental health professional to have a positive impact on your students' emotional well-being. You just need to pay attention, listen, and connect students to help if they need it.

Colleges and universities must offer comprehensive support for students experiencing depression. Recognizing the signs of this condition can allow students to better access resources that can help support their well-being and recovery.

Schools can help by promoting depression awareness and working to combat the stigma that might prevent students from seeking help.

Frequently Asked Questions

While depression does not have a single cause, stress is a common factor that plays a major role in causing depression in college students. Coping with many different new challenges, including moving away from home, juggling new responsibilities, dealing with roommates, and adjusting to all of these transitions, can be stressful for many people.

Students who have mental health conditions such as depression may experience interruptions in their life that make it difficult to manage their normal daily needs and achieve their educational goals. If you have been diagnosed with depression or another psychiatric illness, you can request that your school make reasonable accommodations. Such accommodations may include more time to complete assignments or additional time on exams.

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• v.12(7); 2022 Jul 19

Influencing factors, prediction and prevention of depression in college students: A literature review

Xin-qiao liu.

School of Education, Tianjin University, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix

School of Education, Tianjin University, Tianjin 300350, China

Wen-Jie Zhang

Graduate School of Education, Peking University, Beijing 100871, China

Wen-Juan Gao

Institute of Higher Education, Beihang University, Beijing 100191, China

Corresponding author: Xin-Qiao Liu, PhD, Associate Professor, School of Education, Tianjin University, No. 135 Tongyan Road, Jinnan District, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix

The high prevalence of depression among college students has a strong negative impact on individual physical and mental health, academic development, and interpersonal communication. This paper reviewed the extant literature by identifying nonpathological factors related to college students' depression, investigating the methods of predicting depression, and exploring nonpharmaceutical interventions for college students' depression. The influencing factors of college students' depression mainly fell into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The outbreak of coronavirus disease 2019 has exacerbated the severity of depression among college students worldwide and poses grave challenges to the prevention and treatment of depression, given that the coronavirus has spread quickly with high infection rates, and the pandemic has changed the daily routines of college life. To predict and measure mental health, more advanced methods, such as machine algorithms and artificial intelligence, have emerged in recent years apart from the traditional commonly used psychological scales. Regarding nonpharmaceutical prevention measures, both general measures and professional measures for the prevention and treatment of college students' depression were examined in this study. Students who experience depressive disorders need family support and personalized interventions at college, which should also be supplemented by professional interventions such as cognitive behavioral therapy and online therapy. Through this literature review, we insist that the technology of identification, prediction, and prevention of depression among college students based on big data platforms will be extensively used in the future. Higher education institutions should understand the potential risk factors related to college students' depression and make more accurate screening and prevention available with the help of advanced technologies.

Core Tip: This study reviewed the extant literature by identifying nonpathological factors related to college students' depression, investigating the methods of predicting depression, and exploring nonpharmaceutical interventions for depression among college students. The influencing factors can be categorized into students’ demographic characteristics, college experience, lifestyle, and social support. For the prediction of depression, methods such as machine algorithms and artificial intelligence have been employed together with the traditional psychological scales. This study summarizes general and professional measures that can be taken for the prevention and treatment of college students' depression.

INTRODUCTION

The prevalence of depression among college students has gradually increased in recent years, even exceeding that of the general public, which has become a global phenomenon[ 1 ]. Mounting research has focused on the topic, and the consensus is that the high prevalence of depression among college students cannot be ignored. For instance, in Asia, a follow-up survey and analysis based on 1401 undergraduates in China over four consecutive years showed that approximately 20% to 40% of undergraduates suffered from depression, anxiety and stress to different degrees, and approximately 35% of them had higher depression levels than the normal population[ 2 ]. An online survey based on 7915 freshmen students at Hong Kong University in China showed that 21%, 41% and 27% of individuals had moderate or higher levels of depression, anxiety and stress, respectively, far exceeding the average in the general population[ 3 ]. The median prevalence rate for depression among 15859 college students in six ASEAN countries (Cambodia, Laos, Malaysia, Myanmar, Thailand and Vietnam) was 29.4%, and 7% to 8% of students committed suicide; despite the high prevalence of mental illness, their willingness to seek professional help was relatively low[ 4 ]. Among 642 college students in Saudi Arabia, the proportions of moderate depression, anxiety and stress were 53.6%, 65.7% and 34.3%, respectively[ 5 ]. In Africa, among 1206 Nigerian college students, 5.6% had mild depression, and 2.7% suffered severe depressive disorder[ 6 ]. In North America, 53% of 1455 American college students reported that they had experienced depression since the beginning of college, and 9% said they had considered suicide since the beginning of college[ 7 ]. Thirty percent of 7800 Canadian undergraduates reported that their psychological stress increased, and the degree of depression was significantly higher than that of the general population[ 8 ]. In Europe, more than one-third of college students from three higher education institutions in the United Kingdom suffered from long-term mental health diseases, the prevalence rate of which was higher than the average level of national surveys, and the scores of the eight dimensions of mental health, measured by the MOS 36-item short-form health survey, were all significantly lower than those of local peers aged 18 to 34[ 9 ]. In Oceania, 21.8% of 751 Australian college students reported depression, and their depression scores were higher than the standard scores of the general Australian population[ 10 ].

The global outbreak of the coronavirus disease 2019 (COVID-19) pandemic in 2020 brought in additional pressure and challenges for the prevention and treatment of depression among college students. Many reports worldwide voiced that college students had a greater probability of struggling with higher levels of depression after the pandemic. The data show that after the outbreak of the pandemic, acute stress, anxiety, and depressive symptoms were widespread among Chinese college students, and the incidence rate was significantly higher than before[ 11 ]. The prevalence rates of moderate depression and suicide-related symptoms among 212 Japanese college students were 11.7% and 6.7%, respectively[ 12 ]. Among 2031 American college students, 48.14% suffered from moderate to severe depression, 38.48% experienced moderate to severe anxiety, 18.04% had suicidal thoughts, and 71.26% reported that their stress/anxiety levels increased during the pandemic[ 13 ]. More than a quarter of Swiss university students had depressive symptoms during the pandemic, which was much higher than that of the general population and higher than that before the pandemic[ 14 ].

The transition from high school to university is full of tension and adaptation. It is a critical period for the shift from late adolescence to adulthood or emerging adulthood, which is neither adolescence nor young adulthood but theoretically and empirically distinct from both periods[ 15 ]. Arnett stressed that this is a stage full of self-exploration, instability, possibility, self-focus, and something in between[ 16 ]. At this phase, individuals will face the challenges of identity and role transformation and more diversification and complexity from families and institutions. Specifically, compared with middle schools, universities put forward higher requirements for freshmen's independence and self-regulation, such as the independence of living in a new place, the autonomy of learning patterns, and the complexity of social networks. However, confronted with these challenges, college students entering the campus for the first time often wander between independence and dependence. On the one hand, they are eager to enjoy new freedoms; on the other hand, it is difficult to eliminate their attachment and economic dependence on their parents; thus, they are often in a state of "pseudo independence"[ 17 ].

In summary, compared with teenagers and adults, college students are the key group at significantly higher risk of poor mental health. A series of factors, including family, college, studies, and social interactions, are likely to induce college students' depression. However, few publications have reviewed the literature on risk factors for college students’ depression. Given that most studies examined individual risk factors based on samples from a certain country or region, this paper reviewed the extant literature related to college students' depression and aimed to systematically present the nonpathological factors, predictions and nonpharmaceutical interventions for college students' depression to provide a reference for stakeholders worldwide.

NONPATHOLOGICAL INFLUENCING FACTORS OF DEPRESSION

The related factors can be roughly divided into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The literature review presented the specific risk factors under four categories in Table ​ Table1. 1 . Subsequently, this paper explained certain factors with controversial research conclusions.

Factors related to depression in college students

Some studies have asserted that the risk of depression in female college students is significantly higher than that in male students[ 24 , 26 , 40 , 41 ]. The possible mechanism lies in physiological differences between the sexes (such as genetic vulnerability, hormone, and cortisol levels), differences in self-concept, and different role expectations from society leading to different emotional responses and behavior patterns. Females are more likely to internalize their negative feelings, whereas males resort to externalizing behaviors such as smoking and alcoholism[ 42 - 44 ]. However, some analyses did not find significant sex differences[ 28 , 45 , 46 ]. Other studies have shown that men have a higher prevalence of depression[ 20 , 47 ]. This may be ascribed to their conservative attitudes toward mental health counseling and treatment under certain social expectations. For instance, women are more help-seeking than men and therefore tend to have more diagnoses and treatment. In particular, gregarious women are more likely to discuss their difficulties with others, such as family and friends, as a form of coping. Nevertheless, considering that societal expectations for men might be different, with those who express vulnerable emotions being regarded as weak, the depressive symptoms of men may manifest as anger and excessive indulgence in smoking and drinking, which are more acceptable masculine expressions in society[ 43 , 44 ].

Year of study

Most studies have found significant differences in the depression level of college students in different years of their education, although some found the difference to be insignificant[ 28 ]. Some research has suggested that undergraduates with lower grades suffer more from depression, which can be attributed to separation from relatives and friends, social adaptation, academic pressure, and increased investment in social activities. A survey of Chinese students showed that the highest scores for depression, anxiety and stress all appeared in the first three years of college, and students’ mental health status was relieved in the fourth year with the passage of time[ 48 ]. A survey of medical students in Saudi Arabia found that students' depression levels continued to rise from the first year of enrollment, reached maximum intensity in the third year, and then dropped significantly with graduation in the last year[ 22 ]. However, other studies found that compared with other undergraduates, senior students had a higher risk of depression. The graduation year is a critical period for individuals to further their studies or go into society, and students are faced with many new stressors, such as graduation pressure, pressure from grades and applications to other institutions, difficulties in future career planning and employment discrimination in the labor market[ 49 ]. Compared with undergraduates, postgraduates may be exposed to greater pressure in obtaining financial security, stable employment, getting married and other aspects of life, which results in a higher risk of depression[ 19 , 41 ].

The depression issues of college students can largely be attributed to their lifestyles. First, the lack of regular physical activities increases the risk of depression[ 11 , 14 ], particularly for individuals whose amount of weekly physical activity fails to meet the standards of the World Health Organization[ 20 ]. Second, substance abuse, such as excessive smoking, alcohol abuse[ 6 , 12 , 21 ], or alcohol intake[ 33 ], can cause depressive disorders, and it should be noted that their relationship might be bidirectional. Studies have shown that individuals with depression are more likely to drink obsessively to relieve their negative emotions due to their poor self-control, which will in turn trap them in a vicious cycle between excessive drinking and depressive disorders[ 32 ]. Third, unhealthy sleeping habits such as daytime sleepiness[ 20 , 34 ], poor sleep quality[ 21 ], and short[ 35 ] or long sleep duration[ 10 ] may lead to depressive symptoms. Fourth, unhealthy nutritional habits are also among the crucial factors that are strongly correlated with depression[ 36 ]. From the perspective of dietary structure and nutritional habits, individuals with depression often report excessive intake of high-fat snacks and margarine/butter/meat fat and inadequate intake of fruits, vegetables, and lean protein[ 30 ]. Overeating[ 14 ] and skipping breakfast[ 10 ], especially for males, are also related to depressive disorders.

Network usage

Relevant studies have indicated that depression in college students is associated with their time spent on the internet[ 50 , 51 ]. Those who suffer from internet addiction and dependence are more likely to struggle with depression[ 52 ], and phubbing (a portmanteau of the words “phone” and “snubbing”) has been proven to be a mediator of the relationship between depression and problematic internet use[ 53 ], mainly focusing on social networking and entertainment[ 54 ].

Social software

Some researchers believe that social software, as a complementary mode of providing social support, can provide more help for people with low social support, thus reducing the occurrence of depression[ 55 ]. However, there is increasing recognition that social networks, especially the excessive use of social media, are closely related to depression[ 56 - 60 ]. Regarding the possible contributing factors, first, individuals who frequently use social software are more likely to have a fear of missing out, and they are always worried that they will miss some important information if they do not refresh the social platform dynamics frequently. This persistent social anxiety will increase the risk of depression[ 61 ]. Second, college students who are addicted to social media are more likely to have a comparison mentality when checking the status updates of others on social network platforms, especially when they feel that others' lives are better than their own, which can result in symptoms of depression[ 62 ]. Third, it is quite impossible for those who struggle with depressive disorders to establish satisfactory interpersonal relationships in virtual space since they usually maintain poor relationships in the real world. The lack of expected support from social networks undoubtedly aggravates their depression[ 63 ].

In addition, because the COVID-19 pandemic has aggravated the depression of college students worldwide, we further analyzed the influencing factors of college students' depression against the background of the COVID-19 pandemic, apart from the general factors mentioned above: (1) Given that COVID-19 is highly contagious and uncertain, the higher risk of becoming infected with COVID-19 is closely related to individuals’ level of depression. Research has indicated that individuals who live in high-risk areas for COVID-19, have close contact with the COVID-19 virus, or have acquaintances or relatives infected with COVID-19[ 19 , 41 ] often have a higher prevalence of depression; (2) Considering that the internet serves as the main channel for college students to obtain information about COVID-19, those who browse the internet for a short time will not suffer from too much anxiety because of the small amount of information they receive. Meanwhile, students surfing the internet for a long time will be able to obtain more accurate details about COVID-19, which can prevent misunderstanding relevant information. Nevertheless, individuals with shorter browsing times often have a higher risk for depression given that they may be easily misled by the rumors and have limited time to verify the authenticity of relevant information[ 64 ]; (3) Academic stress increases the degree of depression of college students with the closure of schools, the challenges of online courses and the risk of graduation delay[ 13 , 65 ]; (4) Financial pressures include the impact of the pandemic on family economic resources[ 49 ] and the increasing uncertainty of individuals about future employment[ 13 ]; (5) Environmental changes, home study, self-isolation, isolation from relatives and friends, decreased exercise frequency, uncertainty of school reopening, regular temperature measurement, wearing masks for a long time, cancellation of package deliveries and take-out supplies and other forced changes in daily study and living habits all increase the risk of depression among college students[ 13 , 49 ]; (6) There is less family support, social support and deteriorating family relations[ 65 ]; and (7) Social confidence wanes. Research has shown that the prevalence of depression also increases when individuals lack confidence in the government[ 66 ].

PREDICTING DEPRESSION

Traditional depression prediction methods are based on various self-rated psychological scales, such as the 21-item depression, anxiety and stress scale (DASS-21) and the self-rating depression scale (SDS). A growing body of research on the reliability and validity of the DASS-21 scale has been published from throughout the world (such as in Britain, Portugal, The Netherlands, Italy, the United States, and Nepal), all of which show that the DASS-21 is a mature tool that can accurately measure the symptoms of depression, anxiety and stress in adult clinical and nonclinical samples and identify and screen people at high risk of depression[ 67 - 70 ]. Similar to the DASS-21, the prediction reliability and validity of the SDS scale for depression have also been confirmed and recognized by relevant studies[ 71 - 73 ]. These are screening tools, and when elevated scores are detected, further evaluation is needed by a clinician. Moreover, the measurement often needs to rely on the patient's own active consultation and cooperation, which is costly, time-consuming, and inaccurate, and there is a risk of social stigma for patients. In recent years, with the progress of science and technology, a series of more advanced methods of depression risk prediction and identification, such as machine learning and artificial intelligence, has emerged, which can deeply learn all types of social and behavioral characteristics of people with potential mental illness risk based on big data and then accurately simulate, identify and predict who they are. Typical methods include support vector machines, decision trees, naïve Bayes classifiers, K-nearest neighbor classifiers and logistic regression[ 74 ]. More specifically, support vector machines are applied to classify handwritten digits and organize cancer tissue samples using microarray expression data[ 75 , 76 ]. Decision trees serve as a hierarchical classifier, employing certain rules to divide the predictor space. The naïve Bayes classifier is based on Bayes’ theorem and is employed to predict class membership probabilities. K-nearest neighbor classifiers are instance-based learning classifiers that compare a new datapoint with the k nearest sample datapoints, regarding the class with the nearest neighbors to the new datapoint as the class of the datapoint. Logistic regression, as a probabilistic linear classifier, directly estimates class probabilities with the logit transform[ 74 ].

The gait feature analysis method based on machine learning has been developed as a supplementary tool to identify depression among college students. Relevant research found that the gait of depressed and nondepressed college students showed significant differences. The specific gait performance of depressed patients included reduced walking velocity, arm swing, vertical head movement and stride length, increased body sway and a slumped head posture. When the above series of features were applied to classifiers with different machine learning algorithms, the accuracy of depression screening and recognition reached 91.58%[ 77 ]. A study collected 121 campus behaviors of college students, including basic personal information, academic achievements, poverty subsidies, consumption habits, daily life, library behaviors, and eating habits, and found that 25 campus behaviors are related to depression, such as failing exams, having bad eating habits, increasing night activities, decreasing morning activities, and seldom participating in social activities (such as eating with friends). On this basis, a depression recognition method was developed by combining machine learning algorithms[ 78 ]. There is also research and development of a machine learning method to identify depression based on college students' smartphone and fitness tracker data ( e.g. , Bluetooth, calls, location, campus map, phone usage, steps, sleep), which extracts many features that can effectively identify depression, such as long-term inactivity and restless sleep at night; the recognition accuracy of this method for college students' depression can reach over 80%[ 79 ].

In addition, it is worth noting that social software has increasingly become a nonpathological risk factor for depression among college students. Addiction to social software is often more likely to induce depression, while college students at high risk of depression are more inclined to vent their negative emotions and relieve stress on various online social platforms. In this way, social network behavior analysis was developed based on machine learning as another effective way to identify and predict depression[ 80 , 81 ]. Through mining, emotion analysis and emotion recognition of personal user information data on social network platforms, we can capture the abnormal behavior patterns of people with depression, among which the most frequently used communication methods are text, emoticons, user log-in information and pictures. The selected research usually uses classic off-the-shelf classifiers to analyze the available information and combines words, such as National Research Council Canada (NRC) Word-Emoticon Association Lexicon, WordNet-Affect, Anew, and Linguistic Inquiry and Word Count tool. It is challenging to analyze the combination of temporal information and different types of information[ 82 ]. For example, some studies have conducted text analysis on the Sina Weibo data of Chinese college students. First, the behavioral differences between depressed and nondepressed individuals in language style, emoji usage, number of Weibos, followers and so on were obtained. Then, a deep neural network was applied to feature extraction and dimension reduction for college students with depression, and input data suitable for the classifier were constructed. Finally, a deeply integrated support vector machine was introduced to classify the input data, and more stable and accurate depression identification was realized[ 83 ]. Some studies collected historical behavior data of American college students using Google search and YouTube during the COVID-19 pandemic and found that there were strong correlations between depression and the following online behavior changes: long use sessions (multiple comprehensive activities with short time intervals), more online activities in the middle of the night or even staying up late, and searching for more authentic and realistic topics related to work, money or death, which verifies the feasibility of building a machine learning model based on individual behavior signals to predict college students' depression[ 84 ].

Generally, machine learning has been widely used in a series of mental health risk predictions about college students' depression, stress[ 85 ] and suicidal behavior[ 86 , 87 ]. Big data brings many benefits to the prediction of psychological states by reducing the subjectivity of human judgment or human operations to a certain extent and relieving the concerns of patients about possible social stigma and discrimination. In other words, big data and machine learning result in no prejudice in predictions. Thus, confirming depression through data and behavioral performance may be the developing trend in identifying and predicting depression among college students and an even broader population in the future. However, issues such as data privacy and data protection are unavoidable. The government needs to set stricter privacy protection policies, while a more extensive collection of personal data needs to be confirmed and approved by the collectors.

NONPHARMACEUTICAL PREVENTION OF DEPRESSION

Both general and professional measures for the prevention and treatment of depression were explored in this study. The former emphasizes the importance of multi-subject participation in the prevention and treatment of depression among college students, while the latter focuses on measures with the theoretical support of professional disciplines such as psychology.

General intervention measures

The general interventions are summarized in Table ​ Table2 2 and can be coarsely categorized into support from family, interventions by colleges and universities, cultivation of personal lifestyles, and resilience therapy.

High level of family support

A high level of family support can be used as a buffer against the influence of a high-stress reaction to prevent the development of depression[ 91 ]. In a study of 62 patients who recovered from depression, a high level of perceived emotional support from their families indicated that family support, especially emotional support, was very important for the relief and even rehabilitation of depression[ 92 ]. However, it should be noted that family support and perfect family functioning depend more on objective characteristics related to family socioeconomic status, such as parents' level of education[ 93 ]. In addition, some studies have found that the role family support plays in the prevention and treatment of depression also depends on the levels of perceived stress reactivity of individuals. Specifically, family emotional support can significantly alleviate the symptoms of depression when the perceived stress reactivity is low, but when the individual shows a high level of the perceived stress response, the effect of family emotional support in preventing depression will be greatly reduced[ 94 ].

The intervention from colleges and universities

Prior literature has shown that the faculties, peers, and social clubs on campus can help alleviate the negative effects of online games on depression. Students may seek social support from their teachers, peers, or psychological counseling centers to prevent addiction to online video games that may lead to depressive disorders[ 38 ]. Therefore, colleges and universities should build mental health services involving faculty, students, and psychological counseling centers. In addition, some studies have indicated that the implementation of related courses and projects in universities, such as resilience programs (including goal-building, mindfulness, and resilience skills), might be effective in improving college students' mental health[ 95 ].

Cultivation of healthy lifestyles

Apart from external support from family and intervention by higher education institutions, the prevention of depression also needs to rely on the patient's own efforts. Studies have shown that healthy lifestyles, including proper physical exercise, healthy sleep and diet, and regular sun exposure, can help prevent or reduce the occurrence of depression in college students[ 96 ]. For instance, students with a consistent sleep schedule and sufficient sleep duration are less likely to suffer from depression. Meanwhile, regular sun exposure aids in the synthesis of vitamin D in the body, which is crucial to release fatigue and change the negative moods that individuals with mild or moderate depression may experience[ 46 ]. Proper physical activities are also important for stress and depression relief among college students[ 97 , 98 ]. Additionally, improving diet and overall nutrition is also an effective way to treat depression[ 99 ]. In particular, eating breakfast on time helps reduce the risk of depression[ 46 ]. Certain nutrients, including zinc, magnesium, B vitamins, and cooking fats, have also been proven to be associated with depressive symptoms[ 100 - 102 ]. Therefore, colleges and universities can help prevent the occurrence of depression in college students by providing a regular diet with an adequate intake of vitamins and nutrients[ 103 ].

Resilience therapy

Some research has shown that resilience therapy can help individuals maintain mental health in the face of negative emotions and stressful events, thereby reducing the occurrence of depression[ 104 ]. Others have also found that it can reduce depressive symptoms by modulating the effects of timing and sleep quality on depression[ 105 ].

Professional intervention measures

Cognitive behavioral therapy, which aims to change individual thoughts and behaviors, has been the most widely used treatment method for depression thus far[ 106 - 110 , 113 - 115 ]. Mindfulness intervention programs[ 111 ] based on cognitive behavioral therapy and dialectal behavior group therapy[ 112 ] can effectively alleviate the depressive symptoms of college students.

In recent years, a growing number of online technologies have been applied to the treatment of depression among college students thanks to the rapid development of internet technology and mobile terminal devices[ 116 - 120 ], and some of the technologies were even skillfully combined with cognitive behavioral therapy[ 121 , 122 ]. For example, there are many apps that incorporate elements of cognitive behavioral therapy and mindfulness. A study from Switzerland revealed that apps such as MoodKit, MoodMission and MoodPrismying can successfully deliver ecological momentary interventions (EMIs) based on cognitive behavioral therapy principles to users through smartphones, thereby improving their well-being and effectively reducing the symptoms of depression. The study also noted that EMI has been generally accepted by users of different ages, sex, educational backgrounds and occupations and is expected to provide scalable global mental health solutions[ 123 ]. Compared with behavioral cognitive therapy and online interventions, the efficacy of traditional educational/personalized feedback interventions in the past has been slightly inferior. Some projects have evaluated the effectiveness of mailing personalized standardized alcohol surveys for college students' depression prevention, but unfortunately, there is no obvious improvement[ 124 ].

LIMITATIONS

Limitations of this study include the following. First, this paper analyzed relevant literature written in English, but research in other languages, such as Chinese, Japanese, German, and Italian, was not included. Second, the paper is a narrative review of extensive studies including the influencing factors, prediction, and prevention of depression in college students. We did not undertake explicit methods such as systematic reviews, nor did we involve substantial clinical results and corroborate the evidence in prior literature such as retrospective reviews. The study merely presents studies in the pertinent field by summarizing their main conclusions, which cannot be directly applied to clinical treatment.

This paper reviewed the extant literature by identifying nonpathological factors related to depression among college students, investigating methods of predicting their depressive symptoms, and summarizing nonpharmaceutical interventions. The nonpathological related factors of college students' depression mainly fell into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The outbreak of COVID-19 exacerbated the severity of depression among college students worldwide and posed grave challenges to the prevention and treatment of depression, given that the coronavirus spread quickly with high infection rates, changing the daily routines of college life and creating financial stress, academic stress, and long-term home isolation. Regarding the prediction of vulnerability to depression, machine algorithms and artificial intelligence based on big data have emerged in addition to the commonly used psychological scales. A series of big data, such as text, pictures, video and audio, based on individual social network behaviors was widely discussed and applied to identify and predict college students' depression. Regarding preventive measures, both general measures and professional interventions were discussed for the prevention and treatment of college students' depression, which required not only help from family, professionals, and institutions (cognitive behavioral therapy and online therapy) and society but also the individuals themselves through the cultivation of healthy habits.

Technology based on the internet and big data platforms will become more widely used in the future to identify, predict, and prevent depression among college students. Higher education institutions should clearly understand the potential risk factors related to college students' depression and employ advanced technology for more accurate screening and prevention. They should also work on increasing access to resources and clinical support considering the common difficulties in making appointments and long-term waits for psychological consultation.

Furthermore, this paper proposed two prospects for the future development of nonpharmaceutical interventions for college students' depression. First, the risk of stigma should be minimized. Many traditional precautionary measures are used to help students identify whether they suffer from depression, including e-mail, posters, campus activities, pamphlets, and first aid training courses about mental health. However, these measures may result in further concerns about the risk of stigmatization and psychological worries of students[ 125 ]. Therefore, in the future, we should avoid stigmatizing issues in the prevention of depression among college students and pay more attention to personalization and privacy in the development and application of precautionary measures. Second, the importance of general measures for the prevention and treatment of college students' depression should be combined with professional interventions such as cognitive intervention therapy and other evidence-based treatment. A meta-analysis showed that apart from cognitive behavioral therapy and mindfulness-based interventions, other measures, such as art, exercise, and peer support, are also effective in relieving depressive symptoms in college students[ 126 ].

ACKNOWLEDGEMENTS

The authors would like to thank Han T for his contribution to the language editing of the first draft of this study.

Conflict-of-interest statement: All the authors report no relevant conflicts of interest for this article.

Provenance and peer review: Invited article; Externally peer reviewed.

Peer-review model: Single blind

Peer-review started: February 27, 2022

First decision: April 18, 2022

Article in press: June 22, 2022

Specialty type: Psychiatry

Country/Territory of origin: China

Peer-review report’s scientific quality classification

Grade A (Excellent): 0

Grade B (Very good): B

Grade C (Good): C, C, C

Grade D (Fair): 0

Grade E (Poor): 0

P-Reviewer: Kaur M, United States; Radhakrishnan R, New Zealand; Rose AF, United States; Tanabe S, Japan S-Editor: Gao CC L-Editor: A P-Editor: Gao CC

Contributor Information

Xin-Qiao Liu, School of Education, Tianjin University, Tianjin 300350, China. nc.ude.ukp@uiloaiqnix .

Yu-Xin Guo, School of Education, Tianjin University, Tianjin 300350, China.

Wen-Jie Zhang, Graduate School of Education, Peking University, Beijing 100871, China.

Wen-Juan Gao, Institute of Higher Education, Beihang University, Beijing 100191, China.

Student mental health is in crisis. Campuses are rethinking their approach

Amid massive increases in demand for care, psychologists are helping colleges and universities embrace a broader culture of well-being and better equipping faculty to support students in need

Vol. 53 No. 7 Print version: page 60

• Mental Health

By nearly every metric, student mental health is worsening. During the 2020–2021 school year, more than 60% of college students met the criteria for at least one mental health problem, according to the Healthy Minds Study, which collects data from 373 campuses nationwide ( Lipson, S. K., et al., Journal of Affective Disorders , Vol. 306, 2022 ). In another national survey, almost three quarters of students reported moderate or severe psychological distress ( National College Health Assessment , American College Health Association, 2021).

Even before the pandemic, schools were facing a surge in demand for care that far outpaced capacity, and it has become increasingly clear that the traditional counseling center model is ill-equipped to solve the problem.

“Counseling centers have seen extraordinary increases in demand over the past decade,” said Michael Gerard Mason, PhD, associate dean of African American Affairs at the University of Virginia (UVA) and a longtime college counselor. “[At UVA], our counseling staff has almost tripled in size, but even if we continue hiring, I don’t think we could ever staff our way out of this challenge.”

Some of the reasons for that increase are positive. Compared with past generations, more students on campus today have accessed mental health treatment before college, suggesting that higher education is now an option for a larger segment of society, said Micky Sharma, PsyD, who directs student life’s counseling and consultation service at The Ohio State University (OSU). Stigma around mental health issues also continues to drop, leading more people to seek help instead of suffering in silence.

But college students today are also juggling a dizzying array of challenges, from coursework, relationships, and adjustment to campus life to economic strain, social injustice, mass violence, and various forms of loss related to Covid -19.

As a result, school leaders are starting to think outside the box about how to help. Institutions across the country are embracing approaches such as group therapy, peer counseling, and telehealth. They’re also better equipping faculty and staff to spot—and support—students in distress, and rethinking how to respond when a crisis occurs. And many schools are finding ways to incorporate a broader culture of wellness into their policies, systems, and day-to-day campus life.

“This increase in demand has challenged institutions to think holistically and take a multifaceted approach to supporting students,” said Kevin Shollenberger, the vice provost for student health and well-being at Johns Hopkins University. “It really has to be everyone’s responsibility at the university to create a culture of well-being.”

Higher caseloads, creative solutions

The number of students seeking help at campus counseling centers increased almost 40% between 2009 and 2015 and continued to rise until the pandemic began, according to data from Penn State University’s Center for Collegiate Mental Health (CCMH), a research-practice network of more than 700 college and university counseling centers ( CCMH Annual Report , 2015 ).

That rising demand hasn’t been matched by a corresponding rise in funding, which has led to higher caseloads. Nationwide, the average annual caseload for a typical full-time college counselor is about 120 students, with some centers averaging more than 300 students per counselor ( CCMH Annual Report , 2021 ).

“We find that high-caseload centers tend to provide less care to students experiencing a wide range of problems, including those with safety concerns and critical issues—such as suicidality and trauma—that are often prioritized by institutions,” said psychologist Brett Scofield, PhD, executive director of CCMH.

To minimize students slipping through the cracks, schools are dedicating more resources to rapid access and assessment, where students can walk in for a same-day intake or single counseling session, rather than languishing on a waitlist for weeks or months. Following an evaluation, many schools employ a stepped-care model, where the students who are most in need receive the most intensive care.

Given the wide range of concerns students are facing, experts say this approach makes more sense than offering traditional therapy to everyone.

“Early on, it was just about more, more, more clinicians,” said counseling psychologist Carla McCowan, PhD, director of the counseling center at the University of Illinois at Urbana-Champaign. “In the past few years, more centers are thinking creatively about how to meet the demand. Not every student needs individual therapy, but many need opportunities to increase their resilience, build new skills, and connect with one another.”

Students who are struggling with academic demands, for instance, may benefit from workshops on stress, sleep, time management, and goal-setting. Those who are mourning the loss of a typical college experience because of the pandemic—or facing adjustment issues such as loneliness, low self-esteem, or interpersonal conflict—are good candidates for peer counseling. Meanwhile, students with more acute concerns, including disordered eating, trauma following a sexual assault, or depression, can still access one-on-one sessions with professional counselors.

As they move away from a sole reliance on individual therapy, schools are also working to shift the narrative about what mental health care on campus looks like. Scofield said it’s crucial to manage expectations among students and their families, ideally shortly after (or even before) enrollment. For example, most counseling centers won’t be able to offer unlimited weekly sessions throughout a student’s college career—and those who require that level of support will likely be better served with a referral to a community provider.

“We really want to encourage institutions to be transparent about the services they can realistically provide based on the current staffing levels at a counseling center,” Scofield said.

The first line of defense

Faculty may be hired to teach, but schools are also starting to rely on them as “first responders” who can help identify students in distress, said psychologist Hideko Sera, PsyD, director of the Office of Equity, Inclusion, and Belonging at Morehouse College, a historically Black men’s college in Atlanta. During the pandemic, that trend accelerated.

“Throughout the remote learning phase of the pandemic, faculty really became students’ main points of contact with the university,” said Bridgette Hard, PhD, an associate professor and director of undergraduate studies in psychology and neuroscience at Duke University. “It became more important than ever for faculty to be able to detect when a student might be struggling.”

Many felt ill-equipped to do so, though, with some wondering if it was even in their scope of practice to approach students about their mental health without specialized training, Mason said.

Schools are using several approaches to clarify expectations of faculty and give them tools to help. About 900 faculty and staff at the University of North Carolina have received training in Mental Health First Aid , which provides basic skills for supporting people with mental health and substance use issues. Other institutions are offering workshops and materials that teach faculty to “recognize, respond, and refer,” including Penn State’s Red Folder campaign .

Faculty are taught that a sudden change in behavior—including a drop in attendance, failure to submit assignments, or a disheveled appearance—may indicate that a student is struggling. Staff across campus, including athletic coaches and academic advisers, can also monitor students for signs of distress. (At Penn State, eating disorder referrals can even come from staff working in food service, said counseling psychologist Natalie Hernandez DePalma, PhD, senior director of the school’s counseling and psychological services.) Responding can be as simple as reaching out and asking if everything is going OK.

Referral options vary but may include directing a student to a wellness seminar or calling the counseling center to make an appointment, which can help students access services that they may be less likely to seek on their own, Hernandez DePalma said. Many schools also offer reporting systems, such as DukeReach at Duke University , that allow anyone on campus to express concern about a student if they are unsure how to respond. Trained care providers can then follow up with a welfare check or offer other forms of support.

“Faculty aren’t expected to be counselors, just to show a sense of care that they notice something might be going on, and to know where to refer students,” Shollenberger said.

At Johns Hopkins, he and his team have also worked with faculty on ways to discuss difficult world events during class after hearing from students that it felt jarring when major incidents such as George Floyd’s murder or the war in Ukraine went unacknowledged during class.

Many schools also support faculty by embedding counselors within academic units, where they are more visible to students and can develop cultural expertise (the needs of students studying engineering may differ somewhat from those in fine arts, for instance).

When it comes to course policy, even small changes can make a big difference for students, said Diana Brecher, PhD, a clinical psychologist and scholar-in-residence for positive psychology at Toronto Metropolitan University (TMU), formerly Ryerson University. For example, instructors might allow students a 7-day window to submit assignments, giving them agency to coordinate with other coursework and obligations. Setting deadlines in the late afternoon or early evening, as opposed to at midnight, can also help promote student wellness.

At Moraine Valley Community College (MVCC) near Chicago, Shelita Shaw, an assistant professor of communications, devised new class policies and assignments when she noticed students struggling with mental health and motivation. Those included mental health days, mindful journaling, and a trip with family and friends to a Chicago landmark, such as Millennium Park or Navy Pier—where many MVCC students had never been.

Faculty in the psychology department may have a unique opportunity to leverage insights from their own discipline to improve student well-being. Hard, who teaches introductory psychology at Duke, weaves in messages about how students can apply research insights on emotion regulation, learning and memory, and a positive “stress mindset” to their lives ( Crum, A. J., et al., Anxiety, Stress, & Coping , Vol. 30, No. 4, 2017 ).

Along with her colleague Deena Kara Shaffer, PhD, Brecher cocreated TMU’s Thriving in Action curriculum, which is delivered through a 10-week in-person workshop series and via a for-credit elective course. The material is also freely available for students to explore online . The for-credit course includes lectures on gratitude, attention, healthy habits, and other topics informed by psychological research that are intended to set students up for success in studying, relationships, and campus life.

“We try to embed a healthy approach to studying in the way we teach the class,” Brecher said. “For example, we shift activities every 20 minutes or so to help students sustain attention and stamina throughout the lesson.”

Creative approaches to support

Given the crucial role of social connection in maintaining and restoring mental health, many schools have invested in group therapy. Groups can help students work through challenges such as social anxiety, eating disorders, sexual assault, racial trauma, grief and loss, chronic illness, and more—with the support of professional counselors and peers. Some cater to specific populations, including those who tend to engage less with traditional counseling services. At Florida Gulf Coast University (FGCU), for example, the “Bold Eagles” support group welcomes men who are exploring their emotions and gender roles.

The widespread popularity of group therapy highlights the decrease in stigma around mental health services on college campuses, said Jon Brunner, PhD, the senior director of counseling and wellness services at FGCU. At smaller schools, creating peer support groups that feel anonymous may be more challenging, but providing clear guidelines about group participation, including confidentiality, can help put students at ease, Brunner said.

Less formal groups, sometimes called “counselor chats,” meet in public spaces around campus and can be especially helpful for reaching underserved groups—such as international students, first-generation college students, and students of color—who may be less likely to seek services at a counseling center. At Johns Hopkins, a thriving international student support group holds weekly meetings in a café next to the library. Counselors typically facilitate such meetings, often through partnerships with campus centers or groups that support specific populations, such as LGBTQ students or student athletes.

“It’s important for students to see counselors out and about, engaging with the campus community,” McCowan said. “Otherwise, you’re only seeing the students who are comfortable coming in the door.”

Peer counseling is another means of leveraging social connectedness to help students stay well. At UVA, Mason and his colleagues found that about 75% of students reached out to a peer first when they were in distress, while only about 11% contacted faculty, staff, or administrators.

“What we started to understand was that in many ways, the people who had the least capacity to provide a professional level of help were the ones most likely to provide it,” he said.

Project Rise , a peer counseling service created by and for Black students at UVA, was one antidote to this. Mason also helped launch a two-part course, “Hoos Helping Hoos,” (a nod to UVA’s unofficial nickname, the Wahoos) to train students across the university on empathy, mentoring, and active listening skills.

At Washington University in St. Louis, Uncle Joe’s Peer Counseling and Resource Center offers confidential one-on-one sessions, in person and over the phone, to help fellow students manage anxiety, depression, academic stress, and other campus-life issues. Their peer counselors each receive more than 100 hours of training, including everything from basic counseling skills to handling suicidality.

Uncle Joe’s codirectors, Colleen Avila and Ruchika Kamojjala, say the service is popular because it’s run by students and doesn’t require a long-term investment the way traditional psychotherapy does.

“We can form a connection, but it doesn’t have to feel like a commitment,” said Avila, a senior studying studio art and philosophy-neuroscience-psychology. “It’s completely anonymous, one time per issue, and it’s there whenever you feel like you need it.”

As part of the shift toward rapid access, many schools also offer “Let’s Talk” programs , which allow students to drop in for an informal one-on-one session with a counselor. Some also contract with telehealth platforms, such as WellTrack and SilverCloud, to ensure that services are available whenever students need them. A range of additional resources—including sleep seminars, stress management workshops, wellness coaching, and free subscriptions to Calm, Headspace, and other apps—are also becoming increasingly available to students.

Those approaches can address many student concerns, but institutions also need to be prepared to aid students during a mental health crisis, and some are rethinking how best to do so. Penn State offers a crisis line, available anytime, staffed with counselors ready to talk or deploy on an active rescue. Johns Hopkins is piloting a behavioral health crisis support program, similar to one used by the New York City Police Department, that dispatches trained crisis clinicians alongside public safety officers to conduct wellness checks.

A culture of wellness

With mental health resources no longer confined to the counseling center, schools need a way to connect students to a range of available services. At OSU, Sharma was part of a group of students, staff, and administrators who visited Apple Park in Cupertino, California, to develop the Ohio State: Wellness App .

Students can use the app to create their own “wellness plan” and access timely content, such as advice for managing stress during final exams. They can also connect with friends to share articles and set goals—for instance, challenging a friend to attend two yoga classes every week for a month. OSU’s apps had more than 240,000 users last year.

At Johns Hopkins, administrators are exploring how to adapt school policies and procedures to better support student wellness, Shollenberger said. For example, they adapted their leave policy—including how refunds, grades, and health insurance are handled—so that students can take time off with fewer barriers. The university also launched an educational campaign this fall to help international students navigate student health insurance plans after noticing below average use by that group.

Students are a key part of the effort to improve mental health care, including at the systemic level. At Morehouse College, Sera serves as the adviser for Chill , a student-led advocacy and allyship organization that includes members from Spelman College and Clark Atlanta University, two other HBCUs in the area. The group, which received training on federal advocacy from APA’s Advocacy Office earlier this year, aims to lobby public officials—including U.S. Senator Raphael Warnock, a Morehouse College alumnus—to increase mental health resources for students of color.

“This work is very aligned with the spirit of HBCUs, which are often the ones raising voices at the national level to advocate for the betterment of Black and Brown communities,” Sera said.

Despite the creative approaches that students, faculty, staff, and administrators are employing, students continue to struggle, and most of those doing this work agree that more support is still urgently needed.

“The work we do is important, but it can also be exhausting,” said Kamojjala, of Uncle Joe’s peer counseling, which operates on a volunteer basis. “Students just need more support, and this work won’t be sustainable in the long run if that doesn’t arrive.”

Further reading

Overwhelmed: The real campus mental-health crisis and new models for well-being The Chronicle of Higher Education, 2022

Mental health in college populations: A multidisciplinary review of what works, evidence gaps, and paths forward Abelson, S., et al., Higher Education: Handbook of Theory and Research, 2022

Student mental health status report: Struggles, stressors, supports Ezarik, M., Inside Higher Ed, 2022

Before heading to college, make a mental health checklist Caron, C., The New York Times, 2022

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• Stress effects on the body

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Your chance of acceptance, your chancing factors, extracurriculars, college essay on depression.

I've been dealing with depression for a while and I feel like it's played a big part in shaping who I am today. Is it a good idea to write my college essay about it? Will admissions officers view it negatively? Any insights would be appreciated.

Writing about depression in your college essay can be a powerful and meaningful way to share your personal experiences and reflect on your growth. However, it's essential to approach the topic thoughtfully and carefully, as mental health is a sensitive subject.

1. Focus on growth and resilience: Instead of primarily describing your struggles with depression, emphasize how you've navigated those challenges and grown as a result. Discuss coping strategies, support systems, and other positive changes you've made that have helped you move forward.

2. Show self-awareness: Demonstrate an understanding of your situation and acknowledge your progress, while still recognizing that recovering from depression is an ongoing journey. This can give college admissions officers a sense of maturity and emotional intelligence on your part.

3. Keep it relevant to your college goals: Connect your experiences with depression to your educational and career aspirations. Perhaps overcoming depression has influenced your choice of major, or it has motivated you to engage in volunteer work or other extracurricular activities.

4. Seek feedback from trusted individuals: Ask someone you trust, like a teacher or counselor, to review your essay and provide input. Their perspectives can ensure that you're discussing depression sensitively and that your essay is appropriate for college admissions officers.

5. Be cautious of oversharing: While it's important to be genuine and authentic, avoid revealing deeply personal or disturbing details about your mental health struggles. Some admissions officers may not be comfortable with this level of disclosure, and it could overshadow your accomplishments and other positive aspects of your application.

In summary, writing about depression in your college essay is a personal choice. If you can present your experiences in a thoughtful, growth-focused manner, and connect your journey to your future goals, then it may be a powerful and effective essay topic. However, always consider seeking feedback from trusted individuals to ensure you are addressing the topic appropriately.

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Home / Parenting, Kids & Teens / Depression in college students: How to help students manage their mental health

Depression in college students: How to help students manage their mental health

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Parents hope college will be a time for their kids to spread their wings and fly. Yet college students are now experiencing record high rates of depression and anxiety. During the 2022-2023 academic year, 41% of students reported experiencing symptoms of depression and 36% said they experienced anxiety, according to the latest Healthy Minds Study . Understandably, parents want to know what they can do to help their college age kids manage their mental health so depression doesn’t dock their wings.

Any single case of depression can have multiple causes involving a mix of biological, genetic or social factors. However, one common cause of depression in college students is the sheer scope of change that comes with moving on from the familiar world of home and high school, according to Paige I. Partain, M.D., a pediatrician at the Mayo Clinic Children’s Center in Rochester, Minnesota, with expertise in child and adolescent mental health.

In addition to changes in housing and social connections, going to college typically accelerates academic expectations. It also scrambles students’ sleep, diet and exercise patterns. For some college students — even those with no history of depression — having so many facets of their lives suddenly challenged and changed can create enough stress to trigger depression, says Dr. Partain

She adds, however, that it’s important “for parents and students alike to recognize that depression can be totally untriggered.” Sometimes students can be on top of their coursework, getting along with new friends and otherwise outwardly crushing college when they sense that their moods have dipped.

If students are baffled about why they’re feeling down, helping them understand that sometimes depression occurs without an identifiable cause is important. It can help relieve the added burden of wondering what’s wrong with them — or blaming themselves — for feeling depressed.

Says Dr. Partain, “I can’t express enough what a difference it makes when I’m talking to teenagers or young adults in their early twenties and I can explain that sometimes it just happens. It can be even more frustrating when you don’t know why depression happens. But I can see the relief in their eyes. They’re like, ‘Yes, you get it.’ To be able to just empathize and label the phenomena can be incredibly powerful.”

Spotting signs of depression in college students

Along with feeling sad and down, common signs of depression in college kids include:

• Changes in appetite such as eating more or less than usual.
• Sleep disturbances, such as insomnia or sleeping too much.
• Losing in interest in favorite pastimes including playing sports, making art or hanging out with friends. “Isolation is a really key symptom, particularly for teens and young adults,” says Dr. Partain.

People often experience depression and anxiety at the same time , and college kids are no exception. Determining which one came first can be a “chicken or the egg” question, says Dr. Partain. But big shifts in a student’s mood and behavior may indicate underlying depression.

“If your kid is not one who tends to be anxious, and all of a sudden, there’s worry about everything, that might be an indicator of a problem with mood.” On the flip side, she says, if your kid is usually “a type-A go-getter, and normally a little more anxious, and all of a sudden the work isn’t getting done and grades are slipping, that can also be an indicator that there’s a problem with mood.”

Irritability is another common symptom of depression. “We think a lot about feeling sad or down, and that can certainly be the case for a teenager or a young adult. But there is good medical research to suggest that irritability might be an even better indicator of underlying mood problems,” says Dr. Partain. “It’s another textbook symptom to be aware of.”

What to say if your child seems depressed

Sometimes, parents who think their kids might be depressed are wary of butting into their business. Or they may keep quiet because they’re just not sure how to talk about depression. If parents ask Dr. Partain if they should try talking to their child’s friends or professors about their concerns, she advises them not to go around their child’s back.

Rather, Dr. Partain recommends that parents raise their concerns with their kids in a straightforward way. “As you’re trying to help children develop independence and capability — regardless of the dynamic that you have with your child — I advocate for talking with kids directly.”

To get a better sense of how children are feeling, Dr. Partain says it’s fine to initiate the conversation by text with a simple message like this: Just checking in to say I love you. How are you doing? I want to make sure you’re doing okay.

Let them know that you’re concerned and let them respond in their own time.

If your child shares feelings of being depressed or anxious, make it clear that you’re available to help in whatever way works. “You can ask, ‘Do you want my help, or is this something you want to take care of on your own?’ The biggest thing to avoid is invalidating language: ‘You’ll get over it.’ ‘Going to college is just hard,’ ” says Dr. Partain. “Parents might find a slightly different approach for every kid, but they should feel empowered to speak up because parents can play a powerful role in helping children understand what they’re experiencing.”

Help your college kid develop strategies to cope with depression

With college students experiencing depression or anxiety for the first time, parents can share self-care strategies that have been proved to ease symptoms of depression, including:

• Exercising .
• Connecting with friends.
• Eating healthy foods.
• Spending time in nature.
• Getting adequate sleep, as young adults need between seven and nine hours a night
• Finding a community on campus, whether it be with a group of fellow ultimate Frisbee fans or a religious or political organization.

If students are experiencing any kind of acute or prolonged dip in mood, their parents can also encourage them to seek treatment and help them navigate campus mental health resources. As students’ mental health becomes a central part of the conversation on college and university campuses, Dr. Partain says that more schools are preemptively providing students and parents with information about counseling and medical services.

“I encourage all parents to keep that information handy,” she says. “Even if you have a kid who’s done great and never had difficulty with mental health, it’s helpful to know about available resources, so if your child reaches the point of saying, ‘Mom, Dad, what do I do?’ you can help provide answers.”

Parents can also provide important support to students who have a history of depression, Dr. Partain says. If your child is taking an antidepressant, you can ask the healthcare professional to dispense the prescription in a 90-day supply, with refills that can be obtained at a pharmacy near campus.

As students in Dr. Partain’s care are preparing to transition to college, she has a conversation with them about their specific symptoms of depression. She also reviews the self-care strategies that have helped them feel better in the past. “Depression looks different for everyone, and it’s important for students to do the mental exercise of saying, What does it look like for me? Is it that I’m isolating myself? Is it that I’m less talkative? Is it that I’m more irritable? Is it that I don’t enjoy reading anymore?” says Dr. Partain.

The point of the conversation is to help students become more self-aware about what depression looks like for them, and spot early warning signs so they can act quickly to protect their emotional health. She encourages parents and children to have a version of this conversation together, too, and to develop a shared relapse prevention plan.

Then, if students begin to feel depression coming back while they’re away at college, their parents can reinforce whatever self-care strategies have helped get through rough patches before. For students already seeing therapists, noticing an uptick in symptoms can prompt them to reach out to ask for some extra sessions, with help from parents if needed.

“Almost all therapy providers have the ability to treat people who are in crisis or who feel like they’re significantly worsening. The same goes for healthcare professionals if students are on a medication. If I get a message from a college kid saying, ‘My mood is getting a lot worse,’ I’m going to get them seen within a week, and many other healthcare professionals will too,” says Dr. Partain.

Create a crisis plan

If students have had inpatient treatment or thoughts of suicide in any context in the past, it’s also critically important for them and their parents to have shared emergency safety plans. This can be activated if students ever becomes severely distressed again.

“Sometimes, depending on the family dynamic, the safety plan may not include having the child call the parent. The plan for the child may be calling Aunt Jane, or calling Grandma. But it’s really powerful for the parents to be able to reinforce that and say, ‘That’s OK. I want you to be safe,’ ” says Dr. Partain.

A common worry she hears from parents is that discussing suicide may make it more likely that their child will contemplate or attempt suicide. But, she says, there’s no data showing that talking about suicide makes people more likely to attempt it. In fact, it does the opposite : “Talking about it makes it easier for them to seek help in the moment. The way I phrase it to my patients is, ‘I’m really glad that you’re not having those kinds of thoughts. But I know things can change quickly, and this safety plan is just something we want to have in our back pocket.” Parents don’t have to hammer on the subject,” she adds, “but it’s an important conversation to have, and I wouldn’t avoid it.”

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Depression: Helping Students in the Classroom Essay

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Symptoms of Depression

Depression and suicide, causes of depression, interventions.

Michael is a 14-year-old boy in the eighth grade from an intact, professional family. He has a 16-year-old brother and a 10-year-old sister who do very well in school and demonstrate no problems. Michael is considered to be very bright, as shown by past grades and achievement test scores. Over the past few months, however, teachers have reported that Michael will not complete his homework or may complete it and not turn it in.

He has a history of inconsistent performance over the past 2–3 years, which seems to have worsened these past few months. In the classroom he sits in the back, does not participate, doodles on his papers, and shows little interest in the activities. He is not disruptive or attention-seeking and seems to want to avoid interacting with others.

When asked why he is not doing his work, he says that, “I don’t know,” “I don’t care,” “It’s not important,” or “No one cares, anyway.” Other students view him as “odd” and a “geek,” and report that they do not want to be around him. Over time, he becomes more socially isolated. Now, he has only one or two friends who are not part of the social mainstream. He does show occasional irritability or anger when pushed, but he is not aggressive or overtly noncompliant. Most of the teachers describe him as “lazy” and “unmotivated” and show little interest in trying to help him.

Michael’s story is based on a real student and reflects characteristics of some children who are depressed. These behaviors are not unique to depression, and some students with depression may have some different characteristics. Teachers often have depressed students in their classrooms, and they have difflculty recognizing them or knowing what to do to increase performance. These students often are seen as lazy and they do not respond to typical methods of discipline, including suspensions, penalties, or encouragements. Most depressed children are not being deliberately deflant and uncooperative, but cannot muster the personal resources to perform as well as they are able.

They may think in non-productive ways, such as, “I did poorly on a test because I am a stupid person,” rather than, “I did poorly because I did not study hard enough” or in all-or-none, “I am terrible at everything,” rather than, “I am good at some things and not as good at other things.” Working with depressed children and adolescents requires that educators know about depression, its characteristics and effects on school performance, and what can be done to help these students in the classroom.

Depression in the classroom

Depression is a term we are hearing more often regarding children and adolescents. For many years, it was believed that young people could not experience depression, but we now know that they can and do become depressed, sometimes to a serious level. With sufflcient information, teachers can detect depression and are in a good position to identify it and seek help for the student. In the classroom, depressed students may appear unmotivated and uncaring about their work when, in fact, they are unable to function to their level of ability. Often, they have difflculty with sustaining attention, effort, performance, and social relationships. Coaxing, cajoling, punishment, and reinforcement typically have little effect on behavior and achievement.

Left untreated, depression can lead to continued academic and social problems, substance abuse, social alienation, risk-taking behavior, and suicidal thinking and behavior, perhaps into adulthood. Although students with depression may need counseling and therapy, teachers, school psychologists, counselors, and administrators in collaboration with parents can do much to help them in the classroom by knowing what to look for and learning how to be helpful.

Depression is one of the most common, but unrecognized, conditions of childhood and adolescence, and often is mistaken as a motivation or behavior problem. It is estimated that 8–10% of students experience depression serious enough to require intervention, and up to 20% of all adults may have a depressive disorder at some time in their lives. Adolescent girls and women are twice as likely to develop depression as are adolescent boys and men. However, there is no difference in frequency of depression between pre-adolescent girls and boys. A teacher in a middle school or high school may have as many as 3 students in a class of 30 who have mild to serious depression, with most of them likely to be girls.

Depression is not the same as the occasional adolescent mood swings or feelings of frustration and anger that accompany daily hassles, such as arguments with friends or complaints about school. Those events usually do not last long and do not affect social and school performance. Depression, on the other hand, is a constant mood of feeling down, blue, sad, or down in the dumps that impairs the ability to function. Moreover, the student does not seem to be able to do much to change the mood and does not respond to suggestions to snap out of it.

No two people with depression show it in the same way. Different circumstances and problems cause or contribute to it. However, there are some behaviors that may be signs of depression:

• Depressed mood for more than 2 weeks
• Loss of interest or pleasure in almost all activities
• Irritability or anger
• Changes in appetite or weight (weight loss not due to dieting or exercise)
• Sleeping too much or too little (sometimes, people seek help for sleeping problems that turn out to be signs of depression)
• Decreased energy or physical activity; even small tasks seem overwhelming and require too much effort (e.g., students may complete homework at a level less than they can do and/or may not turn in completed work)
• Feelings of worthlessness, guilt, and low self-esteem
• Difflculty thinking, concentrating, or remembering
• Difflculty getting necessary things done, such as homework
• Difflculty making decisions, often unable to make relatively minor decisions
• Negative thoughts about self, the world, or the future
• Repeated thoughts of suicide, including planning or attempting
• Tired and listless
• Feeling blah and seeming to have no feelings at all (i.e., feeling empty)
• Reports “Not caring about anything”
• Increased or decreased appetite
• Interpret minor day-to-day events as personal failures or defects
• Blaming self for things that are not his or her fault
• Statements that others would be better off if he or she were dead
• Believes that he or she is ugly and unattractive
• Decreased personal hygiene and self-care efforts
• Excessive crying or weepiness over relatively small things

Not all depressed people will show all of these signs or to the same degree. If you see several of them in a student, however, they may indicate depression.

A frequent concern about depression is the increased risk of suicide. A small proportion of depressed students show serious thoughts of planning or attempting it. Although depressed youth are at higher risk for thinking about suicide, the vast majority do not attempt it. Most people considering suicide give several indications of their plans, but others may not pick up on them. Some attempters do not show obvious signs of depression, making detection difflcult.

Predicting suicide is challenging because of its relatively low frequency and the lack of an accurate proflle of potential attempters. Thoughts of suicide occur more often when the person begins to feel that nothing will help to improve the situation. Feelings of hopelessness that things will never change and the pain will not end may lead to an increased risk of suicide. Behavioral signs of suicidal planning may include giving away personal or prized possessions, making statements like, “I won’t be around,” visiting friends and family not seen in a while, taking care of personal matters (e.g., repaying debts, completing unflnished tasks), and talking about how he or she will like to be remembered.

The causes of depression are complex. Some people have a greater likelihood of developing depression, such as those who have first-degree relatives with depression (e.g., parent), living in highly stressful and demanding environments, or suffer traumatic events (e.g., loss of a loved one). Depression may be a long-term condition that has persisted over several weeks, months, or years or it may be of recent onset, such as in trauma. Long-term depression is more difficult to treat and most often requires professional help. Recent or sudden onset depression may subside more quickly, but may require professional help to show the best improvement. Most experts agree that depression is associated with changes in the chemistry of some neurotransmitters in the brain, and this can be chronic.

Some evidence indicates that children who believe that others do not view them as competent are more likely to develop depression. This view has particular salience in schools. That is, if teachers and peers view a student as not being academically or socially capable, there may be a greater risk of development of depression. Similarly, because schools can be stressful places for children who are not successful, they can be at increased risk for depression. Many children who have not been successful at school relate feelings of sadness and depression because they do not do well or fit in.

Depression is associated with other conditions seen in children and youth. For example, approximately 50% of children with depression also have problems with anxiety. Some of the same symptoms are shown in anxiety and depression, which makes it difficult to identify the primary problem. Perhaps surprisingly, depression co-occurs with Attention Deficit Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, and substance abuse problems at levels ranging from 17 to 79% of cases. Therefore, many students who have acting out problems also may be depressed, requiring intervention for both affective and behavior problems. As depression worsens in children and youth, there is an increased likelihood of developing some of these behaviors.

Depression is complex, particularly when it co-exists with other emotional and behavioral problems. Often, there are family problems, making a difficult situation even more challenging. The good news is that, with proper intervention, most children and youth can overcome depression and lead happy and productive lives. In some cases professional therapy and medications may be needed, which may be beyond the purview of the school. Although a student might need some direct counseling or therapy, there are many things that teachers and others can do to help the depressed student. Some suggestions include:

Develop a relationship

Approach the depressed student and try to develop a working and collaborative relationship. Do not be afraid to talk with the student. Many times, depressed students are seeking someone who cares about them, although it might not seem that way. Above all, don’t give up on them. Use positive approaches. Do not use punishment, sarcasm, disparagement, punishment, or other negative techniques. They are not effective and likely will only further reinforce feelings of incompetence and low self-esteem, which may deepen the depression.

Remember that these students are not choosing to be depressed

They want to feel better and to do well just as you want them to do well. When depressed, they lack the personal resources to do their best work. As an analogy, we would not expect someone with a reading disability to read at grade level. Punitive approaches are not recommended in these cases and, instead, it is best to give extra help or support. The student with depression needs to receive extra support and caring, as well, not criticism, punishment, or indifference. Consider ways to give the extra support and attention they need, while recognizing that the student may be doing the best he or she can do at the time.

Consider making adjustments or accommodations in assignments or tasks

This approach does not mean that expectations are lowered or that the student with depression should be given unearned grades. However, give more time, break assignments into smaller pieces, offer extra help in setting up schedules or study habits, or pair the student with others who express an interest in helping. Accommodations like these are provided often for students with learning disabilities. There is no reason that the student with depression cannot receive similar considerations.

Provide opportunities for success

To the extent possible, arrange experiences so that the student can be successful and be recognized for successes. Schedule pleasant activities and provide opportunities for successful leadership. It is very important that depressed students feel accepted as a part of the school and that teachers believe in their competence.

Seek help from support personnel

Consult with your school psychologist, counselor, or social worker to get suggestions of what to do for specific students. Each case is different and requires individual planning.

School personnel can have significant, positive impacts on improving the academic, social, and emotional development of children with depression without being professional therapists. Learning about depression and implementing methods to help can make the difference between a student’s success or continuing down a path of underachievement.

Koplewicz, H. S. (2002). More than moody: Recognizing and treating adolescent depression. New York: Putnam. ISBN: 039914918X.

Merrell, K. (2001). Helping students overcome depression and anxiety: A practical guide. New York: Guilford. ISBN: 1572306173.

• “The Child Who Never Grew” by Pearl S. Buck
• Attachment Theory: Term Definition
• Factors That Lead to Suicides in Adolescents
• Diagnostics: Adjustment Disorder With Depressed Mood
• Cognitive Therapy for the Prevention of Suicide
• From Projection to Attachment
• TV Is Extremely Harmful to Children
• 4-Years-Old's Behavioral and Developmental Assessment
• Lifespan Development Psychology: Observation at Cosmo Park
• Adverse Childhood Experiences Cause Depression
• Chicago (A-D)
• Chicago (N-B)

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434 Depression Essay Titles & Research Topics: Argumentative, Controversial, and More

Depression is undeniably one of the most prevalent mental health conditions globally, affecting approximately 5% of adults worldwide. It often manifests as intense feelings of hopelessness, sadness, and a loss of interest in previously enjoyable activities. Many also experience physical symptoms like fatigue, sleep disturbances, and appetite changes. Recognizing and addressing this mental disorder is extremely important to save lives and treat the condition.

In this article, we’ll discuss how to write an essay about depression and introduce depression essay topics and research titles for students that may be inspirational.

• 🔝 Top Depression Essay Titles
• ✅ Essay Prompts
• 💡 Research Topics
• 🔎 Essay Titles
• 💭 Speech Topics
• 📝 Essay Structure

🔗 References

🔝 top 12 research titles about depression.

• How is depression treated?
• Depression: Risk factors.
• The symptoms of depression.
• What types of depression exist?
• Depression in young people.
• Differences between anxiety and depression.
• The parents’ role in depression therapy.
• Drugs as the root cause of depression.
• Dangerous consequences of untreated depression.
• Effect of long-term depression.
• Different stages of depression.
• Treatment for depression.

✅ Prompts for Essay about Depression

Struggling to find inspiration for your essay? Look no further! We’ve put together some valuable essay prompts on depression just for you!

Prompt for Personal Essay about Depression

Sharing your own experience with depression in a paper can be a good idea. Others may feel more motivated to overcome their situation after reading your story. You can also share valuable advice by discussing things or methods that have personally helped you deal with the condition.

For example, in your essay about depression, you can:

• Tell about the time you felt anxious, hopeless, or depressed;
• Express your opinion on depression based on the experiences from your life;
• Suggest a way of dealing with the initial symptoms of depression ;
• Share your ideas on how to protect mental health at a young age.

How to Overcome Depression: Essay Prompt

Sadness is a common human emotion, but depression encompasses more than just sadness. As reported by the National Institute of Mental Health, around 21 million adults in the United States, roughly 8.4% of the total adult population , faced at least one significant episode of depression in 2020. When crafting your essay about overcoming depression, consider exploring the following aspects:

• Depression in young people and adolescents;
• The main causes of depression;
• The symptoms of depression;
• Ways to treat depression;
• Help from a psychologist (cognitive behavioral therapy or interpersonal therapy ).

Postpartum Depression: Essay Prompt

The birth of a child often evokes a spectrum of powerful emotions, spanning from exhilaration and happiness to apprehension and unease. It can also trigger the onset of depression. Following childbirth, many new mothers experience postpartum “baby blues,” marked by shifts in mood, bouts of tears, anxiety, and sleep disturbances. To shed light on the subject of postpartum depression, explore the following questions:

• What factors may increase the risk of postpartum depression?
• Is postpartum depression predictable?
• How to prevent postpartum depression?
• What are the symptoms of postpartum depression?
• What kinds of postpartum depression treatments exist?

Prompt for Essay about Teenage Depression

Teenage depression is a mental health condition characterized by sadness and diminishing interest in daily activities. It can significantly impact a teenager’s thoughts, emotions, and behavior, often requiring long-term treatment and support.

By discussing the primary symptoms of teenage depression in your paper, you can raise awareness of the issue and encourage those in need to seek assistance. You can pay attention to the following aspects:

• Emotional changes (feelings of sadness, anger, hopelessness, guilt, etc.);
• Behavioral changes (loss of energy and appetite , less attention to personal hygiene, self-harm, etc.);
• New addictions (drugs, alcohol, computer games, etc.).

💡 Research Topics about Depression

• The role of genetics in depression development.
• The effectiveness of different psychotherapeutic interventions for depression.
• Anti-depression non-pharmacological and medication treatment.
• The impact of childhood trauma on the onset of depression later in life.
• Exploring the efficacy of antidepressant medication in different populations.
• The impact of exercise on depression symptoms and treatment outcomes.
• Mild depression: pharmacotherapy and psychotherapy.
• The relationship between sleep disturbances and depression.
• The role of gut microbiota in depression and potential implications for treatment.
• Investigating the impact of social media on depression rates in adolescents.
• Depression, dementia, and delirium in older people .
• The efficacy of cognitive-behavioral therapy in preventing depression relapse.
• The influence of hormonal changes on depression risk.
• Assessing the effectiveness of self-help and digital interventions for depression.
• Herbal and complementary therapies for depression.
• The relationship between personality traits and vulnerability to depression.
• Investigating the long-term consequences of untreated depression on physical health.
• Exploring the link between chronic pain and depression.
• Depression in the elderly male.
• The impact of childhood experiences on depression outcomes in adulthood.
• The use of ketamine and other novel treatments for depression.
• The effect of stigma on depression diagnosis and treatment.
• The conducted family assessment: cases of depression.
• The role of social support in depression recovery.
• The effectiveness of online support groups for individuals with depression.
• Depression and cognitive decline in adults.
• Depression: PICOT question component exploration .
• Exploring the impact of nutrition and dietary patterns on depression symptoms.
• Investigating the efficacy of art-based therapies in depression treatment.
• The role of neuroplasticity in the development and treatment of depression.
• Depression among HIV-positive women.
• The influence of gender on depression prevalence and symptomatology.
• Investigating the impact of workplace factors on depression rates and outcomes.
• The efficacy of family-based interventions in reducing depression symptoms in teenagers.
• Frontline nurses’ burnout, anxiety, depression, and fear statuses.
• The role of early-life stress and adversity in depression vulnerability.
• The impact of various environmental factors on depression rates.
• Exploring the link between depression and cardiovascular health.
• Depression detection in adults in nursing practice.
• Virtual reality as a therapeutic tool for depression treatment.
• Investigating the impact of childhood bullying on depression outcomes.
• The benefits of animal-assisted interventions in depression management.
• Depression and physical exercise.
• The relationship between depression and suicidal behavior.
• The influence of cultural factors on depression symptom expression.
• Investigating the role of epigenetics in depression susceptibility.
• Depression associated with cognitive dysfunction.
• Exploring the impact of adverse trauma on the course of depression.
• The efficacy of acceptance and commitment therapy in treating depression.
• The relationship between depression and substance use disorders .
• Depression and anxiety among college students.
• Investigating the effectiveness of group therapy for depression.
• Depression and chronic medical conditions.

Psychology Research Topics on Depression

• The influence of early attachment experiences on the development of depression.
• The impact of negative cognitive biases on depression symptomatology.
• Depression treatment plan for a queer patient .
• Examining the relationship between perfectionism and depression.
• The role of self-esteem in depression vulnerability and recovery.
• Exploring the link between maladaptive thinking styles (e.g., rumination, catastrophizing) and depression.
• Investigating the impact of social support on depression outcomes and resilience.
• Identifying depression in young adults at an early stage.
• The influence of parenting styles on the risk of depression in children and adolescents.
• The role of self-criticism and self-compassion in depression treatment.
• Exploring the relationship between identity development and depression in emerging adulthood.
• The role of learned helplessness in understanding depression and its treatment.
• Depression in the elderly.
• Examining the connection between self-efficacy beliefs and depression symptoms.
• The influence of social comparison processes on depression and body image dissatisfaction.
• Exploring the impact of trauma-related disorders on depression.
• The role of resilience factors in buffering against the development of depression.
• Investigating the relationship between personality traits and depression.
• Depression and workplace violence .
• The impact of cultural factors on depression prevalence and symptom presentation.
• Investigating the effects of chronic stress on depression risk.
• The role of coping strategies in depression management and recovery.
• The correlation between discrimination/prejudice and depression/anxiety.
• Exploring the influence of gender norms and societal expectations on depression rates.
• The impact of adverse workplace conditions on employee depression.
• Investigating the effectiveness of narrative therapy in treating depression.
• Cognitive behavior and depression in adolescents .
• Childhood emotional neglect and adult depression.
• The influence of perceived social support on treatment outcomes in depression.
• The effects of childhood bullying on the development of depression.
• The impact of intergenerational transmission of depression within families.
• Depression in children: symptoms and treatments.
• Investigating the link between body dissatisfaction and depression in adolescence.
• The influence of adverse life events and chronic stressors on depression risk.
• The effects of peer victimization on the development of depression in adolescence.
• Counselling clients with depression and addiction.
• The role of experiential avoidance in depression and its treatment.
• The impact of social media use and online interactions on depression rates.
• Depression management in adolescent.
• Exploring the relationship between emotional intelligence and depression symptomatology.
• Investigating the influence of cultural values and norms on depression stigma and help-seeking behavior.
• The effects of childhood maltreatment on neurobiological markers of depression.
• Psychological and emotional conditions of suicide and depression.
• Exploring the relationship between body dissatisfaction and depression.
• The influence of self-worth contingencies on depression vulnerability and treatment response.
• The impact of social isolation and loneliness on depression rates.
• Psychology of depression among college students.
• The effects of perfectionistic self-presentation on depression in college students.
• The role of mindfulness skills in depression prevention and relapse prevention.
• Investigating the influence of adverse neighborhood conditions on depression risk.
• Personality psychology and depression.
• The impact of attachment insecurity on depression symptomatology.

Postpartum Depression Research Topics

• Identifying risk factors for postpartum depression.
• Exploring the role of hormonal changes in postpartum depression.
• “Baby blues” or postpartum depression and evidence-based care .
• The impact of social support on postpartum depression.
• The effectiveness of screening tools for early detection of postpartum depression.
• The relationship between postpartum depression and maternal-infant bonding .
• Postpartum depression educational program results.
• Identifying effective interventions for preventing and treating postpartum depression.
• Examining the impact of cultural factors on postpartum depression rates.
• Investigating the role of sleep disturbances in postpartum depression.
• Depression and postpartum depression relationship.
• Exploring the impact of a traumatic birth experience on postpartum depression.
• Assessing the impact of breastfeeding difficulties on postpartum depression.
• Understanding the role of genetic factors in postpartum depression.
• Postpartum depression: consequences.
• Investigating the impact of previous psychiatric history on postpartum depression risk.
• The potential benefits of exercise on postpartum depression symptoms.
• The efficacy of psychotherapeutic interventions for postpartum depression.
• Postpartum depression in the twenty-first century.
• The influence of partner support on postpartum depression outcomes.
• Examining the relationship between postpartum depression and maternal self-esteem.
• The impact of postpartum depression on infant development and well-being.
• Maternal mood symptoms in pregnancy and postpartum depression.
• The effectiveness of group therapy for postpartum depression management.
• Identifying the role of inflammation and immune dysregulation in postpartum depression.
• Investigating the impact of childcare stress on postpartum depression.
• Postpartum depression among low-income US mothers.
• The role of postnatal anxiety symptoms in postpartum depression.
• The impact of postpartum depression on the marital relationship.
• The influence of postpartum depression on parenting practices and parental stress.
• Postpartum depression: symptoms, role of cultural factors, and ways to support.
• Investigating the efficacy of pharmacological treatments for postpartum depression.
• The impact of postpartum depression on breastfeeding initiation and continuation.
• The relationship between postpartum depression and post-traumatic stress disorder.
• Postpartum depression and its identification.
• The impact of postpartum depression on cognitive functioning and decision-making.
• Investigating the influence of cultural norms and expectations on postpartum depression rates.
• The impact of maternal guilt and shame on postpartum depression symptoms.
• Beck’s postpartum depression theory: purpose, concepts, and significance .
• Understanding the role of attachment styles in postpartum depression vulnerability.
• Investigating the effectiveness of online support groups for women with postpartum depression.
• The impact of socioeconomic factors on postpartum depression prevalence.
• Perinatal depression: research study and design.
• The efficacy of mindfulness-based interventions for postpartum depression.
• Investigating the influence of birth spacing on postpartum depression risk.
• The role of trauma history in postpartum depression development.
• The link between the birth experience and postnatal depression.
• How does postpartum depression affect the mother-infant interaction and bonding ?
• The effectiveness of home visiting programs in preventing and managing postpartum depression.
• Assessing the influence of work-related stress on postpartum depression.
• The relationship between postpartum depression and pregnancy-related complications.
• The role of personality traits in postpartum depression vulnerability.

🔎 Depression Essay Titles

Depression essay topics: cause & effect.

• The effects of childhood trauma on the development of depression in adults.
• The impact of social media usage on the prevalence of depression in adolescents.
• “Predictors of Postpartum Depression” by Katon et al.
• The effects of environmental factors on depression rates.
• The relationship between academic pressure and depression among college students.
• The relationship between financial stress and depression.
• The best solution to predict depression because of bullying.
• How does long-term unemployment affect mental health ?
• The effects of unemployment on mental health, particularly the risk of depression.
• The impact of genetics and family history of depression on an individual’s likelihood of developing depression.
• The relationship between depression and substance abuse.
• Child abuse and depression.
• The role of gender in the manifestation and treatment of depression.
• The effects of chronic stress on the development of depression.
• The link between substance abuse and depression.
• Depression among students at Elon University.
• The influence of early attachment styles on an individual’s vulnerability to depression.
• The effects of sleep disturbances on the severity of depression.
• Chronic illness and the risk of developing depression.
• Depression: symptoms and treatment.
• Adverse childhood experiences and the likelihood of experiencing depression in adulthood.
• The relationship between chronic illness and depression.
• The role of negative thinking patterns in the development of depression.
• Effects of depression among adolescents.
• The effects of poor body image and low self-esteem on the prevalence of depression.
• The influence of social support systems on preventing symptoms of depression.
• The effects of child neglect on adult depression rates.
• Depression caused by hormonal imbalance.
• The link between perfectionism and the risk of developing depression.
• The effects of a lack of sleep on depression symptoms.
• The effects of childhood abuse and neglect on the risk of depression.
• Social aspects of depression and anxiety.
• The impact of bullying on the likelihood of experiencing depression.
• The role of serotonin and neurotransmitter imbalances in the development of depression.
• The impact of a poor diet on depression rates.
• Depression and anxiety run in the family .
• The effects of childhood poverty and socioeconomic status on depression rates in adults.
• The impact of divorce on depression rates.
• The relationship between traumatic life events and the risk of developing depression.
• The influence of personality traits on susceptibility to depression.
• The impact of workplace stress on depression rates.
• Depression in older adults: causes and treatment.
• The impact of parental depression on children’s mental health outcomes.
• The effects of social isolation on the prevalence and severity of depression.
• The role of cultural factors in the manifestation and treatment of depression.
• The relationship between childhood bullying victimization and future depressive symptoms.
• The impact of early intervention and prevention programs on reducing the risk of postpartum depression.
• Treating mood disorders and depression.
• How do hormonal changes during pregnancy contribute to the development of depression?
• The effects of sleep deprivation on the onset and severity of postpartum depression.
• The impact of social media on depression rates among teenagers.
• The role of genetics in the development of depression.
• The impact of bullying on adolescent depression rates.
• Mental illness, depression, and wellness issues.
• The effects of a sedentary lifestyle on depression symptoms.
• The correlation between academic pressure and depression in students.
• The relationship between perfectionism and depression.
• The correlation between trauma and depression in military veterans.
• Anxiety and depression during childhood and adolescence.
• The impact of racial discrimination on depression rates among minorities.
• The relationship between chronic pain and depression.
• The impact of social comparison on depression rates among young adults.
• The effects of childhood abuse on adult depression rates.

Depression Argumentative Essay Topics

• The role of social media in contributing to depression among teenagers.
• The effectiveness of antidepressant medication: an ongoing debate.
• Depression treatment: therapy or medications?
• Should depression screening be mandatory in schools and colleges?
• Is there a genetic predisposition to depression?
• The stigma surrounding depression: addressing misconceptions and promoting understanding.
• Implementation of depression screening in primary care .
• Is psychotherapy more effective than medication in treating depression?
• Is teenage depression overdiagnosed or underdiagnosed: a critical analysis.
• The connection between depression and substance abuse: untangling the relationship.
• Humanistic therapy of depression .
• Should ECT (electroconvulsive therapy) be a treatment option for severe depression?
• Where is depression more prevalent: in urban or rural communities? Analyzing the disparities.
• Is depression a result of chemical imbalance in the brain? Debunking the myth.
• Depression: a serious mental and behavioral problem.
• Should depression medication be prescribed for children and adolescents?
• The effectiveness of mindfulness-based interventions in managing depression.
• Should depression in the elderly be considered a normal part of aging?
• Is depression hereditary? Investigating the role of genetics in depression risk.
• Different types of training in managing the symptoms of depression.
• The effectiveness of online therapy platforms in treating depression.
• Should psychedelic therapy be explored as an alternative treatment for depression?
• The connection between depression and cardiovascular health: Is there a link?
• The effectiveness of cognitive-behavioral therapy in preventing depression relapse.
• Depression as a bad a clinical condition.
• Should mind-body interventions (e.g., yoga, meditation) be integrated into depression treatment?
• Should emotional support animals be prescribed for individuals with depression?
• The effectiveness of peer support groups in decreasing depression symptoms.
• The use of antidepressants: are they overprescribed or necessary for treating depression?
• Adult depression and anxiety as a complex problem.
• The effectiveness of therapy versus medication in treating depression.
• The stigma surrounding depression and mental illness: how can we reduce it?
• The debate over the legalization of psychedelic drugs for treating depression.
• The relationship between creativity and depression: does one cause the other?
• Cognitive-behavioral therapy for generalized anxiety disorder and depression.
• The role of childhood trauma in shaping adult depression: Is it always a causal factor?
• The debate over the medicalization of sadness and grief as forms of depression.
• Alternative therapies, such as acupuncture or meditation, are effective in treating depression.
• Depression as a widespread mental condition.

Controversial Topics about Depression

• The existence of “chemical imbalance” in depression: fact or fiction?
• The over-reliance on medication in treating depression: are alternatives neglected?
• Is depression overdiagnosed and overmedicated in Western society?
• Measurement of an individual’s level of depression.
• The role of Big Pharma in shaping the narrative and treatment of depression.
• Should antidepressant advertisements be banned?
• The inadequacy of current diagnostic criteria for depression: rethinking the DSM-5.
• Is depression a biological illness or a product of societal factors?
• Literature review on depression .
• The overemphasis on biological factors in depression treatment: ignoring environmental factors.
• Is depression a normal reaction to an abnormal society?
• The influence of cultural norms on the perception and treatment of depression.
• Should children and adolescents be routinely prescribed antidepressants?
• The role of family in depression treatment.
• The connection between depression and creative genius: does depression enhance artistic abilities?
• The ethics of using placebo treatment for depression studies.
• The impact of social and economic inequalities on depression rates.
• Is depression primarily a mental health issue or a social justice issue?
• Depression disassembling and treating.
• Should depression screening be mandatory in the workplace?
• The influence of gender bias in the diagnosis and treatment of depression.
• The controversial role of religion and spirituality in managing depression.
• Is depression a result of individual weakness or societal factors?
• Abnormal psychology: anxiety and depression case .
• The link between depression and obesity: examining the bidirectional relationship.
• The connection between depression and academic performance: causation or correlation?
• Should depression medication be available over the counter?
• The impact of internet and social media use on depression rates: harmful or beneficial?
• Interacting in the workplace: depression.
• Is depression a modern epidemic or simply better diagnosed and identified?
• The ethical considerations of using animals in depression research.
• The effectiveness of psychedelic therapies for treatment-resistant depression.
• Is depression a disability? The debate on workplace accommodations.
• Polysubstance abuse among adolescent males with depression.
• The link between depression and intimate partner violence : exploring the relationship.
• The controversy surrounding “happy” pills and the pursuit of happiness.
• Is depression a choice? Examining the role of personal responsibility.

Good Titles for Depression Essays

• The poetic depictions of depression: exploring its representation in literature.
• The melancholic symphony: the influence of depression on classical music.
• Moderate depression symptoms and treatment.
• Depression in modern music: analyzing its themes and expressions.
• Cultural perspectives on depression: a comparative analysis of attitudes in different countries.
• Contrasting cultural views on depression in Eastern and Western societies.
• Diagnosing depression in the older population.
• The influence of social media on attitudes and perceptions of depression in global contexts.
• Countries with progressive approaches to mental health awareness.
• From taboo to acceptance: the evolution of attitudes towards depression.
• Depression screening tool in acute settings.
• The Bell Jar : analyzing Sylvia Plath’s iconic tale of depression .
• The art of despair: examining Frida Kahlo’s self-portraits as a window into depression.
• The Catcher in the Rye : Holden Caulfield’s battle with adolescent depression.
• Music as therapy: how jazz artists turned depression into art.
• Depression screening tool for a primary care center.
• The Nordic paradox: high depression rates in Scandinavian countries despite high-quality healthcare.
• The Stoic East: how Eastern philosophies approach and manage depression.
• From solitude to solidarity: collective approaches to depression in collectivist cultures.
• The portrayal of depression in popular culture: a critical analysis of movies and TV shows.
• The depression screening training in primary care.
• The impact of social media influencers on depression rates among young adults.
• The role of music in coping with depression: can specific genres or songs help alleviate depressive symptoms?
• The representation of depression in literature: a comparative analysis of classic and contemporary works.
• The use of art as a form of self-expression and therapy for individuals with depression.
• Depression management guidelines implementation.
• The role of religion in coping with depression: Christian and Buddhist practices.
• The representation of depression in the video game Hellblade: Senua’s Sacrifice .
• The role of nature in coping with depression: can spending time outdoors help alleviate depressive symptoms?
• The effectiveness of dance/movement therapy in treating depression among older adults.
• The National Institute for Health: depression management.
• The portrayal of depression in stand-up comedy: a study of comedians like Maria Bamford and Chris Gethard.
• The role of spirituality in coping with depression: Islamic and Hindu practices .
• The portrayal of depression in animated movies : an analysis of Inside Out and The Lion King .
• The representation of depression by fashion designers like Alexander McQueen and Rick Owens.
• Depression screening in primary care .
• The portrayal of depression in documentaries: an analysis of films like The Bridge and Happy Valley .
• The effectiveness of wilderness therapy in treating depression among adolescents.
• The connection between creativity and depression: how art can help heal.
• The role of Buddhist and Taoist practices in coping with depression.
• Mild depression treatment research funding sources.
• The portrayal of depression in podcasts: an analysis of the show The Hilarious World of Depression .
• The effectiveness of drama therapy in treating depression among children and adolescents.
• The representation of depression in the works of Vincent van Gogh and Edvard Munch.
• Depression in young people: articles review.
• The impact of social media on political polarization and its relationship with depression.
• The role of humor in coping with depression: a study of comedians like Ellen DeGeneres.
• The portrayal of depression in webcomics: an analysis of the comics Hyperbole and a Half .
• The effect of social media on mental health stigma and its relationship with depression.
• Depression and the impact of human services workers.
• The masked faces: hiding depression in highly individualistic societies.

💭 Depression Speech Topics

Informative speech topics about depression.

• Different types of depression and their symptoms.
• The causes of depression: biological, psychological, and environmental factors.
• How depression and physical issues are connected.
• The prevalence of depression in different age groups and demographics.
• The link between depression and anxiety disorders.
• Physical health: The effects of untreated depression.
• The role of genetics in predisposing individuals to depression.
• What you need to know about depression.
• How necessary is early intervention in treating depression?
• The effectiveness of medication in treating depression.
• The role of exercise in managing depressive symptoms.
• Depression in later life: overview.
• The relationship between substance abuse and depression.
• The impact of trauma on depression rates and treatment.
• The effectiveness of mindfulness meditation in managing depressive symptoms.
• Enzymes conversion and metabolites in major depression.
• The benefits and drawbacks of electroconvulsive therapy for severe depression.
• The effect of gender and cultural norms on depression rates and treatment.
• The effectiveness of alternative therapies for depression, such as acupuncture and herbal remedies.
• The importance of self-care in managing depression.
• Symptoms of anxiety, depression, and peritraumatic dissociation.
• The role of support systems in managing depression.
• The effectiveness of cognitive-behavioral therapy in treating depression.
• The benefits and drawbacks of online therapy for depression.
• The role of spirituality in managing depression.
• Depression among minority groups.
• The benefits and drawbacks of residential treatment for severe depression.
• What is the relationship between childhood trauma and adult depression?
• How effective is transcranial magnetic stimulation (TMS) for treatment-resistant depression?
• The benefits and drawbacks of art therapy for depression.
• Mood disorder: depression and bipolar.
• The impact of social media on depression rates.
• The effectiveness of dialectical behavior therapy (DBT) in treating depression.
• Depression in older people.
• The impact of seasonal changes on depression rates and treatment options.
• The impact of depression on daily life and relationships, and strategies for coping with the condition.
• The stigma around depression and the importance of seeking help.

Persuasive Speech Topics about Depression

• How important is it to recognize the signs and symptoms of depression ?
• How do you support a loved one who is struggling with depression?
• The importance of mental health education in schools to prevent and manage depression.
• Social media: the rise of depression and anxiety .
• Is there a need to increase funding for mental health research to develop better treatments for depression?
• Addressing depression in minority communities: overcoming barriers and disparities.
• The benefits of including alternative therapies, such as yoga and meditation, in depression treatment plans.
• Challenging media portrayals of depression: promoting accurate representations.
• Two sides of depression disease.
• How social media affects mental health: the need for responsible use to prevent depression.
• The importance of early intervention: addressing depression in schools and colleges.
• The benefits of seeking professional help for depression.
• There is a need for better access to mental health care, including therapy and medication, for those suffering from depression.
• Depression in adolescents and suitable interventions.
• How do you manage depression while in college or university?
• The role of family and friends in supporting loved ones with depression and encouraging them to seek help.
• The benefits of mindfulness and meditation for depression.
• The link between sleep and depression, and how to improve sleep habits.
• How do you manage depression while working a high-stress job?
• Approaches to treating depression.
• How do you manage depression during pregnancy and postpartum?
• The importance of prioritizing employee mental health and providing resources for managing depression in the workplace.
• How should you manage depression while caring for a loved one with a chronic illness?
• How to manage depression while dealing with infertility or pregnancy loss.
• Andrew Solomon: why we can’t talk about depression.
• Destigmatizing depression: promoting mental health awareness and understanding.
• Raising funds for depression research: investing in mental health advances.
• The power of peer support: establishing peer-led programs for depression.
• Accessible mental health services: ensuring treatment for all affected by depression.
• Evidence-based screening for depression in acute care.
• The benefits of journaling for mental health: putting your thoughts on paper to heal.
• The power of positivity: changing your mindset to fight depression .
• The healing power of gratitude in fighting depression.
• The connection between diet and depression: eating well can improve your mood.
• Teen depression and suicide in Soto’s The Afterlife .
• The benefits of therapy for depression: finding professional help to heal.
• The importance of setting realistic expectations when living with depression.

📝 How to Write about Depression: Essay Structure

We’ve prepared some tips and examples to help you structure your essay and communicate your ideas.

Essay about Depression: Introduction

An introduction is the first paragraph of an essay. It plays a crucial role in engaging the reader, offering the context, and presenting the central theme.

A good introduction typically consists of 3 components:

• Hook. The hook captures readers’ attention and encourages them to continue reading.
• Background information. Background information provides context for the essay.
• Thesis statement. A thesis statement expresses the essay’s primary idea or central argument.

Hook : Depression is a widespread mental illness affecting millions worldwide.

Background information : Depression affects your emotions, thoughts, and behavior. If you suffer from depression, engaging in everyday tasks might become arduous, and life may appear devoid of purpose or joy.

Depression Essay Thesis Statement

A good thesis statement serves as an essay’s road map. It expresses the author’s point of view on the issue in 1 or 2 sentences and presents the main argument.

Thesis statement : The stigma surrounding depression and other mental health conditions can discourage people from seeking help, only worsening their symptoms.

Essays on Depression: Body Paragraphs

The main body of the essay is where you present your arguments. An essay paragraph includes the following:

• a topic sentence,
• evidence to back up your claim,
• explanation of why the point is essential to the argument;
• a link to the next paragraph.

Topic sentence : Depression is a complex disorder that requires a personalized treatment approach, comprising both medication and therapy.

Evidence : Medication can be prescribed by a healthcare provider or a psychiatrist to relieve the symptoms. Additionally, practical strategies for managing depression encompass building a support system, setting achievable goals, and practicing self-care.

Depression Essay: Conclusion

The conclusion is the last part of your essay. It helps you leave a favorable impression on the reader.

The perfect conclusion includes 3 elements:

• Rephrased thesis statement.
• Summary of the main points.
• Final opinion on the topic.

Rephrased thesis: In conclusion, overcoming depression is challenging because it involves a complex interplay of biological, psychological, and environmental factors that affect an individual’s mental well-being.

Summary: Untreated depression heightens the risk of engaging in harmful behaviors such as substance abuse and can also result in negative thought patterns, diminished self-esteem, and distorted perceptions of reality.

We hope you’ve found our article helpful and learned some new information. If so, feel free to share it with your friends. You can also try our free online topic generator !

• Pain, anxiety, and depression – Harvard Health | Harvard Health Publishing
• Depression-related increases and decreases in appetite reveal dissociable patterns of aberrant activity in reward and interoceptive neurocircuitry – PMC | National Library of Medicine
• How to Get Treatment for Postpartum Depression – The New York Times
• What Is Background Information and What Purpose Does It Serve? | Indeed.com
• Thesis | Harvard College Writing Center
• Topic Sentences: How Do You Write a Great One? | Grammarly Blog

725 Research Proposal Topics & Title Ideas in Education, Psychology, Business, & More

414 proposal essay topics for projects, research, & proposal arguments.

Home / Essay Samples / Health / Mental Health / Depression

Depression Essay Examples

Essays on depression serve as a platform for raising awareness, fostering understanding, and promoting open dialogue about this complex mental health issue. Through thoughtful analysis, personal stories, and research-based insights, these essays play a crucial role in destigmatizing depression, providing support, and encouraging individuals to seek help and treatment.

The Purpose and Significance of Essays on Depression One of the primary goals of essays on depression is to raise awareness about the prevalence, symptoms, and impact of this mental health condition. By shedding light on the realities of depression, these essays contribute to breaking down misconceptions and educating the public. Depression often carries a significant social stigma that can prevent individuals from seeking help. Depression essay topics aim to reduce this stigma by fostering empathy and understanding. By sharing personal stories and scientific insights, these essays challenge harmful stereotypes and encourage compassion. For individuals struggling with depression, reading essays on the topic can provide a sense of validation and support. These essays let individuals know that they are not alone in their experiences and that help is available. They offer a safe space for readers to relate to others’ journeys. Educating and Empowering Essays on depression provide valuable educational information about the causes, risk factors, and available treatments. By arming readers with knowledge, these essays empower individuals to recognize the signs of depression, seek help, and support loved ones who may be struggling. Depression essay examples serve a significant purpose in raising awareness, reducing stigma, and fostering understanding about a topic that affects countless individuals. By sharing personal experiences, scientific insights, and messages of hope, these essays contribute to a more compassionate and informed society, while also offering support and resources to those in need.

Short Essay About Depression: Types and Causes

Unfortunately, there is small amout of essays about depression, but I want to mention that if you have a depression, then you may have trouble doing normal day-to-day activities, and sometimes you may feel as if life is not worth living. More than just a...

Overcoming Depression: a Persuasive Case for Action

“Kendrea's cry The story of 6-year-old Kendrea Johnson from Minnesota, who hung herself with a jump rope 2 days after Christmas, was heart stopping”. People around the clock are suffering from depression all over, and we need to come together and solve this issue affecting...

Overcoming Depression and Anxiety: Coping Strategies

Depression… The extreme feeling of sadness, unexcitment or even thinking about death. What about anxiety? Anxiety is another form of disorder where you will feel restlessness, having panic attacks and overthinking about a very small thing. Because of the lockdown, depression and anxiety has been...

Exploring the Depths of Depression: an Argumentative View

You’ve lost connections with friends and family, you can’t bring yourself to go outside, it feels like the world is against you. This is the life of having depression, a horrible cycle of low moods, sadness and an overall feeling of dejectedness. I chose to...

Depression as a Complex Disorder: Symptoms, Causes and Treatment

This essay about depression with introduction body and conclusion discusses depression, a complex mental health disorder that affects millions of people worldwide. It covers the symptoms, causes, and treatment of depression. Depression is characterized by persistent feelings of sadness, hopelessness, and emptiness, and it can...

Relationship Between Social Media and Depression

In today's interconnected world, social media platforms have become integral parts of our lives. These platforms offer a plethora of opportunities for communication, sharing, and self-expression. However, beneath the glossy façade of curated feeds and engaging content lies a darker reality – the potential link...

Symptoms, Causes, and Ways to Cope with Postpartum Depression

It’s not easy being a parent; and for most mothers, it’s also not easy to give birth and immediately be okay after carrying a child in the womb for nine months and giving birth. Instead of feeling the joy and excitement of being a new...

Essay on Sun and Its Healing Powers

Researchers claim that the sun is the closest star to earth the only planet believed to be lived by the living-beings. Science explains that the earth is a planet and it revolves around the sun directing to a sequence of seasonal changes. Furthermore science makes...

Depression in Lady Lazarus and Daddy

Depression can be really be a tough battle, especially having to go to war with everyday of your life. In both poems “Daddy”, and “ Lady Lazarus”, by Sylvia Plath, she illustrates her battle with depression. In “Daddy”, Plath feels like she is living in...

Overview of Three Types of Group Interventions for Depression

Major depressive disorder affects many different types of people. Depression disorder is a severe mental disorder that can affect any age, gender, ethnicity, and region. In this essay three different types of group interventions will be discussed and the intervention effectiveness will be evaluated by...

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About Depression

Depression is classified as a mood disorder. It may be described as feelings of sadness, loss, or anger that interfere with a person's everyday activities.

The term depression was derived from the Latin verb deprimere, "to press down". From the 14th century, "to depress" meant to subjugate or to bring down in spirits. It was used in 1665 in English author Richard Baker's Chronicle to refer to someone having "a great depression of spirit", and by English author Samuel Johnson in a similar sense in 1753.

Life events, Personality, Alcoholism, Bullying, Medical treatments, Substance-induced, Non-psychiatric illnesses, Psychiatric syndromes, Historical legacy

Low mood, aversion to activity, loss of interest, feeling worthless or guilty, difficulty thinking and concentrating, changes in appetite, trouble sleeping or sleeping too much, thoughts of death or suicide.

Most common ways of depression treatment are: medication, psychotherapy, Electroconvulsive Therapy (ECT), self-help and coping.

Depression is a mental state of low mood and aversion to activity, which affects more than 280 million people of all ages (about 3.5% of the global population) Classified medically as a mental and behavioral disorder, the experience of depression affects a person's thoughts, behavior, motivation, feelings, and sense of well-being. Depression is a leading cause of disability worldwide and is a major contributor to the overall global burden of disease. More women are affected by depression than men. Depression can lead to suicide.

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