Title : The impact of the "Let's Talk" series on mental health among students at Makerere University
Abstract:
This research paper explores the impact of the "Let's Talk" series on the mental health of students at Makerere University. The "Let's Talk" series, initiated as a peer-support program, aims to address the increasing mental health concerns among university students by providing a platform for open discussion and peer counseling. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to assess the effectiveness of the series in alleviating symptoms of anxiety, depression, and stress among participants. Data was collected from a sample of 200 students who participated in the series over a six-month period. The results indicate a significant improvement in the mental well-being of students, with participants reporting reduced levels of anxiety and depression and an enhanced sense of community and support. The findings suggest that peer-support programs like the "Let's Talk" series can play a crucial role in improving mental health outcomes in university settings. This paper contributes to the growing body of literature on mental health interventions in higher education and highlights the importance of creating supportive environments for students (Benton et al., 2003; Yorgason, Linville, and Zitzman, 2008; Gulliver, Griffiths, and Christensen, 2010).
Introduction: Mental health issues among university students have become a growing concern globally, with increasing rates of anxiety, depression, and stress reported in various studies (Hunt and Eisenberg, 2010). At Makerere University, the pressures of academic life, social expectations, and personal challenges contribute to the mental health struggles faced by students. In response to this, the "Let's Talk" series was introduced as a peer-support initiative aimed at creating a safe space for students to discuss their mental health issues and seek support from their peers.
Literature Review: The literature on mental health interventions in higher education suggests that peer-support programs can be effective in reducing symptoms of mental illness and promoting well-being among students. Studies have shown that peer counseling and support groups provide emotional support, reduce feelings of isolation, and encourage help-seeking behavior (Hunt and Eisenberg, 2010; Benton et al., 2003; Yorgason, Linville, and Zitzman, 2008). The "Let's Talk" series at Makerere University aligns with these findings, offering a platform for students to share their experiences and receive support in a non-judgmental environment.
Methodology: This study adopts a mixed-methods approach to evaluate the impact of the "Let's Talk" series on students' mental health. Quantitative data was collected through surveys administered to 200 students who participated in the series. The surveys measured levels of anxiety, depression, and stress before and after participation. Qualitative data was gathered through in-depth interviews with a subset of 30 participants, exploring their experiences and perceptions of the series.
Results: The quantitative analysis revealed a significant reduction in anxiety and depression scores among participants, with an average decrease of 15% in anxiety levels and 18% in depression levels. The qualitative interviews provided further insights, with participants reporting increased feelings of belonging, improved coping strategies, and greater willingness to seek professional help if needed. Several students highlighted the importance of having a peer-led support system, noting that it made them feel understood and less alone in their struggles.
Discussion: The findings of this study suggest that the "Let's Talk" series has had a positive impact on the mental health of students at Makerere University. The reduction in anxiety and depression levels among participants indicates that peer-support programs can be an effective intervention for mental health issues in university settings. The qualitative data underscores the value of creating supportive communities where students feel safe to discuss their mental health challenges.
Conclusion: This research highlights the potential of peer-support initiatives like the "Let's Talk" series to improve mental health outcomes among university students. The positive impact observed in this study supports the implementation of similar programs in other higher education institutions. Further research is needed to explore the long-term effects of such interventions and to identify best practices for their implementation and sustainability.
