An overview of issues affecting learners indicates that depression features among the dire concerns affecting college students. The prevailing norm based on studies conducted for more than two decades demonstrates that the learners are prone to depression because of the difficulties confronted during studies. The prevalence of the concern is higher compared to the scenario two decades ago. The rhetors consulted from the study suggest that the cases are surging due to the exitance of stressors. Their reflection on the experience of learners in college adds that cultural backgrounds have a profound impact on the feeling of depression. However, the rhetors enlist finance and the great academic demands for studies as some of the issues that aggravate depressive tendencies. The discussion suggests that the concerns should feature among the problems for redress when dealing with depressive tendencies. During the mission, it is worth noting that students’ personalities vary, thus the need for recognition of the differences in adaptability to learning. In this study, the text examines depression among students using three perspectives aligned to six rhetors’ views. The perspectives are financial pressures, academic demands, and the last student’s inability to cope with college demands.
The first rhetor consulted on the subject argues that financial issues as the primary stressors for learners pursuing studies at different levels in college. According to Ahmed and Julius, in their publication, “Academic Performance, Resilience, Depression, Anxiety and Stress among Women College Students” the social environment affects student’s response to financial pressures. The relation with the administrators profoundly affects the attitude that later reflects as depressive tendencies. The idea ideas exonerate the claim that students should reflect on appropriate ways for soliciting funds for education. The scholars argue that one should visualize learning from a holistic perspective by developing friendships in addition to dedicating time to studies. The state, on its part, is obligated to cushion the learners from difficulties through the provision of funds that aid in redressing personal difficulties that elevate depressive tendencies. The second rhetors acknowledging the role of finances on students’ depressive tendencies are Archuleta, Dale, and Spann. The scholars conduct an empirical investigation that results in the conclusion that economic difficulties affect student’s mental health. The renowned educationists cite the urgency of the matters as a critical concern in contemporary times.
Bhujade, who is also an educationist, is a rhetor in the topic of student’s depression. The researcher infers to a background in research on ways of formulating the best teaching practices that tap on the cognitive abilities of learners in addressing the sociological issues affecting the group. According to Bhujade, the expectation asserted tends to aggravate anxiety that translates to depressive tendencies. The view explained in his text titled “Depression, Anxiety and Academic Stress among College Students: A Brief Review” suggests that the expectation for higher grades contributes to negative emotions that affect student’s overall wellbeing. Auerbach, together with other scholars teaching at New York University, are also authorities in the topic for research on stressors among college students. The scholars rhetor that high academic expectation is a trigger for depression. The idea corroborates Bhujade’s claim that equated expectation from society to student’s difficulty. The researchers claimed that the prevalence of college students is higher because of the presumed consequences of failing to attain the desired grades in class units. Another conclusive ideas from the studies that serve as a rhetor on the topic of depression among students is that a correlation amid suicidal thoughts and depression exists among college students.
Riba and Cusumano are also rhetors with experience in analysing issues on anxiety and depression among college students. The scholars claim that the fear of failure affects the overall wellbeing of learners in colleges. The view resembles Bhujade’s and Auerbach et al’s in suggesting that the society should cease from pressurizing college students to attain higher scores, among many other expectations associated with excellence. The researchers propose recognition of the diverse capabilities of learners as the parameters for judging academic abilities. The information arguments the ideas discussed in Archuleta, Dale, and Spann sources that encouraged recognition of differences in people’s abilities, among many other concerns in college, to evade tendencies of depression among students. Lamis, et al. in their publication “Depressive symptoms and suicidal ideation in college students: the mediating and moderating roles of hopelessness, alcohol problems, and Social Support,” infer to their background in scientific research in stating that cases of depression are common among learners. The scholars claim that the inability to meet societal expectations in their pursuit of knowledge contributes to difficulties that elevate depression. The feelings associated with the incompetence affect overall mental health. Their studies propose a shift in approach to dealing with issues affecting learners to minimize depressive tendencies. Lamis et al. encourage stakeholders to offer moral support to help students learn ways of coping with difficulties that elevate depressive tendencies.