‘Rise in requests for help from students is down to the education system itself’

Young people’s mental wellbeing is under pressure. Since the coronavirus pandemic, the situation has improved slightly, but research in November revealed that over eighty per cent of students still experience feelings of anxiety or depression from time to time. What role does the education system play in this?

In a letter to the House of Representatives Minister Letschert wrote a few weeks ago that a “different perspective” is needed on student wellbeing, because the individual, care-focused approach is “overburdening” the education system. According to her, the education system must sometimes also dare to say ‘no’ to students. In this, she echoes a recommendation from the Education Council.

However, according to the National Students’ Union (LSVb), politicians must also take a critical look at the education system itself. Together with the student organisation ISO and the school pupils’ committee LAKS, the union has sent an urgent letter to the minister. Among other things, they want the binding study advice system to be abolished.

“There are structural problems in the education system and society which young people are bearing the brunt of,” says Maaike Krom, chair of the LSVb. “This has nothing to do with resilience but with the priorities of politicians.”

The minister argues that universities and universities of applied sciences should focus on education and cannot take on the role of a psychologist.
“We agree with that. Educational institutions should not be responsible for students’ mental wellbeing; that is, of course, not their area of expertise. But that does not mean they should withdraw. After all, students’ problems lie partly within the education system itself.”

So what needs to change?
“We have been saying for years that the BSA creates too much pressure to perform, whilst it is not an effective tool. Education should revolve around learning and personal development, but that sometimes gets lost in the jumble of grades. The minister leaves it up to the institutions themselves, but this is a structural problem. If research now clearly shows that the BSA does not work, then politicians must take action.”

Krom refers to a comprehensive study which showed that half of the students who were expelled would ultimately have successfully completed their degree programme. Zuyd University of Applied Sciences also recently published a critical report. Men, in particular, are said to be disadvantaged by the BSA. However, universities still see advantages in it: it is said to act as a deterrent.

The House of Representatives now wants the minister to enter into dialogue with institutions on this matter.
“That’s a good start, but it can’t stop at just a discussion. It’s part of a wider problem, namely the pressure to perform amongst young people. The best measure that can be taken right now is to do away with the BSA.”

You’re also advocating for a permanent place for wellbeing in the curriculum.
“There are already good examples at some institutions, such as mentor groups, where older students help first-years find their feet. But it would also be good to have more substantive courses on wellbeing. The problem is that many of these activities are extracurricular, but that doesn’t always reach the students who would benefit from them.”

“There’s also a role for the Ministry here. What we’d most like to see is the Ministry setting a minimum standard: you must at least have such-and-such in place when it comes to student wellbeing.”

Isn’t a certain amount of challenge and pressure to perform part and parcel of studying?
“We’re not saying there shouldn’t be any form of challenge in education, but the pressure is simply too high at the moment. Currently, there’s a one-size-fits-all approach, and anyone who deviates from it has to go through a complicated process to obtain an exemption. That’s a systemic problem and requires a systemic solution."