By Jaylen Beaner-Walker, Danielle Gentry, William Middleton, Calvin Watkins, and Kenny Quinn
Baltimore Watchdog Staff Writers
In recent years, specifically post-pandemic, college students have been vocal about their mental health struggles on social media, painting a picture of the stressors they face while on their academic journey.
With mental health becoming more de-stigmatized in the past decades, student communities have created safe spaces for students to freely discuss their struggles and get the help that they might need. However, the government’s response has been on only a very small scale, as little has been done to directly address the mental health issues of college students, and the burden of responsibility has been redirected to universities instead.
As course curriculum become more vigorous and demanding, students encounter difficulties balancing coursework while also taking care of their mental and emotional health.
The academic performance of students relies heavily on their mental state, as having poor mental health may make it difficult for students to focus on studying and completing coursework properly. As a result, students may also be less motivated to complete these academic tasks.
These challenges may vary from student to student. As Mollie Herman, Director of Towson University’s Counseling Center, describes, first-year students often deal with adjustment issues as they may not be able to adapt as quickly to the college environment compared to graduating students, who may experience “anticipatory grieving,” where they may feel conflicting feelings about leaving behind such an important aspect of their life.
For Transfer students at Towson University, academic challenges often go beyond the classroom. The transition can be overwhelming from unfamiliar course structures to the emotional toll of adjusting to a new environment. According to Chandler Stafford. Coordinator of Transfer Programs in the New Student and Family Programs office, one of the most common struggles is something called, “transfer shock.”
“During that first semester, you’re coming into a new institution with new professors, new classmates, and a new learning experience,” Stafford said. “That can lead to a drop in GPA because everything is so unfamiliar.”
Stafford’s office plays a crucial role in easing this transition. Through orientation programs, access to on-campus resources like the Tutoring and Learning Center and Academic Advising, and initiatives like the upcoming Transfer Mentor Network, students are given multiple paths to academic and personal support.
“The Transfer Mentor Network is coming back this fall,” she said. “It pairs incoming students with faculty, staff, and experienced peers who can help them understand the culture of Towson and feel more confident asking for help.”
She also emphasized the importance of building community and using available resources—not just academically but emotionally and socially. In her words, “No one should be suffering in silence.”
This theme of finding balance and seeking support is reflected in the experience of Mattia Bryant, a commuter and transfer student currently juggling a full class load and an internship.
“I think one of the biggest stressors is learning to establish that work-life balance,” Bryant said. “As a commuter, I’m not on campus much outside of class, so it’s been hard to form relationships. And it gets overwhelming really fast—deadlines, responsibilities, everything.”
To stay organized, Bryant uses a color-coded planner to categorize different parts of her life—academic, personal, spiritual, and work-related—and schedules regular time to rest. She also takes tech-free walks with her dog and uses “Do Not Disturb” mode to disconnect when needed.
Despite her strategies, Bryant believes more could be done to support students dealing with stress, particularly when it comes to mental health.
“I wish there was a better way to communicate with professors about mental health struggles,” she said. “Sometimes I miss deadlines because I’m struggling, and I just don’t know how to explain it in a way that they’ll understand or be flexible about.”
Her experience highlights both the importance of self-management strategies and the need for university systems that can offer proactive, personalized care. As Stafford put it, success at Towson often depends on a combination of using institutional support and building a strong personal network.
“Getting involved—whether it’s through mentorship, leadership, or simply reaching out in class—can make a huge difference,” she said. “It’s all about finding your community.”
Managing both student mental health and academic well-being is a challenge far from unfamiliar in higher education, as organizations such as the National Education Association found approximately 69 percent of BS students experience emotional stress, while roughly 59 percent also cite mental stress as a relevant issue.
Student success remains a standing priority for Towson University; no matter the manner of adversity said student(s) face. In the school’s Student Success department, designated specialists help students manage academic workloads, schedules, and other stressful factors.
Located in the Albert S. Cook Library on its third floor, resources for students to manage their course load. Boasting an assortment of workshops, study groups, and individual academic coaching, the Tutoring and Learning Center seeks to provide direct and applicable assistance.
While classes alone are an assumed responsibility and mental load on students, there still remains the issue of problems outside of the classroom.
“Outside stressors can definitely be a problem,” says Specialist for Student Success Amelia Gossman. “I’ve worked with students who are paying for school out of pocket, some are raising children, and some just have other things in their lives they worry about.”
These sources of stress have been known to impact student performance and achievement in higher education, as a report from Wiley cites 75% of students experiencing academic burnout as of 2024. This comes in addition to common and existing mental health issues such as depression, bullying, and COVID-related issues.
While the University seeks avenues to address this problem and support student welfare and success, there remain ways to improve upon what progress has been made.
“I think maybe finding a way for students to help each other with things like time management, workload, etc. would be helpful,” Gossman continues. “It’s one thing for them to hear it from us (the faculty) but another thing to hear it from their peers.”
These resources are available to all students on campus, regardless of academic status. Those interested need only visit the 3rd-floor commons of the Albert S. Cook Library during operating hours.
Resources can also be found in the Towson University’s Counseling Center. TUs Counseling Center has designed a unique flexible care model where students can get same-day services with a variety of treatment options. The Counseling Center has also worked alongside various campus partners such as the Tutoring and Learning Center, Accessibility and Disability Services, Student Outreach and Support, and academic advisors.
“We work with students to determine what will help them get back on track, whether that means utilizing campus resources, adjusting their course load, or improving time management,” Jimmy Thren, Assistant Dean and Director of Student Outreach and Support at Towson University, said.
In addition, faculty play a critical role in assisting students as they are able to observe students’ academic performance and well-being inside and outside the classroom.
With more faculty members acknowledging and understanding the mental hardships that may impact academic performance, students feel more comfortable reaching out for help.
“Students feel most supported when faculty are approachable and show empathy and concern when they’re struggling,” said Herman.
Herman encourages faculty to communicate with SOS or the Counseling Center if they have concerns about the wellbeing of a student to provide them with the guidance to the resources that they need.
While the solutions provided could be very effective in alleviating the issue, there are varying factors that come into play for why students are experiencing these challenges.
One key limitation in examining academic workload is that every student’s experience is shaped by a wide range of variables — including major, time management skills, support systems, and personal responsibilities. While transfer athletes often receive more structured support through their athletic departments, including tutoring, academic check-ins, and priority registration, regular transfer students may not have access to those same resources.
Additionally, the sample size of students interviewed or surveyed may not fully represent the broader population of transfer students. Institutional policies also vary from school to school, making it difficult to generalize findings across all universities.
Athletic academic advisor Ed Lowery notes, “There’s a built-in structure for athletes that helps them manage their time better. But that doesn’t mean it’s easier—it’s just more guided.”
The academic workload for transfer students can be intense, but how it’s experienced depends greatly on the support systems in place. Transfer athletes often benefit from dedicated academic advisors, time-management training, and access to study facilities. Regular transfer students, however, may feel the pressure of navigating a new academic environment more independently.
“I’ve seen athletes come in and struggle because they’re expected to perform both on the field and in the classroom,” Lowery says. “But I’ve also seen non-athletes who transfer and feel completely lost without someone helping them plan their schedule. Both groups face real challenges—they’re just different kinds.”
Ultimately, understanding these different perspectives is crucial for universities hoping to support all types of transfer students. A more inclusive support system—one that considers both structured guidance and individual flexibility—could help close the gap.
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