Research Question: How has the tobacco industry attempted to influence research?

Introduction:

Most Americans are aware of the regulations that have been enacted for the sale and use of tobacco. Anyone who smokes may see the surgeon-general’s warning label and picture of a shriveled-up lung on their pack of cigarettes. Time and research have shown us that smoking kills. According to the CDC, smoking just in the United States kills over 480,000 people yearly. (CDC) We don’t know how these numbers could change with the emergence of vaping. Since this new technology has not been extensively researched, it is important that we conduct research surrounding it in a way that will inform the public transparently. This post explores how tobacco companies have manipulated research in the past and how they are attempting to influence research at universities today.

Discussion:

In the past tobacco companies have attempted to skew the public’s and lawmaker’s perception of smoking by creating controversy around it. The more controversy that surrounds a topic, the less likely a member of a committee or congress is likely to create restrictions on the harmful product. Lisa Bero, a professor of Medicine and public Health at the University of Colorado, has conducted extensive research about the strategies that the Tobacco industry uses to devalue research that accurately depicts the harmful effects of smoking, and to fund and publicize biased and non-peer-reviewed studies. She concisely states 6 strategies the tobacco industry uses to push an agenda in her article, “Tobacco Industry Manipulation of research” in the Public Health Chronicles. An example she brings up of a Tobacco company manipulating research is how the Phillip Morris Company pushed their interest group’s position. In 1988 the Phillip Morris Company created The Center for Indoor Air Research. (Bero 202) Dr. Bero states, “From 1989 to 1993, CIAR awarded $11,209,388 for peer-reviewed projects and $4,022,723 for special-reviewed projects. Seventy percent of the peer-reviewed projects funded by CIAR examined indoor air pollutants other than tobacco smoke, diverting attention from secondhand smoke as an indoor air pollutant.” (Bero 202) In other words, the Phillip Morris company created a research center that spent over 15 million dollars in 4 years for research of air pollutants that weren’t tobacco smoke, to shift the conversation away from tobacco. Lisa explains why this diversion is helpful for tobacco companies by stating,” It is often to the benefit of interest groups to generate controversy about data because the controversy is likely to slow or prevent regulation of a given product.”(Bero 200) To elaborate, if decision makers must deliberate more extensively on a topic because of conflicting research, proceedings will be slower because any relative information must be considered before the vote can happen. If the doubt created is strong enough, regulation may not even pass a vote. This has proven to be an effective strategy for Phillip Morris International, since they are attempting to use a similar strategy today.

Regulations have thankfully gotten stricter since then and everyone sees the Surgeon General’s warning on their pack of cigarettes. Most people know that smoking causes cancer, but there is still a controversy to be created with vaping. Phillip Morris has recently changed their business strategy to push vaping. According to Andrea Chang from the LA Times, “Philip Morris International is trying to persuade customers to switch to its heated tobacco products, which it says are better alternatives because they are smoke-free. Eventually, the company hopes, governments will regulate cigarettes out of existence altogether.” (Chang) Phillip Morris International knows that information about the dangers of smoking is widespread, but the same can be said about vaping. Although regulations around funding from the tobacco industry have gotten stricter according to state laws and university regulations, The tobacco industry still has attempted to skew research in recent years to push their vape products. According to the Southeast Asia Tobacco Control Alliance, Phillip Morris Company has announced that they are pledging 1 billion to research on the harmful effects of smoking. (SEATCA) These funds wouldn’t be directly received from the tobacco company, but instead they created “Foundation for a Smoke-free world”.(SEATCA) Although this is creating a degree of separation between the tobacco-industry and universities, this would still create a conflict of interest and is not much different than universities directly receiving the funds from Phillip Morris International.

This raises the question of whether they are doing this to help people quit smoking, create a better image for the company, or even more sinister, to skew the results of research conducted at universities.  This may seem like when the Phillip Morris Company created CIAR in 1988. This is because it is. Just as CIAR was create controversy are indoor air pollutants (Bero 202),  the “Foundation for a Smoke-Free world” is just a way for the Phillip Morris International company to boost their public image and get around conflict of interest regulations at universities. As Bero stated about the CIAR foundation, “Support for research can provide good public relations for the tobacco industry by portraying it as philanthropic.”(Bero 201) The same can be said also about the “Foundation for a Smoke-free world” foundation created in 2017 by the same company.

Large health organizations have raised warnings to universities to not accept the funding from “Foundation for a Smoke-Free World”. The American Cancer Society called this a, “new twist out of the tobacco industry’s deadly playbook.”(SEATCA)  Many universities have policies for reasearchers to not accept funding from tobacco companies, but this has not been the stance of a select few universities. according to Stanton Glantz in his article, “Tobacco Money at the University of California”, UCLA has made a hard stance that they would not be banning tobacco money in biomedical research because it’s a “slippery slope”.(Glantz 1068) To elaborate, UCLA believes that banning money from tobacco companies may cause controversy in receiving funding from other industries, such as pharmaceutical companies. Another example would be how UCSF failed to ban receiving funding from tobacco companies simply because they did not have enough votes. (Glantz 1068). This shows that there is a problem when it comes to the acceptance of dirty money and lack of regulation in research universities, even in the most liberal of states.

The USA is not alone in the controversy surrounding funding from the tobacco industry. According to J.E Cohen in his article, “Universities and Tobacco Money”, Nottingham University, a research university located in the UK, received the funding for one of their international centers directly from the British American Tobacco company of the amount of 3.8 million pounds, which is the equivalent to about 4.61 million U.S. dollars.(Cohen) Cohen makes the point that universities may feel more pressure to accept funding from the tobacco industry as government funding for universities goes down. (Cohen)This may be why UCLA is wary of losing their funding from the tobacco and pharmaceutical industries.

Authors Suzanne Schick and Stanton Glantz in the article “Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement” also bring light to a similar issue; conflicts of interest among members of IFSH and LSRO, committees that issue grants to Universities conducting research in health issues.(Schick and Glantz) They found that many of the donors to the IFSH were from “anonymous private donations”, which is curious to say the least given the tobacco industry’s slippery strategies in the past. On top of the majority of their donations coming from anonymous sources, they found that, “ 54% of the  members of the Cigarette Additives Expert Panel and 44% of the members of the Reduced Risk Core Committee have documented direct financial relationships with the US tobacco industry” (Schick and Glantz)  In other words, roughly 50% of the LSRO panel members that issues grants to Health science research have either received funding from or are financially tied to tobacco companies.

Recommendations:

Students should be aware of where funding from university research comes from. In many cases, the funding may come from industries that are harmful to public health. Companies like the Phillip Morris International company have used unethical strategies to put a veil over the truth when it comes to the results of data. In addition, we need to be aware of where our money is going to when we donate to “non-profits.” We need to ask ourselves the questions, “How was this organization founded?”, “Where have these funds been distributed to in the past?”, “Where do the committee members of this organization have financial ties?” and, “Does the publication have anti conflict of interest measures?”. When committing our money to universities through tuition, we need to consider their ethical practices because it will reflect on the research you may conduct at this university. These individual measures will not be enough to solve the issue of excessive industry influence on research; we will need to commit more funds to higher education on a federal level to discourage researchers from accepting dirty money.

Sources:

Bero, Lisa A. “Home – PMC – NCBI.” National Center for Biotechnology Information, U.S. National Library of Medicine, Mar. 2005, https://www.ncbi.nlm.nih.gov/pmc/.

Cohen, J E. “Universities and Tobacco Money.” BMJ (Clinical Research Ed.), U.S. National Library of Medicine, 7 July 2001, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1120656/.

Seatca. SEATCA, 26 Dec. 2017, https://seatca.org/top-universities-reject-big-tobaccos-research-funding/.

Glantz , Stanton A. “Tobacco Money at the University of California.” American Journal of Respiratory and Critical Care Medicine, https://www.atsjournals.org/doi/full/10.1164/rccm.2503001.

Schick SF, Glantz SA. Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement. Tob Control. 2007 Jun;16(3):157-64. doi: 10.1136/tc.2006.017186. PMID: 17565125; PMCID: PMC2598497.

Chang, Andrea. “Tobacco Giant Philip Morris Sees a Future without Cigarettes – but There’s a Catch.” Los Angeles Times, Los Angeles Times, 16 Apr. 2021, https://www.latimes.com/business/story/2021-04-16/q-a-with-the-ceo-of-philip-morris-international-america.

“Diseases and Death.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 29 July 2022, https://www.cdc.gov/tobacco/data_statistics/fact_sheets/fast_facts/diseases-and-death.html#:~:text=Cigarette%20smoking%20is%20responsible%20for,or%201%2C300%20deaths%20every%20day.

What are the benefits of going to a HBCU as an African American first generation student? In 1856, the first historical black college and university (HBCUs) was built. HBCUs started to open up to help encourage more African Americans to attend college. When it comes to choosing a college, students must factor in their values and beliefs. Many HBCUs administration and faculties enjoy helping students who have low income or even if they are first generation college students. They also help students who are dealing with stress or anxiety because having good mental health is very important. The HBCUs community has always created a safe place for their students. HBCUs are predominantly Black but they are open to every student. 

Many first generation students and low income students who attend a HBCU struggle to fit in. This is one of the many barriers they must face in order to pursue an educational degree at a college or university. Williams wrote many articles about her experiences at a HBCU. In one of her articles, she spoke about how “Historically Black Colleges and Universities (HBCU) faculty and administrators employed to create inclusive and supportive environments for populations often marginalized in US higher education—especially low-income and first-generation college students” (William). William is explaining that most HBCUs are often seen as an isolation compared to other colleges or universities. Many faculty and administrators want first generation college students and those who have low income to settle in a new environment that feels included and nurturing. HBCUs goal is to support those who are struggling to belong there as well as financially. By building a safe place for first generation students and low income students, they have a better success rate. 

Another factor that plays into an African American college student’s success is having good mental health. Studies have shown that many students who attend a college or university will be overwhelmed at some point in their journey. Stress is a common symptom of having anxiety. It is normal for students to have stress, but stress won’t be healthy for the long run. Wilkinson wrote a journal called The Association of Unmet Social and Emotional Support Needs with Race/Ethnicity among College Students in the United States which talks about a student’s mental health. He talked about how his recent research “shows anxiety and depression to be the most prevalent forms of mental health concerns amongst college students followed by suicide, eating disorders, and substance abuse” (Wilkinson). Wilkinson is illustrating how having a bad mental health can impact a student’s life. Rice and ethnicity also plays a big role because many people often judge someone by their looks which can destroy their mental health. Another factory that could have played into a student’s mental health is workload or environment. At HBCU, faculty and administrators want to prevent this from happening to their students. They offer many open sessions with students who are dealing with anxiety or depression alone. Having symptoms such as depression, stress, or anxiety can lead to a bad diet, suicidal thoughts, or even drugs. This means by providing students with the help they need, it could be another reason to help them get closer to success. 

Most first generation college students who have good mental health tend to graduate at a higher percentage rate. Even with financial issues throughout their college career, they have managed to graduate college with a degree. Now, not all first generation college students graduate. Strayhorn wrote an article analyzing college students and their graduation rate depending on their colleges or universities. According to Strayhorn, “Similar to what happens at predominantly White institutions (PWIs), not all students who enter HBCUs complete their degree” (Strayhorn). Strayhorn is demonstrating that every college student has different struggles whether that be fitting in, having a hard time comprehending, or outside issues. HBCUs offer many opportunities for college students to help them become successful in their own ways. They have created many programs to keep their students engaged in their field. HBCUs want all their students to graduate.

The first step into being closer to graduating is by getting involved with their community. When a student is feeling comfortable and safe in an environment, it is telling faculty and administrators that they are doing an excellent job. Taylor and William both worked on an article together called Critical Sensemaking: A Framework for Interrogation, Reflection, and Coalition Building toward More Inclusive College Environments. They spoke about their own experiences about the environment at a HBCU. Taylor mentions “given the oppressive nature of higher education environments, educators must support students in making sense of their experiences” (Taylor and William). Taylor and William are explaining that most professors at HBCU support their students from school work to recommendations for programs or clubs. Students are also encouraged to go to football games or events as a way to support their HBCUs. Many faculty and administrators including academic advisors want every student at HBCU to feel inclusive. 

HBCUs are predominantly Black institutions who inspire others to be great one day. They challenge their students everyday to put them up for success. Williams has been at a HBCU for more than a decade. She has been working on an article that talks about the experiences of black communities to help promote black students’ success. She talked about “HBCU administrators and faculty members build upon the lived experiences of Black communities to help to promote Black students’ success” (William). One of the most important goals HBCU stands for is to protect Black students’ success. HBCU was open for this reason because not many African Americans were attending college. Their goal is to give African American an equal opportunity as everyone else.

HBCUs are a great choice of college or university. This will definitely benefit many college students especially for those who are first generation, African Americans, or come from a low income family. Many faculty and administrators want all their students to participate or get involved with their community. They also offer many programs and clubs to help students get real world experiences or to even help them with their health. By maintaining good health as well as school work, many students that attended HBCUs will become very successful in the future.

Citation Page

• Williams, Krystal L., et al. “Meeting at the Margins: Culturally Affirming Practices at HBCUs for Underserved Populations.” Higher Education (00181560), vol. 84, no. 5, Nov. 2022, pp. 1067–87. EBSCOhost, https://doi.org/10.1007/s10734-022-00816-w. Article.
• Wilkinson, Larrell, et al. “The Association of Unmet Social and Emotional Support Needs with Race/Ethnicity among College Students in the United States.” College Student Journal, vol. 56, no. 3, Sept. 2022, pp. 238–58. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=s3h&AN=159963677&site=eds-live&scope=site. Journal.
• Strayhorn, Terrell L. “Analyzing the Short-Term Impact of a Brief Web-Based Intervention on First-Year Students’ Sense of Belonging at an HBCU: A Quasi-Experimental Study.” Innovative Higher Education, vol. 48, no. 1, Feb. 2023, pp. 1–13. EBSCOhost, https://doi.org/10.1007/s10755-021-09559-5. Article.
• Taylor, Leonard D., and Krystal L. Williams. “Critical Sensemaking: A Framework for Interrogation, Reflection, and Coalition Building toward More Inclusive College Environments.” Education Sciences, vol. 12, no. 12, Dec. 2022, p. 877. EBSCOhost, https://doi.org/10.3390/educsci12120877. Article. 
• Williams, Krystal L., et al. “Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members.” Innovative Higher Education, vol. 46, no. 6, Dec. 2021, pp. 733–57. EBSCOhost, https://doi.org/10.1007/s10755-021-09562-w. Article.
• MARC MORIAL. “HBCUs Needed More than Ever; Black Colleges Provide Leadership and Opportunities.” Charlotte Post, The (NC), 4 June 2009. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edsnbk&AN=128B06396AEAC160&site=eds-live&scope=site. News.
• Edmonson, Jasmine. “Louisiana State University.” Welcome to LSU, a Top Research University, https://www.lsu.edu/intlpro/apa/blog_posts/2021/hbcus_a_brief_history.php#:~:text=of%20HBCU%20Connect-,Historically%20Black%20Colleges%20and%20Universities%20(HBCUs)%20are%20public%20and%20private,them%20during%20slavery%20and%20segregation. Website.

Introduction/Overview:

One of the worst tragedies in the 21st century was a terrorist attack by the Islamic group Al-Qaeda on the World Trade Center. It can be recalled as 9/11. This led to major political, social and cultural impact; one being Islamophobia. The attack enhanced existing biases and misconceptions about Islam and Muslims, which led to a rise of anti-Muslims sentiment around the country. This behavior goes against society’s values of diversity, inclusivity and equal opportunity. Islamophobia in higher education is not limited to individual acts of discrimination, but it is embedded in policies, practices and institutional cultures. This can lead to bias during admissions, hostile campus climates which can have negative effects on Muslims, including marginalization, exclusion, and lack of opportunities. It is crucial to address Islamophobia because institutions need to foster an inclusive and diverse environment to promote social justice and provide equal opportunities to every student, regardless of their religious practices. 

Discussion:

Islamophobia, the fear, hatred and discrimination against Islam and Muslims in higher education is an issue that impacts many parts of academic life. This includes admissions, campus climate, and classroom experience for Muslim students and faculty. Ahmadi Shafiqa and Darnell Cole in their book, “Islamophobia in Higher Education: Combating Discrimination and Creating Understanding,” argue that Islamophobia in higher education is not just a matter of individual acts of discrimination, but it’s an issue embedded in policies, practices, and institutional cultures. They highlight how some institutions consider Muslim individuals and their religious identity as a potential threat, leading to biased admissions. Students who get admitted are sometimes faced with hostile campus climate, harassment, and exclusion (Shafiqa and Cole 126). 

The discrimination within higher education goes further to other aspects that have a significant impact on Muslim students. A report done by the Council on American-Islamic Relations (CAIR) named, “Islamophobia on College Campuses and Its Impact on Muslim Students” states that 73.71% of the students surveyed had experienced a form of harassment or discrimination through various types of comments, texts, emails, social media posts, threats, etc. One student states that “I am a student in the Disabled Students’ Program; it was difficult for me to access [the program]. I was told that ‘it was not wise to make me mad because I might bomb (that person’s) house’” (Islamophobia on College Campuses 27). Muslim students continue to experience this type of behavior on campus just because of their religious practices, this students experience illustrates the reality of Islamophobia in higher education. It shows how Muslims face discrimination and harassment even when trying to access services. The comment made to the student relates a harmful stereotype against Muslims that portrays them as violent terrorists. 

Another experience was faced by a Muslim trying to practice their religion within their campus. Their experience was portrayed in a study on Islamophobia in education by Kistoro et al., who discusses the impact of Islamophobia on Muslim students who wear the niqab in higher education. The participant in their study expressed, “I have experienced discrimination and harassment on campus because of my choice to wear the veil. People stare at me, make derogatory comments, and treat me differently” (Kistoro et al. 240). Another participant shared, “Professors have made biased comments about my veil, questioning my ability to fully participate in classroom discussions” (Kistoro et al. 240). These quotes highlight the experiences of Muslim students who wear religious attire in higher education who have experienced poor reactions from their classmates and professors. This indicates that Islamophobia is not only directed towards Muslim individuals but also extends to their cultural and religious practices.

The hostile campus environment and continuous backlash against Muslim students can negatively impact their well-being and academic performance. The report by CAIR further emphasizes that Islamophobia contributes to a climate of fear and alienation for Muslim students, hindering their sense of belonging and inclusion on campus (Islamophobia on College Campuses  31). This indicates that Islamophobia in higher education not only harms Muslim students physically but psychologically as well. 

The impact of Islamophobia enhanced after the tragedy of 9/11, where anti-Muslim assaults were at their peak during the year of 2001 and the years that followed (Pew Research Center). The time passed, however, the effects continued after and have left great damage to Muslim students. Jennie Lebowitz in the article “Muslim American Youth in the Post 9/11 Public Education System” discusses how Muslim American youth faced an increase in discrimination and bias from their peers and teachers after 9/11. She talks about how students face multiple forms of Islamophobia, including bullying, discriminatory policies and biased attitudes from peers, teachers and administrators. The author discusses how this can lead to negative psychological, emotional and academic consequences, including lower self-esteem, decreased motivation, and limited opportunities for learning and participation in the classroom. Moreover, Islamophobic bias among faculty and staff can also affect the curriculum, which can lead to misrepresentation, stereotyping, or exclusion of Muslim perspectives and contributions in the academic content. (8)

In conclusion, Islamophobia in higher education is an issue that isn’t only an individual act of discrimination, however, it is embedded in policies, practices, and institutional cultures. Muslims continuously face different forms of challenges within their academic life, whether it’s their admissions or their experiences after being admitted to a college. The different forms of Islamophobia can be based on anything from religious identity, attire and cultural practices, all which have a negative reaction from students and faculty. The aftermath of 9/11 has further intensified the issue, leading to increased bias and discrimination against Muslim American youth in the education system. It is crucial to address this issue because without attention to the on-going discrimination and harassment, Muslims will continue to be misrepresented, stereotyped and excluded. Institutions need to promote inclusive and diverse academic environments that embrace religious identities, instead of claiming to value these aspects. 

Work Cited 

Ahmadi, Shafiqa, and Darnell Cole. Islamophobia in Higher Education: Combating Discrimination and Creating Understanding. Stylus Publishing, 2020. 

https://eds.p.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzI1NzAzNzlfX0FO0?sid=fd2a167d-e2a9-4527-874f-c3bf2bdc5a53@redis&vid=2&hid=/&format=EB

“Islamophobia on College Campuses and Its Impact on Muslim Students.” CAMPUS ISLAMOPHOBIA – CAMPUS CLIMATE 2019 – 2020 REPORT

https://static.ca.cair.com/reports/downloads/CAIR-2019-2020-Campus-Climate-Report.pdf 

Kistoro, Hanif Cahyo Adi, et al. “Islamophobia in Education: Perceptions on the Wear of Veil/ Niqab in …” Islamophobia in Education: Perceptions on the Wear of Veil/ Niqab in Higher Education 

http://repo.uinsatu.ac.id/19963/1/Islamophobia.pdf 

Lebowitz, Jennie, “Muslim American Youth in the Post 9/11 Public Education System” (2016). American Cultural Studies Capstone Research Papers. 6

https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1005&context=fairhaven_acscapstone 

 “Anti-Muslim Assaults Reach 9/11-era Levels, FBI Data Show | Pew Research Center.” Pew Research Center, 30 May 2020.

www.pewresearch.org/short-reads/2016/11/21/anti-muslim-assaults-reach-911-era-levels-fbi-data-show. 

BACKGROUND 

With the outbreak of the COVID-19 pandemic, schools worldwide shifted their attention towards prioritizing the well-being of their students, resulting in a widespread transition from in-person classes to virtual learning. While this move had positive outcomes in mitigating the spread of the virus and helped some students adapt, it also posted significant challenges for students struggling with poor mental health, including those with pre-existing mental disabilities. In my research paper, I will conduct a comprehensive investigation to identify the variables that affected students’ mental health during the transition to virtual learning. I will explore resources and studies from experts who have worked extensively on mental health, especially in the context of student well-being. Based on my analysis, I will provide recommendations for how schools can better support their students during times of crisis. 

RESEARCH 

A study titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education” investigated the impact of virtual school on the well-being of students and lecturers during the pandemic. Using self-developed, pretested questionnaires and online data collection, the study found that virtual learning had both positive and negative effects on the physical and mental health of students and lecturers. According to the researchers, “Virtual learning can provide students with a sense of control over their learning experience, which can be empowering and reduce anxiety.” (Idris et al.) This flexibility and convenience of virtual learning can also reduce stress levels by allowing students to balance their academic responsibilities with their personal lives. However, while virtual learning has the potential to positively impact students’ mental health by providing more control, flexibility, and access to mental health resources, it also comes with potential negative impacts such as the lack of in-person social interaction and increased screen time. To support this argument, evidence from a web resource will be presented next. 

In contrast to the benefits of virtual learning, it is important to consider the potential drawbacks as well. One such drawback is ineffective time management, which can have negative impacts on students’ academic performance and overall well-being. In the article “Challenges of Distance Learning for Students,” the authors discuss the benefits and drawbacks of online learning. One significant drawback is the challenge of time management, as the article notes that “time management is associated with greater academic performance and lower levels of anxiety in students.” However, the same research also found that “many students find it hard to balance their studies and day-to-day lives” (Challenges of Distance Learning for Students). Poor time management can lead to various negative outcomes, such as inadequate sleep patterns, heightened stress levels, missed deadlines, incomplete assignments, and poor academic performance. Students who are not attending classes in person are particularly susceptible to this problem since it can also result in insufficient time for social activities, personal hobbies, and other essential aspects of life, leading to an unbalanced and stressful lifestyle. Furthermore, a lack of communication in virtual learning can also lead to a decrease in engagement and motivation, as students may feel disconnected from the learning process and struggle to stay focused. This can be particularly challenging for students who require additional support or accommodation, as they may feel isolated and unsupported in an online environment. 

The issue of isolation and loneliness has become increasingly prominent with the rise of virtual classes, as this mode of learning can potentially limit social interaction and engagement among students. In the article “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students” a group of researchers dissect the connection between Latinx college students, Covid-19, Depression, loneliness, fears, and other mental disabilities. The study focused on a Hispanic-serving college institution and found that “Latinx college students reported significantly higher rates of psychological distress due to the impact of Covid-19 on their lives. These stressors included loss of employment, increased perceived stress, and sleep disturbances.” (Sanchez et al) These findings suggest that the pandemic has had a disproportionate impact on the mental health and well-being of Latinx college students, which could potentially lead to feelings of loneliness and isolation. The study highlights the need for targeted support and interventions to address the mental health needs of this vulnerable population during the pandemic. 

 Unlike traditional classroom settings where students have many opportunities to interact with their peers and instructors, virtual classes often lack the same level of social interaction and collaborative activities. This lack of in-person connection and communication can lead to students feeling disconnected and lonely, which can have negative effects on their mental wellbeing. Students may be less likely to seek help or support when they are struggling, as they may not have the same level of access to mental health resources and support systems as they would in a physical classroom setting.  

In the previous article titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lectures in health care education,” the researchers conducted experiments, questionnaires, and gatherings to collect data. The study included 56 lecturers with a 100% response rate and 279 students with a 93.3% response rate. Both groups provided both positive and negative feedback, highlighting the physical and mental implications of remote learning. “Despite having more screen time (50.0%) and experiencing computer-related physical stress (44.6%), increased stress was reported by students (64.9%) …these findings suggest that remote learning can significantly impact the mental health and well-being of students.” (Idris et) The results of the study clearly indicate that remote learning can have a significant impact on the physical and mental health of students. Increased levels of stress, distraction, uncertainty towards examinations, and computer-related physical stress were reported by students. These findings underscore the need to prioritize mental health support during remote learning to mitigate the negative impact on students’ well-being. They also emphasize the importance of supporting the mental health of lecturers. 

CONCLUSIONS AND RECOMMENDATIONS 

The researchers involved in this study clearly understand the challenges faced by students and lecturers during the sudden shift to remote learning. They are advocating for institutions to provide adequate support and resources to help lecturers cope with the changes and ensure their well-being. This includes support for physical and mental health and resources such as training and technology to facilitate remote teaching. 

The researchers also acknowledge the negative effects that the sudden shift to remote learning may have had on both students and lecturers. They argue that institutions must take proactive steps to plan and prepare for remote learning to ensure a successful transition. This includes giving enough time for lecturers and students to adjust to the new learning environment and providing resources to support their learning and well-being. 

They come from diverse backgrounds, including education, psychology, and public health, which suggests that they bring a multidisciplinary perspective to their research. This is important as it allows them to take a comprehensive approach to studying the impact of remote learning on students and lecturers. (The researchers involved in this study and their names are Fazean Idris, Ihsan Nazurah Zulkipli, Khadizah Haji Abdul-Mumin, Siti Rohaiza Ahmad, Shahid Mitha, Hanif Abdul Rahman, Rajan Rajabalaya, Sheba Rani David, and Lin Naing.) 

The COVID-19 pandemic and virtual schooling have created challenges for students and professors alike, leading to increased anxiety, depression, and other mental health issues. While these issues cannot be reversed, there are many ways in which scientists and students can help support one another and promote growth. 

The article “Supporting Mental Health in College Students On & Off Campus” provides valuable information on addressing mental health in higher education. In the article, Hejl discusses 8 tips that can be helpful for managing mental health, such as utilizing mental health services and practicing mindfulness. Regarding the tip to utilize mental health services, Hejl notes that there is often “stigma associated with seeking counseling, seeking help is a sign of strength, not weakness.” He encourages students to give themselves and others the space to work on how to best manage their mental health. 

Another tip suggested in the article is practicing mindfulness, which Hejl notes can “not only relieve stress but also improve memory and focus.” He also highlights that meditation has been shown to help anxiety disorders and enhance mental health treatment. Meditation has been shown to be an effective tool for managing anxiety disorders and enhancing mental health treatment. By quieting the mind and reducing stress, individuals may find that they are better able to cope with daily challenges and maintain a positive outlook. 

The findings of recent research suggest that mental health challenges have become a prevalent and ongoing issue among students in the era of virtual classes. It highlights the urgent need to develop effective strategies that address the needs of students facing mental health struggles. To achieve this, there is a need to raise awareness and eliminate the stigmatization surrounding mental health issues, while involving affected individuals in the development and implementation of practical solutions that promote their motivation and uphold their dignity. Such efforts could help to mitigate the impact of mental health challenges on students and facilitate a more supportive and inclusive virtual learning environment. 

Works cited 

“Challenges of Distance Learning for Students.” National University, Feb. 2023, www.nu.edu/blog/challenges-of-distance-learning-for-students. 

Idris, Fazean, et al. “Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2. 

“Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2. 

Sanchez, Delida, et al. “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students.” Journal of Diversity in Higher Education, American Psychological Association, Nov. 2022, https://doi.org/10.1037/dhe0000448.