In recent years, elite athletes such as Simone Biles, Michael Phelps, Naomi Osaka, and Serena Williams have brought attention to the critical issue of mental health in sports. This cultural shift towards recognizing psychological well-being, however, has not fully permeated Canadian university settings, particularly for student-athletes. Despite the heightened awareness, these individuals often lack the necessary emotional support, contributing to significant mental health challenges within the academic-athletic realm.
Student-athletes frequently find themselves immersed in a culture that idealizes their experiences, leading to a perception that any deviation from the norm is a personal failure. Santana Ferreira, a graduate student and member of the University of Toronto women’s soccer team, underscores this sentiment, noting the pervasive indoctrination into the notion that athletic pursuits are universally phenomenal. However, not every student-athlete resonates with this narrative, and those who do not can face formidable challenges.
Entering their post-secondary years with a dedication to representing their university and advancing their athletic careers, student-athletes grapple with demanding schedules akin to full-time jobs. Training and competitions consume up to seven days a week during peak athletic seasons, further compounded by extensive travel commitments. In addition to navigating typical stressors faced by their non-athlete counterparts, these individuals contend with the complexities of balancing academic and athletic responsibilities, public performance pressures, and team dynamics. The specter of injuries introduces another layer of psychological stress, encompassing the emotional toll of being sidelined, isolation from teammates, and uncertainties about returning to competition.
Carla Edwards, a prominent Canadian sports psychiatrist, emphasizes the high prevalence of mental health symptoms among student-athletes. Despite this, there is a conspicuous lack of mental health resources dedicated to this demographic in Canadian institutions. In response to this gap, U Sports, Canada’s national governing body for university sports, published mental health best practices in 2020, drawing inspiration from the National Collegiate Athletic Association (NCAA) guidelines. However, evidence suggests that these recommendations have faced barriers to implementation, with financial constraints being a primary factor.
The financial limitations of Canadian universities, coupled with varying athletic budgets, contribute to the insufficient allocation of funds for mental health services. Edwards proposes low-barrier solutions that would not impact university budgets significantly, yet resistance to implementation persists. The root of the issue lies in whether institutional leadership prioritizes mental health, with concerns about legal liabilities and resource limitations hindering progress.
The gap in mental health services becomes glaringly apparent for student-athletes in times of need. Santana Ferreira’s personal experience during her undergraduate education highlights issues with access and fear of repercussions, leading her to seek external care. This lack of targeted mental health care is a consistent concern expressed by student-athletes across various Canadian institutions.
The impact of stigmatization looms large, with athletes questioning why there is not a designated advocate for mental health on athletic staff. Former student-athlete Philip Thorne raises a pertinent question, emphasizing the need for mental health professionals to be easily approachable for student-athletes.
Supporting the mental health of student-athletes requires more than financial investment; it necessitates leveraging existing resources and technology to create an integrated pipeline for services. The University of British Columbia and Carleton University are cited as examples demonstrating the gold standard in mental health services. Carla Edwards advocates for simple implementations, such as integrating mental health screeners into pre-season health assessments and utilizing digital assessments to streamline the identification process.
While many universities lack sport-specific care, existing wellness centers with mental health professionals can serve as a foundation that can be scaled up. Schools with financial capacity can expand their care teams by including mental health professionals who offer sport-specific support, like mental performance consultants (MPCs). These individuals, while unable to diagnose or treat mental illness, can act as conduits to further care.
In conclusion, Canadian post-secondary institutions must prioritize improving mental health services for student-athletes. The fear of legal liabilities should not supersede the imperative to support psychological well-being. As the culture around mental health for elite athletes continues to evolve, there is cautious optimism that future student-athletes will receive the necessary support to navigate the unique challenges they face.
