Ontoepistemic reflections: mental health and its impact on higher education

Abstract

The article explored ontoepistemic reflections on mental health in higher education, focusing on its impact on students and faculty. It defined mental health as a biopsychosocial well-being that goes beyond the absence of clinical symptoms. It identified the university transition and the second academic year as critical stages of stress and emotional disruptions due to academic, social, and economic pressures. Students faced adaptation challenges, academic stress, and concerns about their future, while faculty dealt with working conditions that affected their well-being. The text emphasized the importance of psychoemotional interventions and guidance strategies, as well as understanding mental health as a dynamic process influenced by individual and contextual factors. It proposed a comprehensive approach considering knowledge, attitudes, and social structures, highlighting faculty and counselors as key agents in preventing and promoting well-being. The article urged universities to integrate mental health into their pedagogical strategies, fostering metacognitive skills and providing resources to manage stress. It also encouraged overcoming the stigma associated with psychological help, promoting an inclusive environment that prioritizes collective well-being as essential for academic and personal success.