Zetech University was rocked by the devastating news of Ryan Kitari, a 21-year-old student, taking his own life in his apartment in Witeithie, Nairobi. This tragic event not only left a void in the lives of those who knew him but also exposed the deep-rooted issues within our educational system that demand immediate attention. Ryan’s suicide note, shared through social media, revealed his struggles with financial hardships, academic pressure, and personal traumas. It pointed to a failing system where students, especially those from less privileged backgrounds, are pushed to the brink without adequate support. Ryan held a lecturer accountable for his academic setbacks, attributing them to unfair treatment and a lack of understanding, which he felt contributed significantly to his despair.
This tragedy is not an isolated incident but rather a reflection of broader systemic issues in higher education that require urgent attention. Ryan’s story underscores several critical points about the state of mental health and student support systems:
The Pressure of Perfection
The narrative of success in academia often revolves around perfection and relentless achievement. Many students, like Ryan, face overwhelming pressure to excel academically while juggling personal and financial challenges. This pressure can lead to stress, anxiety, and mental health issues, highlighting the need for an educational system that recognizes students as individuals with complex lives outside the lecture halls. Universities must understand that the pursuit of academic excellence should not come at the expense of mental health. It’s crucial to foster an environment where students can thrive without feeling the constant need to achieve perfection.
Inadequate Support Systems
Ryan’s case brings to light the dire need for robust mental health support systems in universities. While many institutions offer counseling services, the availability, accessibility, and effectiveness of these services are often questioned. It’s not enough to have these services; they must be proactive, visible, and tailored to the needs of the diverse student body. Universities need to invest in creating an environment where mental health is openly discussed, and students feel supported in seeking help. This involves not only trained counselors but also peer support systems, accessible resources, and a culture that encourages students to prioritize their mental well-being.
The Role of Educators
Educators play a pivotal role in shaping the academic journey and, by extension, the mental health of students. The accusation against the lecturer in Ryan’s note cannot be ignored. It serves as a reminder of the power educators hold in influencing the learning environment and student outcomes. There must be a continuous evaluation of teaching practices to ensure they do not become barriers to learning but instead foster an environment where every student can succeed. This requires not just awareness but active efforts to create supportive learning environments where students feel safe and understood.
Financial Struggles
Ryan’s story also highlights the broader issue of financial stability for students. The cost of education, combined with living expenses, often leaves students in precarious financial situations. Universities, alongside government bodies, must explore and implement more comprehensive financial aid options, work-study programs, and emergency support systems. These measures can alleviate the burden on students, allowing them to focus on their studies without the constant worry of financial insecurity.
The Stigma of Seeking Help
There’s a significant stigma associated with mental health issues, making students hesitant to seek help. Universities must cultivate an environment where discussing mental health is normalized, and seeking assistance is seen as a strength, not a weakness. This involves educating students about mental health, creating open channels for communication, and promoting a culture of empathy and support among peers.
In the aftermath of Ryan’s tragic death, Zetech University and all institutions of higher learning must look inward. This isn’t just about one student’s story; it’s a clarion call for systemic change. We must ask ourselves:
- Are we providing an environment where students can voice their struggles without fear of retribution or failure?
- How can we better integrate mental health education into our curricula to prepare students for life’s challenges?
- What measures can we take to ensure that no student feels so cornered by academic or personal issues that suicide seems the only escape?
Ryan’s story should not be the end but the beginning of a conversation, of reform, and of a collective commitment to safeguarding the mental well-being of every student. It’s a call to action for universities, educators, policymakers, and society at large to rethink how we support our youth through the transformative years of higher education. Only then can we hope to prevent such tragedies from recurring, ensuring that our campuses are places of learning, growth, and, above all, safety.
