It’s been five years since the COVID-19 pandemic disrupted the lives of students worldwide, but the echoes of that time continue to be felt. In post-secondary schools like Humber Polytechnic and the University of Guelph-Humber, students are still navigating the effects of social isolation, disrupted education, and mental health struggles.
A survey by Canadian Mental Health Association (CMHA) Ottawa found 74 per cent of Ontarians experienced an increase in mental health and substance-use challenges during the pandemic.
Jonathan Au is a registered social worker and psychotherapist at the Student Wellness & Accessibility Centre (SWAC) at Humber Polytechnic. He has seen firsthand how the pandemic affected students’ mental health and describes online learning as one of the most problematic elements of that time.
“The biggest challenge was isolation,” Au says. “Students were no longer able to interact with peers or receive face-to-face support from faculty members. The sudden shift to online learning made it harder for students to focus and engage and this had a long-lasting impact on their mental health.”
Closures related to the COVID-19 pandemic began in Ontario in early 2020. On March 17, Humber College announced all campuses would close until further notice. Alongside the University of Guelph-Humber, Humber Polytechnic transitioned to online-only learning, with classes shifting to remote delivery starting March 23, 2020. As per Ontario mandates, the school fully reopened most of its cohorts on March 7, 2022.
According to a survey from the Mental Health Commission of Canada conducted in 2020, 48 per cent of youth reported feeling isolated and lonely during the pandemic, while 33 per cent struggled with remote learning and school closures. These challenges were compounded by limited access to mental health resources (9 per cent) and fears of acquiring COVID-19 (2 per cent), all of which amplified the stress students were experiencing.
DeSian Brown Gowdie, a psychology student at the University of Guelph-Humber. Gowdie, who is diagnosed with a hyperactivity disorder, found remote learning increasingly difficult prior to the pandemic. “I had to start new medication during the pandemic,” she said. “In addition to ADHD, I developed an eating disorder because I became so focused on school that I forgot to eat. I wasn’t getting the support I needed because remote learning didn’t allow for the same level of personal interaction or attention.”
For Gowdie, the limited face-to-face interaction had created a learning environment that exacerbated her struggles. “I’m an in-person learner, and I found it hard to adjust,” she said. “I didn’t feel I had the same access to the resources I needed to succeed. As a neurodivergent student, my needs were often overlooked and that created additional stress.”
But for many students, mental health challenges didn’t stop with isolation and the shift to online learning. Felecia McCleary, a student at the University of Guelph-Humber, reflected on the distractions inherent to remote learning, saying she found it tough to stay engaged. “I struggled with distractions at home and found it difficult to stay on top of my assignments. And even now, I still feel like online classes affect me. I do not like remote learning, and I think it should not be a thing”.
For McCleary, the stress and isolation of the pandemic were compounded by lack of resources. She says mental health support wasn’t easily accessible to students in need. “The biggest thing is that people are struggling, and they don’t realize they’re struggling until it’s too late,” she said. “I think there needs to be more awareness and outreach to students, especially early on.”
Recognizing the need for more support, Humber Polytechnic took steps in early 2024 to extend its mental health services. The school partnered with the Canadian Mental Health Association to offer weekend mental health services for students living in residence. “This initiative was designed to extend our support beyond regular hours and offer students the help they need when they need it most,” said Au. The pilot project was launched with the hope that additional weekend hours would provide much-needed assistance.
Despite the initiatives, many students are still affected by their pandemic-era experiences. Yet Gowdie is working to adjust to the new normal. “The pandemic really threw me off course. I’m still not where I was academically before it all happened, but I’m doing better with more support now,” she said.
Gowdie’s experience underscores the ongoing challenges of post pandemic life. “You can’t just expect things to go back to normal,” she said. “The lasting effects are real, and we need to find ways to support students moving forward.”
Mental health professionals like Au agree the pandemic exposed gaps in the mental health system at postsecondary institutions, highlighting the importance of better support programs in the future.
In 2024, Ontario introduced a series of measures aimed at stabilizing provincial colleges and universities, including nearly $1.3 billion in new funding. Of this, $23 million was allocated specifically to enhance mental health support for post-secondary students, with $8 million designated for the Postsecondary Mental Health Action Plan over the next three years. Even with these new investments, Humber Polytechnic’s Student Wellness & Accessibility Centre saw a reduction in mental health services, with the number of counselors dropping from 12 to just six across both campuses.
Pertaining to funding at Humber Polytechnic, Au explained, “That is a loaded question, because I don’t really know. I don’t know what funding has looked like, but I can say that our team has changed from having 10 to 12 counselors to having about six counselors across both campuses. So, there has been a lot of changes in that direction.”
This reduction in services reflects a broader trend across Ontario, where underfunding continues to strain the resources available to students. For students like McCleary, this shortage of mental health professionals has compounded the struggles they face. “The biggest thing is that people are struggling, and they don’t realize they’re struggling until it’s too late,” McCleary said, urging for better outreach and support. “I think there needs to be more awareness and outreach to students, especially early on.” Despite the government’s efforts, the gap between funding and student needs remains an issue, with many students unable to access the support they require.
*Photo, Cottonbro Studio, Pexels, Creative Commons License
