PRIORITIZING MENTAL HEALTH ON CAMPUS:ALIGNING WITH SDG 3 AND SDG 4

Since the time of Hippocrates (460–377 B.C.E), mental health has been regarded as just as important as physical health (Comer & Comer, 2024). However, despite centuries of progress, we continue to see stigma, misconceptions, and resistance to help-seeking behaviors around mental health. Students may still hesitate to reach out for support, often misinterpreting signs of distress as mere “attitude problems” rather than potential early signs of deeper psychological challenges. For instance, when students struggle academically or with attendance, they may not realize these difficulties could be linked to stress, anxiety, or other mental health conditions that require early intervention. Hence, this emphasizes an urgent reality: a quality education cannot exist without quality psychological wellbeing.

Mental Health and the Sustainable Development Goals

The United Nations Sustainable Development Goals (SDGs) provide a valuable framework for higher education institutions to align their practices with global priorities. In particular, SDG 3 (Good Health and Wellbeing) and SDG 4 (Quality Education) are deeply interconnected in terms of the student experience. Research demonstrates the direct impact of psychological wellbeing on learning outcomes. For example, post-traumatic stress disorder (PTSD) has significantly impacted students in terms of cognitive and emotional wellbeing, which then led to significant challenges in academic settings (Tomren & Opaas, 2024). However, social supports such as school-based mental health programs have been shown to reduce psychological distress among youth, as evidenced in a recent study conducted in the Philippines (Malari & Peltzer, 2025). In other words, it shows that education systems that neglect mental health will inevitably compromise learning.

Current Efforts at Raffles

At Raffles, we have begun embedding mental health as an essential priority in our college culture. Several initiatives have been implemented to ensure that wellbeing is not an afterthought, but a central part of the student experience:

• In-House Counsellor: Providing immediate and confidential support for students who may be experiencing distress.

• Raffles Wellness Month (October): An annual event initiated by the Psychology Department, featuring a range of activities to advocate for mental health. Last year’s activities included art therapy workshops, gardening with students, mental health screenings, a forum, and yoga for staff. This year, in collaboration with our Library, we are expanding with new initiatives:

  • A reading corner with books on self-healing and self-care, accompanied by green plants to promote relaxation.

  • Mental health screenings and psychoeducation booths on wellbeing and mental disorders.

• Student-Led Community Engagement: Our Psychology students recently conducted a psychoeducation project on emotional regulation for children at Rumah Mini Kanak-Kanak Cheras, supporting young people at risk of psychological trauma.

These efforts reflect a growing culture where mental health is championed, not sidelined.

Looking Ahead: Building a Mental Health-Friendly College

While these steps are important, there is still much more we can do to cultivate a genuinely supportive environment. Examples include:

• Continuously encourage help-seeking behaviors by integrating mental health advocacy into student projects, thereby spreading awareness beyond Psychology to other departments.

• Expanding campus wellbeing infrastructure: Providing more green spaces, sports facilities, and wellness programs to foster resilience and community spirit.

• A whole-college approach: Engaging staff, students, and management together to normalize conversations around mental health and ensure that every member of the Raffles community feels supported.

Conclusion

At the heart of education lies the aspiration to nurture not only knowledge, but also resilience, e mpathy, and wellbeing. We can only produce excellent, well-rounded graduates when their mental health is taken care of. Each member of the college community, from educators to administrators to peers, has a role to play in supporting our students. By embedding mental health within our college’s ethos, we do more than meet SDG 3 and SDG 4. We enable students to thrive not only academically, but also personally and socially, becoming agents of change for a healthier, kinder, and more compassionate world.

Nur Faridah Shaik FARID

BHSc (Psychology), MHSc (Psychology)Program Coordinator & Senior Lecturer in PsychologyRaffles College Kuala Lumpur

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