By Abby Pan
Staff Writer
In the past my academics and mental health suffered because I was afraid to reach out for help.
If I were struggling in math, rather than attend office hours, I would try to find videos on the concept myself. When the steps were still unclear, I tried to convince myself I understood and moved on, knowing in the back of my mind, I didn’t have a clear understanding of the basics. Because I did not master the basics, as the lessons got more and more complex I got further and further behind. I didn’t know how to approach problems, putting even more stress and pressure on myself.
When mental health became a more relevant part of life and as academics grew more challenging, I realized the importance of reaching out for help.
At the time, I didn’t know why I was experiencing restricted breathing, dizziness and persistent sadness and loneliness. I couldn’t find any ounce of motivation in me to look forward to anything, and I knew it wasn’t ideal. I cried myself to sleep almost every night and my dad noticed one night, allowing me to express how I felt and what was going on. Since then, he began to check up on me and comfort me whenever I needed. Eventually, he aided me in taking my first steps to ask for help. I met with my school counselor Ms. Mondragon and through a supportive conversation, I met with a therapist and learned ways to handle anxiety as well as work on my mindset.
I built a support system with my dad working as a motivator and a guide especially when the burden of problems began to cloud my brain, and eventually became comfortable enough to attend my teachers’ office hours and meet up with tutors.
An article by Oregon State University on building a support network explains how “such connections help to find balance, promote academic success and provide encouragement and perspective through frustrating times.”
Although TCHS provides opportunities for students to ask questions, many may not when pressured to do so. Rather than expecting students to always be the ones to reach out, teachers should also promote a judgment free environment through building connections with students and addressing the fear of being wrong.
Personally, when teachers present the opportunity to connect with their students through small conversations or letters about me, I feel more comfortable participating in class discussions and making use of the supportive teachers, counselors and friends.
An article by the George Lucas Education Foundation acknowledges the fear that students feel when asking for help. It suggests that teachers can encourage students to ask for help by asking open ended questions, building relationships, encouraging an environment of imperfection and believing in students’ success.
Growing more comfortable with reaching out for help begins with a support system that encourages you to grow out of your comfort zone. Remember that reaching out for help is never something to be ashamed of, only guiding you to understand academic concepts, providing you with solutions to better your mental health and improve your mindset to approach future obstacles.