By: Alina Patterson, Olivia Vasko, Isabel Whidden

The focus on mental health in sports has grown in recent years, bringing attention to the difficulties that athletes face, especially those who must juggle the demands of a university degree with the demands of competitive athletics. In our examination of 60 articles, it appears that the way Canadian university student athletes’ mental health problems are portrayed in the media may be making matters worse rather than better.

Student-athletes at Canadian universities frequently experience extreme pressure to excel in both their academic and athletic attempts. We analyzed coverage, cause framing, and the use of challenge and stigma cues to find these results. These students’ mental health may suffer greatly due to their intense training and academic obligations. We noticed that the media’s attention puts more highlight on their athletic accomplishments than the psychological challenges they have off the field.

Our analysis of 60 articles showed that there is a narrative that not only downplays the gravity of mental health issues but also discourages athletes from getting treatment out of concern that they will come out as weak or vulnerable.

Furthermore, we noticed that when student athletes’ mental health problems are covered by the media, they are frequently presented negatively. They focused on stress and depression in most of the newspaper articles. This may make other mental illness more stigmatized and discourage athletes from getting the help they need.

Despite these obstacles, there are encouraging instances of groups and media sources working to advance a more compassionate and nuanced perception of mental health in sports. In our analysis of student newspapers, we saw that athletes were starting to take the lead in initiatives and offering hope. The newspaper articles showed de-stigmatizing mental illness through instructional content, interviews showcasing athletes’ personal experiences, and athlete campaigns. This was portrayed through the student newspapers where most of them were written by the students themselves, telling their side of it.

Academic institutions and athletic associations must put a priority on the mental health of their student-athletes by making mental health resources accessible, de-stigmatizing the act of seeking assistance, and cultivating an environment that values conversations and mutual support through instructional courses for coaches, teammates, journalists, and editors.

The media must be proactive in influencing attitudes and views as the discussion on mental health in sports continues to develop. Media portrayals of student-athletes as complex people with weaknesses and hardships, as opposed to just sports players, can help stigma, and open the door to a more positive and encouraging athletic community.

Research Report

By: Alina Patterson, Olivia Vasko, Isabel Whidden

Mental health representation in Canadian university student-athletes’ media narratives intersects with broader societal attitudes, shaping perceptions and discourse on mental health in university sports. Despite the seriousness of mental health issues, increased by social stigma, there’s a lack of understanding of media portrayal’s impact on public opinion. This study examines mental health representation in 60 Canadian university student-written newspapers, analyzing coverage, cause framing, and the use of challenge and stigma cues. Findings indicate a prevalent focus on stress and depression, with an emphasis on personal factors over societal ones, yet a higher occurrence of challenge cues, particularly hope, compared to stigma cues. The absence of coverage on student-athletes’ mental health, especially at our school, Brock University, raises significant concerns, highlighting the need for improved awareness and advocacy in university newspapers. This research contributes to theoretical frameworks and offers practical insights for combating stigma and enhancing mental health awareness.

Literature Review

The complex relationship that exists between how Canadian university student-athletes are portrayed in the media and their mental health is an engaging area of study because it highlights the complex points at which realities and narratives converge to affect attitudes and the larger conversation about mental health in university athletics. Achieving a balance between competitive sports and academic advancement can be difficult, as student-athletes deal with stresses from both the higher education and sport environments (Kegelaers et al., 2022). While engaging in sports has some advantages that may protect mental health, there are also pressures specific to sports engagement (Egan, 2019). With the purpose of this study, we set out to investigate how mental health is portrayed in 60 student-written publications from Canadian universities. We aimed to examine how mental health issues were covered, how their underlying causes were framed, and how challenge and stigma cues were used in these articles.

Our investigation revealed that the selected publications placed a significant emphasis on mental health issues including stress, depression, and anxiety. The degree of anxiety symptoms was positively connected with consequences on daily living and academic delays. (Grubic et al., 2021). Several domains of mental health and lifestyle factors identifying moderate and high levels of mental health problems including ADHD, anxiety disorder, bipolar disorder, depression, PTSD, schizophrenia, personality disorder and eating disorder (Grasdalsmoen et al., 2022). Interestingly, most of these conversations focused on identifying specific reasons instead of recognizing the possible impact of larger societal variables. Pressures in athletics and academics are frequently correlated with extra pressures at the levels of functioning that are psychological, social, economic, or legal (Kegelaers et al., 2022). This pattern highlights a possible failure to place mental health concerns in the context of broader social frameworks, which may restrict our ability to comprehend these difficulties in detail and interfere with our attempts to provide full treatment and support.

In addition, our research indicated that challenge cues were frequently used in the stories we looked at, with one prominent example being the presence of hope. This profusion of positive cues points to a hidden capacity in student-written publications to promote a de-stigmatizing environment for mental health issues. Insight into the lived experiences of university students regarding mental health and the resources available to them at their universities (Young et al., 2023). Receiving and providing social support were associated with decreased depression (Beisecker et al., 2024). This optimism is not without limitations, yet we found that the narratives in the sample were relatively devoid of stigma signals. Although the presence of challenge signals is positive, the lack of stigma cues begs the question of how much discussion there is regarding the widespread stigmatization of mental illness in academic contexts.

However, during our research, we discovered an important void in our analysis: there was no discussion of the mental health of student-athletes at Brock University. There is a current lack of attention on the unique mental health needs of student-athletes (Grubic et al., 2021). Students are more than twice as likely as non-students to suffer psychological distress, according to research on the mental health of Canadian university and students (Sullivan et al., 2019). Given the pressures and difficulties that student-athletes frequently experience, which can have a significant negative influence on their mental health, this absence highlights an important issue. As a result, we support a more concentrated effort to address the mental health issues of student-athletes through the Brock Press and other publications of similar kinds.

Helpful options for students include assigning a healthcare professional to work in the sports department and providing mental health education for coaches (Giovannetti et al., 2019). In addition to adding to the body of knowledge, our study highlights the need for inclusivity when addressing the mental health of student-athletes and provides baseline data on how mental health is portrayed in the media for organizations and health journalists working to combat the stigma associated with mental illness.

Method

For our research methodology, we employed a systematic approach to examine the portrayal of mental health issues among student athletes in Canadian university student newspapers. Utilizing the website W3Newspapers.com, we accessed the titles of every Canadian university’s student newspaper. Some of these include University of Toronto’s “The Varsity”, McMasters “The Silhouette”, “Queens Journal”, followed by several others. Using the search query “mental health student athletes,” we conducted thorough searches across all available online newspapers. While some websites yielded only a few results, others contained multiple pages of articles. Therefore, we meticulously reviewed each page to identify relevant articles pertaining to our study. This process ensured comprehensive coverage of the representation of mental health issues among student athletes across various Canadian universities. Like the methodology used in previous studies on mental health in the media, our research focused on identifying articles that addressed mental health topics specifically related to student athletes, such as depression, anxiety, stress, post-traumatic stress disorder (PTSD), and general mental illness. We also looked for any articles with ‘mental health” straight in the title. Additionally, we coded each article for demographic details, mental health topics, cause framing, and challenge and stigma cues, drawing from established frameworks and theories in the field, such as agenda setting theory and uses and gratification theory. Each article in the study was coded for demographic data (article title, newspaper, publication date), mental health topics (depression, anxiety, stress, PTSD, general mental illness, “mental health” in the title and others), cause framing (biological, psychosocial, socialization, and intrapsychic factors), and challenge and stigma indicators. This rigorous coding process was conducted by two independent coders to ensure reliability and consistency, achieving a high intercoder reliability of 83%.

Results

This study focused on the use of mental illnesses mentioned in the article and titles, as well as focused on the stigma, cause framing, and challenge and stigma cues from 60 student written student newspapers across Canada. The goal was to research whether Canadian university student newspapers shed enough light on student athletes and their mental health. Out of 60 articles, 71.6% had the words “mental health” in the title, 48.3% included the word depression, 38.3% included the word anxiety, 43.3% included the word stress, 66.6% used general mental illness terms and 15% used other mental illnesses such as eating disorders or obsessive-compulsive disorder (OCD). Challenge cues (47.9%) were more prevalent than stigma cues (23.6%) within the student newspapers. The coverage of specific mental health issues such as depression, anxiety, and stress underscore an acknowledgment of the challenges faced by student athletes. However, the limited coverage of other mental illnesses suggests potential gaps in addressing a diverse range of mental health concerns. Not to mention, a major issue found was our very own university, Brock University, had zero results when “mental health student athletes” was searched on The Brock Press

Discussion

During research, it was found to be more common that universities in Ontario covered more student athlete-mental health topics within their student newspapers, as opposed to universities in provinces such as Alberta or Quebec. This proves that Ontario universities in fact do a better job at covering the important topic of student athletes and their mental well-being within the media. However, the fact that The Brock press had zero results turn up from “mental health student athletes” being searched is not only disappointing as fellow badgers, but this is a statistic we would like to bring forward, to better our own institution and its media representation of mental health, especially within our hard-working student athletes. When considering cause framing, a significant portion of the articles tended to overlook references to potential causes of mental health issues. Additionally, there was a tendency to attribute these challenges more to individual factors rather than social influences, which may perpetuate stigma surrounding mental health in student athletes. Interestingly, our analysis also revealed a prevalence of challenge cues over stigma cues, suggesting a focus on resilience and hope, especially within the context of student athletes’ experiences.

Limitations

This study contains certain limitations that should be considered. First, the sample size of 60 articles may be seen as small, thereby limiting the findings’ generalizability. This constraint stems from the difficulty of locating relevant articles explicitly about student athletes and mental health in Canadian university media. The absence of published publications raises concerns regarding the data’s comprehensiveness and the extent to which it covers the full range of issues affecting this demographic. Furthermore, the possibility of bias in the articles must be considered, especially because some were published by student athletes themselves. This raises issues about the content’s objectivity and impartiality, which may have an impact on how student athletes’ mental health is portrayed generally. Furthermore, the absence of papers from specific universities, including our own, such as Brock University, demonstrates a significant gap in coverage that may restrict the findings’ representativeness. These limitations highlight the necessity for cautious interpretation of the findings, as well as the importance of future research efforts aiming at removing these constraints to provide a more thorough picture of mental health representation within the media among student athletes.

Implications, Recommendations and Conclusion

This study highlights the need for increased awareness and advocacy surrounding mental health among student athletes within the media, specifically at Brock University with their lack of mental health advocacy within their student newspapers. Shedding light on the representation of mental health issues in student newspapers, it emphasizes the importance of addressing stigma and promoting open discussions within university communities. This absence draws attention to a crucial problem, given the demands and challenges that student-athletes usually face, which can have serious negative effects on their mental health. As a solution, universities can undertake targeted interventions and support services by having a clear understanding of the issues and stigma cues that are frequently covered by the media. Student newspapers need to try to report mental health issues involving student athletes in a more effective way, which include editors and journalists guaranteeing fair representations, de-stigmatizing conversations around mental health, and drawing attention to the resources and support systems that are accessible. Universities could provide instructional courses on mental health to student journalists and editors who can also offer instructional courses for sports coaches and their teams. This has the potential to enhance the standard of coverage and create a more encouraging media atmosphere for student athletes. In conclusion, this study offers insightful information on how mental health issues involving student athletes are covered in student media. Through an analysis of the frequency of challenge and stigma cues in media coverage, the study emphasises how critical it is to de-stigmatize conversations about mental health and foster supportive cultures in university communities. To better support the mental health of student athletes, efforts are required going forward to improve media coverage, offer support services, and teamwork.

 

References

Beisecker, L., Harrison, P., Josephson, M., & DeFreese, J. D. (2024). Depression, anxiety and stress among female student-athletes: a systematic review and meta-analysis. British Journal of Sports Medicine, 58(5), 278–285. https://doi.org/10.1136/bjsports-2023-107328

Egan, K. P. (2019). Supporting Mental Health and Well-being Among Student-Athletes. Clinics in Sports Medicine, 38(4), 537–544. https://doi.org/10.1016/j.csm.2019.05.003

Giovannetti, S. L., Robertson, J. R., Colquhoun, H. L., & Malachowski, C. K. (2019). Mental Health Services for Canadian University Student-Athletes: An Exploratory Survey. Journal of Clinical Sport Psychology, 13(3), 469-485.

Grubic, N., Jain, S., Mihajlovic, V., Thornton, J. S., & Johri, A. M. (2021). Competing against COVID-19: have we forgotten about student-athletes’ mental health? British Journal of Sports Medicine, 55(17), 950–951. https://doi.org/10.1136/bjsports-2021-104218

Grasdalsmoen, M., Clarsen, B., & Sivertsen, B. (2022). Mental Health in Elite Student Athletes: Exploring the Link Between Training Volume and Mental Health Problems in Norwegian College and University Students. Frontiers in Sports and Active Living, 4, 817757–817757. https://doi.org/10.3389/fspor.2022.817757

Kegelaers, J., Wylleman, P., Defruyt, S., Praet, L., Stambulova, N., Torregrossa, M., Kenttä, G., & De Brandt, K. (2022). The mental health of student-athletes: a systematic scoping review. International Review of Sport and Exercise Psychology, ahead-of-print(ahead-of-print), 1–34. https://doi.org/10.1080/1750984X.2022.2095657

Sullivan, P., Blacker, M., Murphy, J. & Cairney, J. (2019). Levels of Psychological Distress of Canadian University Student-Athletes. Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur, 49(1), 47–59.

Young, R. D., Neil, E. R., Eberman, L. E., Armstrong, T. A., & Winkelmann, Z. K. (2023). Experiences of Current National Collegiate Athletic Association Division I Collegiate Student-Athletes With Mental Health Resources. Journal of Athletic Training, 58(9), 704–714. https://doi.org/10.4085/1062-6050-0180.22

 

Appendix 1

Definitions

Mental Health: Mental health refers to a state of well-being in which an individual realizes their own abilities, can cope with the normal stresses of life, can work productively, and is able to make contributions to their community. It encompasses emotional, psychological, and social aspects of well-being.

Student Athletes: Student athletes are individuals who are enrolled in educational institutions, such as colleges or universities, and participate in organized sports or athletic activities while pursuing their academic studies. They balance the demands of athletics with their educational commitments.

Stigma: Stigma refers to negative attitudes, beliefs, and stereotypes associated with certain characteristics or conditions, such as mental illness, substance abuse, or physical disabilities. Stigma can lead to social discrimination, prejudice, and marginalization of individuals or groups.

Agenda-Setting Theory: Agenda-setting theory suggests that the media have the power to influence the importance and salience of topics by determining what issues receive attention and coverage. It highlights the role of the media in shaping public perceptions and setting the agenda for public discourse.

Uses and Gratification theory: Uses and gratifications theory is a communication theory that explores how individuals actively select and use media to fulfill their specific needs and desires.

Intercoder Reliability: The degree of agreement between two or more coders when coding qualitative data, indicating the consistency of their interpretations and coding decisions.

Appendix 2

Demographic Details
Article ID	Title of the Article
Publication Date	When the article was published
Category
Specific Newspaper	Name of Universities student newspaper institution
Notes
Mental Health Topics 0 = no and 1= yes for the mention of each topic	Description
Depression	Depression is a mental health condition identified by persistent sadness, hopelessness, and a loss of interest or enjoyment in activities. It can have an impact on a person’s thoughts, feelings, and behavior, as well as cause several emotional and medical difficulties. Depression symptoms may include sadness, energy loss, changes in appetite or weight, or thoughts of suicide or death.
Anxiety	Anxiety disorders are a group of mental health conditions characterized by excessive and persistent worry, fear, or nervousness that can significantly impact a person’s ability to function and maintain well-being. Types of anxiety disorders include generalized anxiety disorder (GAD), panic disorder, social anxiety disorder (social phobia), specific phobias, and others.
Stress	Stress is a physiological and psychological reaction to a believed risk, difficulty, or expectation that demands change or response. It is a normal reaction that evolved as a survival technique, assisting humans to cope with events that may pose a threat to their well-being
PTSD	PTSD stands for Post-Traumatic Stress Disorder. It’s a mental health condition that can develop in individuals who have experienced or witnessed a traumatic event. These events can include natural disasters, accidents, combat situations, physical or sexual assault, or other forms of violence.
General Mental Illness	might refer broadly to any mental health condition or disorder that affects an individual’s thoughts, emotions, behavior, or overall functioning. Mental illness encompasses a wide range of conditions, each with its own specific symptoms, causes, and treatments. These may include bipolar disorder, eating disorders, or obsessive-compulsive disorder
Others	Any other mental health issues that aren’t addressed by the preceding classifications, such as particular phobias or fears or disorders not content with change
Notes
Cause Framing	0 = no and 1= yes for each topic
Biological Factors	Elements associated with the biological and genetic dimensions of an individual’s physiology that influence the onset or worsening of mental health disorders. These factors may encompass genetic inclinations, disruptions in neurochemical balance, fluctuations in hormones, and irregularities in brain structure.
Psychosocial Factors	Environmental and societal factors that affect an individual’s mental well-being. These can encompass elements like childhood upbringing, traumatic events, family interactions, economic standing, social connections, cultural standards, and availability of support systems.
Socialization Factors	The mechanism through which people acquire and absorb societal standards, principles, and actions, shaping their mental well-being. This might entail interpersonal relationships, cultural standards, gender expectations, societal stresses, and the impact of media or online platforms.
Intrapsychic Factors	The internal psychological mechanisms and dynamics inherent to an individual that influence their mental well-being. This encompasses cognitive tendencies, personal characteristics, coping strategies, defense mechanisms, self-worth, self-perception, and subconscious tensions or aspirations.
Other
Notes:
CHALLENGE AND STIGMA CUES	0 = no and 1= yes for each topic
Challenge
Hope	Researchers acknowledge that involvement in athletics can have a positive effect on student-athletes’ psychological well- ness, facilitating self-confidence, connectedness, social support, and positive self-esteem.
Social Inclusion	Stigmatization of others, also known as public stigma, describes individuals’ perception of discrimination from the public to the stigmatized group
Combat	Researchers have further found help- seeking in student-athletes is influenced by sport culture and that student-athletes are more likely to first seek help from coaches or athletic personnel before seeking professional help outside of athletics
Stigma Cues
Marks	A growing number of student-athletes have reported significant levels of depression, anxiety, and disordered eating behaviors, a troubling percentage of student-athletes have died by suicide
Social Exclusion	When individuals internalize public stigma, they develop their own stigmatizing beliefs about themselves, known as self-stigma or personal stigma
Responsibility	Placing the blame for mental health disorders on people who experience them.
Peril	The intensity of sports culture and the public perception that student-athletes should be strong, stable, and mentally tough add to the pressure that student-athletes feel and can have adverse psychological effects.
Labeling	Uses disparaging language to characterise people with mental health issues.
Notes: