Abstract
Online education offers valuable access to students who face barriers to attending traditional in-person courses (Canty et. al., 2020; Wiitavaara & Widar, 2025). However, students may experience social isolation, anxiety, and feelings of loneliness, and the stigma surrounding mental health can further intensify these challenges (Lister et al., 2023; Rutkowska et.al., 2022; Smith & Alheneidi, 2023). This stigma may lead students to minimize their symptoms, avoid acknowledging their concerns, or feel reluctant to seek assistance. Consequently, many students may remain unaware of available mental health resources or feel discouraged from accessing them (Cody et al., 2024).
A voluntary, anonymous, exploratory, descriptive survey was conducted to study students’ mental health concerns related to online education and their knowledge of available resources. Notably, two-thirds of participants believe there is a stigma associated with asking for help for mental health concerns. Over half of participants were unaware whether the university provided these services for online students, creating an opportunity for increased awareness at the university level to improve student success (Knight & Seaman, 2025).
Ensuring that information is available to students in all courses and disseminated effectively in various formats and at different points during the course, catering to different learning styles, is of utmost importance. Mental health awareness should have its own section in the syllabus, rather than being listed under “Students with Disability,” as commented by a participant (Knight & Seaman, 2025). Lister et.al. (2023) recommend that faculty highlight these resources during the course introduction and reinforce them at key points throughout the term.
One example of a programmatic approach to increasing mental health awareness in academic settings is The Jed Foundation, which focuses on building resiliency, strengthening life skills, and promoting both help-seeking and help-giving behaviors (The Jed Foundation, 2024). University-developed educational offerings, crafted and delivered by faculty, can further enhance recognition of the severity of the current mental health crisis and equip students with resources to navigate mental health challenges. Programs designed to educate faculty in efforts to reduce stigma and access resources are in progress.
Notes
Reference list included in attached slide deck.
The reference list includes a published article by the same presenters/authors on this topic. The article is not included in this repository. The citation is listed for informational purposes.
Knight, S. L., Seaman, J. T., & Kirk, E. (2025). Exploration of mental health concerns for online students. American Journal of Distance Education, 1–15. https://doi.org/10.1080/08923647.2025.2589590
Sigma Membership
Kappa Kappa
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Mental Health, Online Education, Academic Support Programs, Social Stigma, Social Isolation, Educational Support Services
Recommended Citation
Knight, Stacey L. and Seaman, J. T., "Mental Health Concerns and Stigma in Online Education: Access to and Awareness of Student Resources" (2026). International Nursing Research Congress (INRC). 285.
https://www.sigmarepository.org/inrc/2026/presentations_2026/285
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-23
Mental Health Concerns and Stigma in Online Education: Access to and Awareness of Student Resources
Toronto, Ontario, Canada
Online education offers valuable access to students who face barriers to attending traditional in-person courses (Canty et. al., 2020; Wiitavaara & Widar, 2025). However, students may experience social isolation, anxiety, and feelings of loneliness, and the stigma surrounding mental health can further intensify these challenges (Lister et al., 2023; Rutkowska et.al., 2022; Smith & Alheneidi, 2023). This stigma may lead students to minimize their symptoms, avoid acknowledging their concerns, or feel reluctant to seek assistance. Consequently, many students may remain unaware of available mental health resources or feel discouraged from accessing them (Cody et al., 2024).
A voluntary, anonymous, exploratory, descriptive survey was conducted to study students’ mental health concerns related to online education and their knowledge of available resources. Notably, two-thirds of participants believe there is a stigma associated with asking for help for mental health concerns. Over half of participants were unaware whether the university provided these services for online students, creating an opportunity for increased awareness at the university level to improve student success (Knight & Seaman, 2025).
Ensuring that information is available to students in all courses and disseminated effectively in various formats and at different points during the course, catering to different learning styles, is of utmost importance. Mental health awareness should have its own section in the syllabus, rather than being listed under “Students with Disability,” as commented by a participant (Knight & Seaman, 2025). Lister et.al. (2023) recommend that faculty highlight these resources during the course introduction and reinforce them at key points throughout the term.
One example of a programmatic approach to increasing mental health awareness in academic settings is The Jed Foundation, which focuses on building resiliency, strengthening life skills, and promoting both help-seeking and help-giving behaviors (The Jed Foundation, 2024). University-developed educational offerings, crafted and delivered by faculty, can further enhance recognition of the severity of the current mental health crisis and equip students with resources to navigate mental health challenges. Programs designed to educate faculty in efforts to reduce stigma and access resources are in progress.
Description
Online students may experience social isolation, anxiety, and feelings of loneliness, and the stigma surrounding mental health can further intensify these challenges. A survey was conducted to study students’ mental health concerns related to online education and their knowledge of available resources. Two-thirds of participants cited the presence of stigma associated with asking for help, and over half were unaware whether the university provided these services for online students.