Abstract

In a country where depression, anxiety, and suicide rates within the student population rank among the highest in the world, access to mental health care is vital. This is especially true for students moving from rural areas to urban-based tertiary education institutions. Since South Africa became a democracy, institutions of higher learning previously the preserve of the country’s White minority opened their doors to black Africans. While some White families sent their children to private or so-called “Model-C” schools, most black communities lacked the financial means to do the same. Consequently, most black African students remain in rural areas until they reach Grade 12 before moving to the city where most institutions of higher education are located. The shift from rural to urban areas brings with it a combination of excitement and anxiety for Black students who leave their homes for the first time in search of a qualification that offers them a chance at becoming employable. This study aimed to examine the availability and perceived effectiveness of mental health facilities for students coming from rural South Africa. To understand students’ perceived perceptions of mental health services, the study applied an experienced-centered narrative (ECN) as the theoretical framework. The study employed a qualitative research design using a narrative approach to explore students’ experiences. Semi-structured interviews were conducted with ten participants. The findings revealed the intersectionality of class, race, language, and geography contribute to how students understand, access, and utilize mental health services facilities in institutions of higher learning. Additionally, students indicated that mental health services are helpful and, therefore, effective. However, the processes and how the services are delivered can be improved.