Mandating Health Education in Tertiary Institutions: A Necessity for Student Wellbeing

SADIK, Omolola Rukayat

Health education refers to the process of teaching students about different aspects of health, including physical, mental, and sexual health, as well as strategies for preventing diseases and living a healthier life. Students, largely unfamiliar with the environment in a university setting, face a number of challenges. We experience academic stress. In furtherance, many “freshmen” are in the period of their lives where they are transitioning into adulthood. It is for these reasons, coupled with their experience of newfound freedom, that some students begin to engage in risky acts. Therefore, health education is important as it equips students with the necessary knowledge and skills to make informed health decisions throughout this period of their lives and even after.

Several institutions in Nigeria offer courses on health education. Currently, the University of Ibadan has some provisions for health education. All freshmen in the university offer a compulsory course titled “REPRODUCTIVE HEALTH, SEXUALLY TRANSMITTED INFECTIONS (STIs), DRUGS AND MANKIND” (GES107). “This course provides students with critical knowledge regarding reproductive health, human sexuality, the prevention and control of sexually transmitted infections (STIs), and the role of drugs in human behavior. It aims to equip students with the necessary skills to protect themselves against HIV and other STIs, promoting overall sexual health awareness.”

Although this is an essential first step, it only scratches the surface of what should be a comprehensive approach to health education. As it stands, students are required to attend and pass the course, but there is a need for greater emphasis on how to integrate these health lessons into students’ everyday lives. Health education needs to be more than just a requirement for passing a course; it should be a part of students’ everyday experience. It should influence their decisions, lifestyles, and interactions on and off campus.

Why Health Education?

Health education is important in promoting the physical, mental, and emotional health of students. Physical health education, which includes topics like nutrition, fitness, and disease prevention, helps students develop habits that can have long-term health benefits. Unhealthy eating habits, lack of exercise, and poor sleep routines can contribute to chronic diseases later in life. Stressful as the academic environment may be, providing health education on these topics can help students develop healthier lifestyles, reducing the risk of obesity, cardiovascular diseases, and other health complications. Health education in institutions should include fitness, the importance of exercise, healthy eating, and disease prevention. Institutions can encourage students to engage in regular physical activity by providing facilities such as gyms, sports fields, and fitness programs. Students should also learn about common diseases and the importance of regular check-ups.

Mental health education is equally important. According to the World Health Organisation (WHO), mental health issues such as stress, depression, and anxiety are prevalent among university students, often worsened by academic pressure and social challenges. Health education can provide students with the tools to manage stress, cope with academic pressure, and seek professional help when needed. Raising awareness about mental health can also help break down the stigma surrounding mental health issues, encouraging students to seek support without the fear of judgment. There should be functional mental health support services in institutions. These institutions should also educate students on how to access the available mental health support services on campus.

Health education also can prevent numerous health issues students commonly experience. For example, substance abuse is a serious problem in many institutions. There are students who turn to drugs and alcohol to cope with academic stress or social pressures. Health education can combat the rate of substance abuse in institutions by providing students with knowledge about the risks of substance abuse and the long-term health consequences. Through health education, institutions can intervene early, preventing the onset of addiction and associated health problems.

Sexual health education is another component of health education. According to UNICEF in a 2015 article, Nigeria has the world’s second highest burden of HIV/AIDS, with an estimated three million people living with HIV. A 2018 National Institute of Health article stated that 40% of new HIV cases in Nigeria are reported in people aged 15-24. There are other common sexually transmitted infections (STIs) among students aside from HIV. This includes gonorrhoea and syphilis. Education on sexual health, consent, contraception, and the prevention of STIs can significantly reduce the incidence of unwanted pregnancies, unsafe abortions, and the transmission of STIs among students. Institutions can help students make safer choices and promote sexual health awareness through thorough health education. Students should also learn about healthy communication, respect for boundaries, and the importance of consent.

What Makes Mandating Health Education So Difficult?

One of the main concerns when introducing mandatory health education for institutions that do not have any course of this nature is the potential for curriculum overload. Students already have a stressful schedule that requires them to balance academic requirements with extracurricular activities. Adding another mandatory course could lead to resistance, as many students may view it as an unnecessary burden. Now, for those institutions that already have a provision for health education, it is taught theoretically. It is all about attending the class, writing the exam, and passing the course. AFAS press correspondent asked 5 students in the faculty of Arts offering GES107 why they attend classes regularly and what they learn in the class. 3 of them mentioned that they only attend the class to mark attendance, and they barely hear or learn anything in class due to the large number of students in the lecture hall. Disheartening as this is, it is not without a solution. Education of any form goes beyond attending classes. What is education without comprehension? As such, institutions, like the University of Ibadan, should consider integrating workshops and seminars into the course content.

Cultural resistance is another challenge. Certain topics in health education, particularly sexual health and mental health, may face cultural resistance. In many Nigerian communities, discussions about sex and mental health are often considered taboo. This cultural stigma can make it difficult for students to openly engage with these topics. Institutions must address this resistance by creating a safe and inclusive environment for discussions about these matters without the fear of judgement.

How Could Health Education Work on Campus?

Nigerian institutions such as the University of Ibadan could build on existing health education courses (like the GES107 course). However, rather than merely focusing on passing the course, universities should ensure that the health education curriculum is interactive and engaging, with practical applications that students can incorporate into their daily lives.

Student organisations on campus should also be actively involved in educating students about their health on campus. They should contribute by organising peer education programs. They should also organise seminars, workshops, and discussions on health topics and free health checkup programs. They need to collaborate with campus health centres and health professionals to ensure that students remain informed about health activities on campus.

In conclusion, mandating health education in tertiary institutions is not just an academic requirement; it is an investment in the well-being and future success of students. Nigerian universities need to prioritise health education and create a campus environment where students can learn both academically and personally.