Lack of purpose driving anxiety

A recent study of young adults (ages 18-25) conducted by Harvard's Graduate School of Education found approximately twice as many reporting anxiety and depression compared to the younger cohort of 14-17 years olds. The study found "... key drivers of young adults' emotional challenges, including finance (56 percent), pressure to achieve (51 percent) and a perception that the world is unraveling (45 percent). Social Media was lower on the list of influential factors; it only drove anxiety and depression among 28 percent of young adults." The authors of the report recommended helping students cultivate meaning and purpose through community service, developing deeper relationships, and focusing on more than their achievements.

Fostering hope and possibility has been advocated by others, including my own advocacy for Deeper Learning in Leadership in 2007. Leadership programs on college and university campuses have a critical responsibility to encourage students to pursue a life-long journey of discovering and focusing convictions in ways that make a difference for others while at the same time bringing meaning to their lives. Discovering purpose also has the potential to help students internalize their perception of achieving, which is a powerful alternative to the "never enough" feeling that can sometimes undermine positive mental health.

Placing a priority on discovering purpose which in turn creates hope and possibility in students may sound as if it's something that higher education has been doing for ever, and it probably is. The problem is one of missing the forest for the trees; most institutions offer a breadth of opportunity in curriculum and cocurriculum that looks more like going to the grocery store without a menu or shopping list - just take anything and you can figure it out when you get home. The University of Minnesota provides personal coaching to help students find engagement opportunities that align with their personal goals. Engagement coaching focused on leadership as 'conviction in action' (the definition I proposed in 2007) involves simply starting with a flicker of interest, uses that to drive engagement, remains open to new possibilities, and deepens over a lifetime.

Finding a place to start can occur through personality assessment such as the MBTI and Strengths Quest. What's important to recognize is that these assessments reflect trend and compare patterns among students but they don't necessarily align with the passions a student might have. Using the search for purpose coupled with assessment could be powerfully used to both inform and inspire students in their search.

In addition to encouraging focus in student learning about leadership, institutions could impact students' experiences by being more intentional about what it cultivates in its leaders. When institutions contradict what they advocate in student learning by how they operate and model leadership, students see the hypocrisy. At the same time that institutions are well served to focus on students' leadership learning, they need to provide substantive leadership cultivation for its administrative and academic leaders as well.

The other important issue surfaced by the Harvard study was the importance of deepening relationships. Being engaged then becomes the path to belonging, which often involves barriers that are more present from students of diverse cultural backgrounds. The Surgeon General's "We are made to connect" campus tour is drawing attention to the loneliness and isolation that students can sometimes experience. This need to be part of something greater than oneself is universal across generations and the discovery of purpose is almost always explored with others and results in connecting with and making a difference for others.

Ultimately, students' pursuit of purpose has to be complemented by an effective career services strategy. A recent survey of students' use of the career or placement offices on campus provides important guidance on what students need, most of which is pretty transactional. However, the building blocks of exploring purpose are at the foundation of what will eventually be a positive launch when students graduate. Preparation for work that is aligned with students' interests is at the top of the list of state higher education leaders' priorities.