Academic Success Among Master of Social Work Students with Clinical Depression: An Interpretive Phenomenological Analysis

Introduction: Little is known about depression’s impact on Master of Social Work (MSW) students’ academic success and career trajectory. Studies indicated that as social work students are being taught to address the well-being and mental health of others within society, many are also navigating their own experiences with depression. This study explored the experiences of students living with clinical depression and enrolled in a MSW program at a large US Midwestern University.

Methods: Participants were recruited using convenience and purposive sample techniques. Data were transcribed and analyzed using an interpretive phenomenological analysis (IPA) framework, and the iterative processes associated with qualitative data analysis.

Results: Participants addressed their depression by (a) recognizing, identifying, and addressing their childhood triggers, (b) finding healthy coping techniques to address their depression while also addressing previous negative behaviors, (c) incorporating intentional decision-making techniques to help them once they were enrolled in the MSW program, and (d) incorporating behavior change techniques learned in their classes to help them deal with their depression.

Discussion: Students noted that classes presented opportunities to help them balance and address their triggers while also providing opportunities to holistically engage with academic demands. While there is no singular blueprint to ensure academic success, having clearly defined expectations within the academic setting (e.g. program expectations, studying for exams, course expectations, and personal responsibilities), helped to reduce stress, anxiety, and other unhealthy skills that may be correlated with their depressive symptoms and episodes.

Conclusion: Recommendations for faculty and students include relying on collaborative learning experiences that underscore the faculty member's academic background, and the students lived experience to influence class dynamics and student learning. It is also recommended that students connect with their faculty early in the semester to build rapport and engage in an honest dialogue about your needs within the class room.