Asking for Help Is Part of Learning

Sefa was thrilled to begin university in Cape Coast. As the first person in her immediate family to reach that level of education, she carried the hopes of relatives who had celebrated her admission and sacrificed to support her.

During her first month, she enjoyed meeting classmates and exploring new subjects. Then the assignments began to pile up.

Sefa was juggling lectures, a long commute and part-time work. Managing her study time became increasingly difficult, and she felt embarrassed when classmates seemed to understand material she was still struggling to review.

Whenever her mother called, Sefa insisted that university was going well. She worried that admitting her difficulties would disappoint the family members who had invested so much in her education.

After receiving a disappointing assessment result, she stopped attending one tutorial. Missing it made the next assignment even harder, and her anxiety about returning continued to grow.

The Courage to Speak Honestly

One afternoon, a classmate noticed that Sefa had missed another study session and invited her to prepare for the next examination together.

Sefa almost declined. Instead, she admitted that she was struggling and no longer knew where to begin.

Her classmate encouraged her to speak with the course tutor. Together, they also visited the university’s student support office to learn what assistance was available.

Sefa discovered that asking questions and receiving academic support were normal parts of learning. Seeking help did not mean she was incapable or did not belong at the university.

With guidance, she created a more realistic study schedule, caught up on missed material and adjusted her part-time work commitments where possible. She also began speaking more honestly with her family about her workload without treating every difficulty as a crisis.

Support Strengthens Independence

Students entering higher education often face unfamiliar academic expectations, financial responsibilities, social pressures and uncertainty about the future. This transition can be exciting and demanding at the same time. A student who once succeeded with familiar routines may need new strategies in a different environment.

Not every struggle should automatically be interpreted as evidence of a mental health condition. However, persistent distress, major changes in daily functioning or concerns about safety deserve attention and appropriate professional support.

Educational institutions can help by making support services accessible, explaining academic expectations clearly and creating an environment where students can ask questions without shame.

Families can also help by showing interest in the learning process instead of treating examination results as the only measure of progress. Students can identify trusted people, join study groups and seek clarification before manageable challenges become more complicated.

Sefa did not suddenly become the strongest student in her class. She did, however, complete her next assignment and return to the tutorial she had been avoiding.

When her mother asked how university was going, Sefa finally gave an honest answer.

“Some parts are difficult,” she said. “But I have started getting help, and I am learning.”

An important part of education is learning where to find support when the answers do not come easily. Asking for help is not a rejection of independence. It is often one of its strongest expressions.

By Dr. David Rex Orgen, Best-Selling Author and International Mental Health Expert