Revealed: The hidden struggles of mental health in Tanzania’s universities

Where are the safe spaces to speak about depression, burnout, or trauma? And how long will silence be the default policy?

These questions were front and centre during the third Conference on Academic and Intellectual Freedom in Africa, held at the University of Dar es Salaam’s College of Social Sciences, in partnership with the Council for the Development of Social Science Research in Africa (CODESRIA).

Nigerian academic, Dr Tamuno Opubo Addah Temple, triggered deep reflection with his presentation: “The Role of Academic Freedom in Promoting Inclusive Mental Health Support Systems in African Higher Education.”

“African universities cannot claim to protect academic freedom while ignoring the emotional struggles of their people,” he said.

“Academic freedom must include the right to be vulnerable, to seek help without judgment, and to question policies that lead to mental breakdowns. If freedom ends at the classroom door, and mental health remains taboo, we’re only pretending to care,” he added.

The message resonated strongly with Tanzanian educators. Mental health issues among young people continue to rise.

A 2023 report by the Mental Health Tanzania Initiative shows a 40 percent increase in reported student cases of depression and anxiety over five years.

But experts say the true figures could be much higher.

At the University of Dar es Salaam (UDSM), students face intense academic pressure, rising living costs, job uncertainty, and family expectations. Yet, many suffer in silence.

“Mental illness among university students and staff is rising, but it remains hidden,” said Dar es Salaam-based clinical psychologist, Dr Abella Mbunda.

“We see depression, anxiety, even suicidal thoughts. But many fear stigma or punishment, so they stay quiet,” added Dr Mbunda.

She said universities focus heavily on grades, grants, and publications, with little concern for the emotional cost.

“A student might be failing because of depression, not laziness. A lecturer could miss deadlines due to anxiety, not incompetence. But the system rarely asks why,” said Dr Mbunda.

Mental health support is minimal across many Tanzanian universities. Those who seek help often face long waits or a lack of trained professionals.

This isn’t just a Tanzanian problem. Zimbabwean mental health expert, Prof Rudo Makumbe, shared a story of a lecturer back home who broke down in class—later found to have been battling depression in silence for years.

“He feared being judged unfit for the job. Even after diagnosis, there was no proper support because the university lacked a response protocol,” she said.

Prof Makumbe stressed that academia must be humanised. “We act like lecturers and students are superhuman. They’re not. If we don’t allow space for emotional honesty, we’ll keep losing brilliant minds in silence.”

A mental health researcher from Kenya’s Moi University, Dr John Otieno, said most East African universities treat mental health as an afterthought.

“We need proactive, campus-wide strategies. Don’t wait for suicide to assemble a counselling team. That’s too late,” he said.

He highlighted pilot projects in Kenya that train staff in basic psychological first aid and promote peer-led support groups.

“When students see universities talking openly about mental health, they’re more likely to seek help,” he said.

Dr Temple’s presentation was a call to action: treat mental health as an academic freedom issue and a matter of institutional survival.

The message comes at a crucial time as Tanzania prepares to join the rest of the world in marking Mental Health Week 2025, starting May 12 to 18, 2025.

Experts say this should be more than a symbolic calendar event—it should prompt action within institutions of higher learning.

In Dodoma, an education lecturer and mental health advocate, Mr William Kingu urged universities to promote emotional intelligence alongside academic excellence.

“Let’s revise our curricula, build mental health centres, and—most importantly—protect those who speak out,” he said.

“Saying ‘I need help’ isn't a weakness. It’s courage.”

As African universities climb global rankings and aim for innovation, the emotional well-being of those driving that change must not be ignored.

“Academic freedom should allow care, empathy, and emotional safety,” Dr Temple said in closing.

“We cannot speak of decolonising knowledge while colonising emotions. The future of African universities depends on whether we let people be whole—intellectually, emotionally, and psychologically.”