Because mental illness often emerges in the early to mid-twenties, it will always affect college students. The key for parents, university staff and university faculty is to be aware that mental illness can develop in anyone during this time of life, even students who may seem to be the most unlikely.

When I began my undergraduate program, I earned A’s in classes like advanced biochemistry and physics. I did well until the fall of my senior year when mental illness left me unable to continue my studies. I became socially withdrawn and was failing my courses. I dropped out of college abruptly and handed in my dorm key. The onset of schizophrenia affected my interests, abilities, and even my personality. All of this developed because of genetic predisposition.

Of course, dropping out of college isn’t always the result of mental illness. Students may lose interest in their degree program, or decide to pursue a different career. Many students have financial issues, or encounter major life changes, like having children, which lead them to put higher education on hold.

However, dropping out of college may be an indication of mental illness. At least, it was for me.

When a student is failing, the university should consider his or her academic history. Was the student ever a scholarship winner, initially scoring A’s in her field of study? Has there been a gradual decline in quality of work over time? Some students may simply need encouragement, and benefit from knowing how much the university wants them to succeed. But with mental illness, helping students is much more complicated.

Resident assistants, faculty, and staff should be trained to recognize symptoms of mental illness in students. These may include significant changes in a student’s personality, such as social withdrawal and isolation. University staff should watch out for high-achieving students who drop out of their degree programs seemingly without reason. Huge personality changes and social withdrawal are symptoms of the “prodrome” phase of schizophrenia, which is a period of time when individuals are developing mental illness, but are not yet ill enough to be diagnosed.

Colleges and universities must ensure that a plan is in place for helping students who are struggling with mental illness, since early intervention is so important. Resident assistants should offer all students friendship, be seen as approachable, and be familiar with available resources, such as counseling. Faculty members who work closely with students (supervising research projects, advising students) must be aware that they may encounter people who become mentally ill during their college years. They should be prepared to recommend resources and talk about mental illness in a way that avoids stigma.

When I was in high school, I wish I had been educated to know the early symptoms of mental illness, and that mental illnesses are treatable today. High school students should be aware that one in four people experience mild to severe mental illness during the course of their lives, and know that there is no shame in taking medication for a neurochemical disorder. While I was becoming mentally ill, I knew nothing about schizophrenia. I thought that hearing voices and experiencing hallucinations was something that could never happen to me.

Dropping out of college suddenly without an apparent reason was inconsistent with my character. I urgently needed medical help, but I was not well and didn’t realize it. If someone in the university could have successfully reached out to me, it may have saved me from a homeless life where my mental illness worsened every day.

I encourage university faculty and staff to be more proactive with noticing signs of mental illness in students. When struggling students find the treatment they need, everyone wins.