ADEOLA ABRAMS

Access to educational opportunities can fundamentally alter an individual's life trajectory by providing pathways that might otherwise remain inaccessible. For many students, scholarships offer both access to high quality education and relief from financial burdens that families may find challenging to bear. 

The progression of Gregory Harris from his upbringing in Buxton to his current role as a medical doctor in Canada exemplifies the transformative potential of educational support. Gregory Harris grew up in a nuclear family in the historic, culturally rich village of Buxton on Guyana’s East Coast Demerara. From a young age, the medical field was his core passion. While many children spent their free time playing outdoor games, Gregory was fascinated by becoming a medical doctor. He dedicated much of his spare time to researching the human body, learning about different medical conditions, and watching documentaries about healthcare and medicine. Harris’s enthusiasm for medicine was apparent to those around him. While his classmates frequently discussed sports and entertainment, he became known for his inquiries about diseases, treatments, and how physicians contribute to saving lives.

“I always wanted to help people,” he said. “Seeing how doctors could change someone's life and make them healthy for a longer life span inspired me to work towards a career in the medical field.”

Harris’s initial substantive exposure to a hospital environment occurred when his school arranged an educational visit to Georgetown Mercy Hospital for high-achieving science students. During this visit, medical professionals discussed career pathways in medicine and addressed students’ questions. Harris distinguished himself through his enthusiasm and demonstrated knowledge of the medical field. One of the doctors who met Gregory that day recalled being impressed by his determination. “You could immediately see that he was serious about medicine,” the doctor said. “His questions showed a level of interest and understanding that is uncommon for someone his age.”

Recognizing his passion and dedication, the medical professionals encouraged Harris to enroll in a summer program in July–August following the completion of his secondary education. This program provided more comprehensive instruction and practical experience within the medical profession. Gregory embraced the opportunity wholeheartedly. He remained attentive, participated actively in every activity, and consistently demonstrated a strong commitment to learning. His excellent performance eventually earned him a fully funded scholarship to study abroad, where he completed his degree in Medicine and pursued additional short courses to further expand his knowledge and experience.

Despite these achievements, Harris’s journey was marked by significant challenges. The scholarship not only facilitated his education but also alleviated substantial financial pressures on his family. His parents would have had difficulty managing without this financial support; the costs of tuition and accommodation would have been considerable.

“After I started high school, my parents did extra jobs to earn and save for my future because of how passionately and determined they saw I was,” Gregory explained.

With government financial support, Harris was able to focus on his academic and professional objectives while mitigating the economic strain on his family. The scholarship enabled him to pursue his aspirations without imposing excessive financial demands on his parents. Currently, Harris practices as a medical doctor in Canada, where he has established a stable and successful career. His achievements have enhanced his own quality of life and contributed to greater financial security and greater pride in his family. 

Harris’s experience underscores the significant role that scholarships play in enabling talented and motivated students to realize their ambitions. For many young individuals, access to educational opportunities determines whether aspirations remain unattainable or become a reality. Harris’s journey serves as a reminder that, when provided with adequate support, students can overcome obstacles, achieve success, and generate enduring positive change for themselves and their families.

Mental health awareness in schools is essential because it helps students cope with stress, improves academic performance, and creates a safer, more supportive learning environment. Students face real mental health challenges, such as trauma from home, stress from exams, constant studying, peer pressure, and family issues. Anxiety and depression are increasingly common among teenagers. 

Many teens begin feeling depressed and overwhelmed as early as thirteen. They experience significant changes in their bodies and begin to realize they must take on new responsibilities as they grow older. Often, they feel burdened by family expectations, as if they are supposed to have everything figured out. At the same time, their childhood dreams and visions evolve as they mature and see life differently. Rather than families bonding closely with them, teenagers often drift away, feeling isolated and pressured to have all the answers.

This is when guidance, support, and counselling are most needed. Comfort and advice can help them make the right decisions about how to live their lives. Teenagers need to understand that this stage is where life truly begins. They have the chance to make responsible mistakes and learn from them. It is also the time to start building and shaping who they want to become, because the future depends on the choices made during these years. 

However, guidance from an adult or guardian is crucial. Without it, all these pressures can lead to stress and, eventually, depression. This dark phase can trap them for years, causing them to overthink and make irrational decisions about their lives. These struggles are often hidden during school sessions and among peers. Even when the wave of depression hits, it is frequently masked by a fake smile. 

Sometimes it becomes evident in how students carry themselves; many of them isolate themselves, and their academic performance suffers. Teachers, who should provide comfort and support, sometimes overlook the pivotal role they play. Mental health issues are often ignored and not openly discussed among students, as schools tend to focus only on academic achievement, neglecting other areas of students' lives that might affect them.

Schools should provide a trustworthy counselling team, so students have a place to seek advice and express emotions that build up and affect their lives. Many students suffer in silence, with no one to turn to. Tragically, some see suicide as their only option because they feel misunderstood or dismissed. Many adults do not believe depression is real, or they may think teenagers have nothing to worry about at that age. 

However, this is a critical time that shapes who they become. When suicide is not seen as an escape, some teens fall into isolation. Talking becomes difficult, and nobody knows what they are feeling because their silence is misunderstood. Self-harm can develop. Without professional advice, help, or counselling, these issues persist. If students do open up to their peers, they may find that their friends are experiencing the same struggles, and instead of finding solutions, they reinforce negative coping strategies.

Depression and lack of attention at home can cause students to drop out of school, especially when parents ignore or abandon their children instead of paying close attention to their needs. Often, no one seeks assistance. Schools play a major role in every child's life. I strongly believe that if schools train teachers to recognize students' mood changes and caution them about mental health, depression, and self-awareness issues, it will make a significant difference.

Introducing mental health education programs, such as regular one-on-one private talks with students, can provide valuable advice for those feeling overwhelmed, whether the issue is academic, personal, or family-related. Teachers should be trained to identify warning signs and create a safe space for students to talk openly and seek help. 

Regular counselling and engagement would encourage students to reach out. Schools can make a big difference in this regard; depression and mental health issues are real and need to be addressed. Many adults have grown up with overthinking and depression, often feeling mentally closed off and suffering greatly. If we help this generation access support, it will make a positive difference for people struggling with these issues in the future.