Psychosocial Distress and Community Support: Students’ Perspectives and Social Pedagogy Reflections
Abstract
Psychosocial distress is a significant challenge for students transitioning to adulthood. The present study explores students’ perspectives on psychosocial distress and the community’s response to it. Using an arts-based research methodology (photovoice), social pedagogy students visually documented representations of distress in their daily lives and community responses to it. The collected images and narratives were qualitatively analysed through thematic analysis to identify generative themes. The findings highlight the diverse ways in which students experience and interpret distress, revealing the emotional, social and structural factors that influence their wellbeing. A critical aspect of the research is recognising both the importance and challenges of non-formal support systems in mitigating distress. In order to foster meaningful dialogue with youth, social pedagogy should integrate concepts from the pedagogy of the oppressed and the pedagogy of liberation, addressing the individualisation of psychosocial distress and advocating for collective, community-based solutions. This approach is particularly relevant in the context of societal crises and growing uncertainty during the transition to adulthood. The study highlights the potential of arts-based participatory research methods to facilitate dialogue, co-create knowledge and foster intersubjectivity, including within higher education. By amplifying students’ voices, the research contributes to a deeper understanding of students’ perceptions of distress and advocates for community responses that go beyond individualised solutions.
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