Turning the Corner: Approaches for Gen Z Students to Cope with Mental Stress Right Now – Hofstra University Center for Civic Engagement

​The “Turning the Corner” issue guide from the Hofstra University Center for Civic Engagement examines how Generation Z students—born between 1997 and 2012—have navigated profound educational, social, and economic disruptions during and after the COVID-19 pandemic. Experiencing these upheavals at critical developmental stages, Gen Z faced academic setbacks, heightened mental health challenges, and amplified inequities, particularly among students from marginalized communities. Developed through deliberative forums that centered student voices, the guide outlines four interconnected approaches: strengthening peer connections and social opportunities, expanding institutional leadership and mental health support, closing pandemic-related learning gaps, and pursuing coordinated government assistance. Emphasizing cooperation, tradeoffs, and shared responsibility, the guide frames recovery not as a temporary fix but as a collective effort to safeguard an entire generation’s well-being, civic participation, and long-term capacity to thrive.

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The COVID-19 pandemic marked what many called "The Lost Year" of 2020, but for Generation Z students—those born between 1997 and 2012—its effects stretched far beyond that label. This issue guide explores how Gen Z students, spanning upper elementary through college, have navigated disruptions to education, social life, and family stability during an unprecedented period of public health crisis, political unrest, and economic strain. The guide presents four interconnected approaches developed through deliberative forums where Gen Z students and their allies considered their deepest values and explored collective paths forward, emphasizing that meaningful progress requires cooperation, tradeoffs, and collaborative action across institutions and communities.​

Information about the Issue
Generation Z experienced the pandemic at uniquely vulnerable developmental stages. The youngest were finishing formative elementary school years, while the oldest were completing college or entering the workforce. Unlike older generations who had already established educational foundations and career paths, Gen Z students faced fundamental disruptions during critical transition periods.

The challenges extended beyond academic interruption. Many students endured prolonged isolation, heightened anxiety, and socially-learned mistrust during years typically devoted to building peer relationships and developing independence. These disruptions were compounded by economic instability within families, barriers to mental health care, and the strain of navigating remote learning while managing unprecedented uncertainty.

The impacts were not distributed equally. Gen Z represents the most diverse American generation to date, with nearly half identifying as racial or ethnic minorities and significant portions identifying as LGBTQ+ or nonbinary. Communities of color and lower-income families faced disproportionate health risks, economic instability, and limited access to support services. The intersection of this diversity with pandemic-related vulnerabilities meant that existing societal inequities were amplified rather than ameliorated.

As students attempt to move forward, headlines continue documenting spikes in loneliness, depression, anxiety, and even student suicides. Research shows that enjoyment of leisure activities and safe socialization correlate positively with psychological and physical well-being, yet many students lost access to both during critical years. The pandemic learning gap led to academic setbacks, while social isolation disrupted the development of friendship networks and community connections that typically sustain young people through challenging transitions.

The issue guide presents four approaches for addressing these interconnected challenges. The first approach focuses on building friendship bonds and expanding social and cultural opportunities through group activities, creative events, and collective leadership experiences. The second emphasizes expanding college and university leadership to provide enhanced mental health supports, financial assistance, social mentorship, and platforms for student-guided initiatives. The third approach focuses on closing the pandemic learning gap by investing in academic excellence, time management, and the development of critical thinking. The fourth advocates seeking government assistance at the national, state, and local levels to provide expanded resources, mental health services, and coordinated support for student needs.

These approaches are not mutually exclusive. Each carries tradeoffs related to time demands, resource constraints, and competing priorities, but together they represent pathways toward addressing the psychological, economic, and societal pressures facing Gen Z students as they work to reclaim educational momentum and personal well-being.

Raw URL: https://nifi.org/nifi-issue-guide/approaches-for-gen-z-students-to-cope-with-mental-stress/

Why It Matters
This issue guide matters because it addresses an entire generation's capacity to thrive during and after unprecedented disruption. Generation Z students are not simply experiencing temporary setbacks—they are navigating formative years under conditions that threaten their mental health, educational achievement, economic prospects, and social development simultaneously. The approaches presented offer practical pathways for communities, institutions, and governments to respond effectively rather than leaving young people to manage these compounding challenges alone.
Beyond immediate crisis response, the guide models inclusive civic engagement by centering the voices and values of those most affected. The deliberative forums that shaped this resource asked Gen Z students to articulate their deepest values and consider how their goals connect to broader community needs, creating a foundation for collaborative rather than top-down solutions. This approach recognizes that young people are not passive recipients of support but active participants capable of shaping policies and programs that affect their lives.

The broader significance extends to democratic participation and social cohesion. By investing in Gen Z students' well-being, academic success, and civic development during this critical period, communities strengthen the foundation for future leadership, innovation, and public problem-solving. Conversely, failing to address these challenges risks entrenching inequities, deepening mental health crises, and limiting an entire generation's capacity to contribute fully to civic and economic life. The guide provides a framework for action that balances individual support with systemic change, offering communities concrete options for turning crisis into opportunity.

About the Organization
The Hofstra University Center for Civic Engagement works to strengthen democracy and prepare students for active citizenship through dialogue, deliberation, and community-based learning. The Center serves students, faculty, and community partners by providing opportunities for civic participation, public advocacy, and collaborative problem-solving on issues affecting local and national communities. Through programs in rhetoric and public advocacy, peace and conflict studies, and civic education, the Center fosters the skills, knowledge, and commitments necessary for inclusive democratic participation. The "Turning the Corner" issue guide was developed collaboratively by undergraduate and graduate students alongside faculty from departments including rhetoric and public advocacy, counseling and mental health professions, education, and political science, reflecting the Center's commitment to elevating student voices and promoting deliberative approaches to public challenges that strengthen community engagement and democratic practice.

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