Medical and mental health resources available for students – The Shorthorn

Report on Health and Wellness Infrastructure for University Students in Alignment with Sustainable Development Goals

The University of Texas at Arlington (UTA) and the broader Arlington community provide a comprehensive network of health and wellness services. This report details these resources, analyzing their contribution to the United Nations Sustainable Development Goals (SDGs), with a primary focus on SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities).

On-Campus Resources Supporting Student Well-being and Sustainable Development

UTA’s on-campus facilities are integral to ensuring students have direct access to services that support their physical and mental health, which is a prerequisite for achieving quality education and promoting equality.

• Health Services: As a primary care clinic, this facility is a cornerstone for achieving SDG 3 (Good Health and Well-being).
  • It provides essential medical services, including wellness exams and minor urgent care, directly contributing to the health of the student population.
  • By offering gynecological services, birth control, and free testing for sexually transmitted infections, the center directly supports SDG 3.7 (universal access to sexual and reproductive health-care services) and SDG 5 (Gender Equality).
  • The provision of free office visits and affordable care models addresses SDG 10 (Reduced Inequalities) by ensuring access to healthcare is not impeded by financial barriers.
• Maverick Activities Center: This center promotes preventative health measures, a key component of SDG 3.
  • Services such as one-on-one nutrition counseling and personal fitness training encourage healthy lifestyles and contribute to the long-term well-being of students.
• Student Access and Resource Center: This center is critical for advancing inclusivity and equality within the educational environment.
  • By providing accommodations, assistive technology, and support for students with disabilities, it directly advances SDG 10 (Reduced Inequalities).
  • These services ensure that all students have an equal opportunity to succeed, which is fundamental to achieving SDG 4 (Quality Education), specifically Target 4.5 concerning equal access to all levels of education for the vulnerable, including persons with disabilities.

Off-Campus Community Facilities and Their Role in Supporting SDGs

The local Arlington healthcare infrastructure provides a vital support system for the student community, ensuring access to comprehensive and emergency medical care, which aligns with the goals of building sustainable and healthy communities (SDG 11).

1. Texas Health Arlington Memorial Hospital: This full-service hospital and Level III Trauma Center is a critical community asset that underpins SDG 3 (Good Health and Well-being). Its 24-hour emergency care and specialized services in cardiology, stroke, and women’s health ensure that students have access to high-level medical intervention when required.
2. USMD Hospital at Arlington: This facility enhances the local capacity to meet diverse healthcare needs, contributing to SDG 3. It offers a range of physician-led surgical and diagnostic services, including on-site imaging and laboratory testing, which strengthens the overall health system available to students.
3. CareNow Urgent Care Arlington: By providing accessible, walk-in care for common illnesses and minor injuries, this clinic supports SDG 3 by offering a timely and efficient healthcare option. This service helps alleviate the burden on hospital emergency rooms and ensures students can receive prompt treatment for non-life-threatening conditions.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article highlights issues and services that are directly connected to the following Sustainable Development Goals:

• SDG 3: Good Health and Well-being

  This is the most prominent SDG in the article. The text is entirely focused on ensuring students have access to a wide range of health services, including “primary care clinic,” “psychological counseling,” “nutrition counseling,” “testing for sexually transmitted infections,” and emergency care. These services directly contribute to the physical and mental well-being of the student population.

• SDG 4: Quality Education

  While the primary focus is on health, the services described are crucial for ensuring students can fully participate in and benefit from their education. The article mentions the “Student Access and Resource Center,” which provides “accommodations and assistive technology in academics… to support students with disabilities.” By removing barriers to learning for students with disabilities and ensuring all students are healthy enough to attend and focus on their studies, these services support the goal of inclusive and equitable quality education.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 3: Good Health and Well-being

   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

     The article addresses this target by highlighting the availability of “psychological counseling” and “emotional support” services. Furthermore, services like “nutrition counseling with a registered dietitian on weight management… and healthy eating” are preventative measures against non-communicable diseases.

   • Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes.

     This target is directly supported by the services offered at the on-campus health center, which provides “gynecological services including well-woman exams, pap smears, birth control and menstrual health concerns.” The provision of “free testing for sexually transmitted infections twice a month” is another explicit example of promoting sexual and reproductive health.

   • Target 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all.

     The article describes a system aimed at providing universal health coverage for the student population. It mentions that “Health Services serves as a primary care clinic on campus” and that “Office visits are free” for students enrolled in in-person courses, which addresses financial risk and affordability. The range of services, from “wellness exams” and “minor urgent care” to access to full-service hospitals like “Texas Health Arlington Memorial Hospital,” demonstrates a commitment to providing access to quality essential health-care services.

2. SDG 4: Quality Education

   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

     The article’s mention of the “Student Access and Resource Center” directly relates to this target. This center’s purpose is to “support students with disabilities” by providing “accommodations and assistive technology in academics, housing and campus life,” thereby ensuring they have equal access to education.

   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

     The provision of comprehensive support services, such as those from the Student Access and Resource Center (“testing support, interpreters and emotional support and service animals”), contributes to creating an inclusive and effective learning environment for students with disabilities, which is a key component of this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several specific services and policies that can be used as indicators to measure progress:

• For Target 3.7 (Sexual and reproductive health):

  A specific, measurable indicator is the “free testing for sexually transmitted infections twice a month.” The frequency and utilization of this service can be tracked. The availability of “birth control” and “gynecological services” also serves as an indicator of access to reproductive healthcare.

• For Target 3.8 (Universal health coverage):

  The policy that “Office visits are free” for enrolled students is a direct indicator of financial risk protection. The proportion of the student population eligible for these free services could be measured. The range of available services (“primary care,” “lab tests, X-rays,” “minor procedures”) serves as an indicator of the scope of essential health-care coverage.

• For Target 3.4 (Mental health and well-being):

  The existence of “psychological counseling” and “one-on-one nutrition counseling” are indicators of available services. The number of students accessing these services could be used to measure their reach and impact.

• For Target 4.5 / 4.a (Inclusive education):

  The availability of specific accommodations such as “testing support, interpreters and emotional support and service animals” for students with disabilities serves as a clear indicator of the university’s efforts to create an inclusive learning environment. The number of students utilizing these services would be a key metric for measuring progress.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators’ to present the findings from analyzing the article.

Source: theshorthorn.com