Education on the Impact of Poor Communication on Students' Mental Health

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Maluku– Poor Communication Significantly Impacts University Students’ Mental Health. A community service project conducted by Fany Sabban, Syahfitrah Umamity, and Trysna Ayu Sukardi from the Nursing Study Program at Maluku Husada College of Health Sciences, Indonesia, was published in the Bestari Community Service Journal (JPMB) Vol. 5 No. 2 (February 2026).

The community service project conducted by Fany Sabban, Syahfitrah Umamity, and Trysna Ayu Sukardi revealed that unhealthy communication has been proven to have a serious impact on students' mental health.

A Transitional Age with High Vulnerability

According to the study’s introduction (pages 105–106), early adolescence is a transitional period marked by significant physical, emotional, and cognitive changes. Teenagers at this stage are particularly susceptible to social influences and digital media exposure.

The authors note that many junior high students spend extensive time scrolling TikTok, engaging in online games, and forming virtual friendships. Such habits, if not guided by strong moral foundations, can shape behavior without critical reflection from a Christian faith perspective.

At the same time, adolescents begin experiencing identity formation, peer pressure, curiosity about smoking or substance use, and early romantic attraction. Without consistent faith guidance, these influences may lead to risky behavior.

Schools Without PAK Teachers

The study reveals that several public junior high schools in Muara Enim lacked local PAK teachers. As shown in the participant profile table on pages 107–108, students came from SMPN 1, 2, 3, 4, and 5. Many schools had no permanent Christian Religious Education instructors.

For example:

SMPN 2, 3, 4, and 5 had no PAK teachers.
SMPN 1 had only one independent volunteer teacher funded by small student contributions.

If students from different schools relied solely on one school’s limited services, faith education would become ineffective and unsustainable. This gap prompted the community service intervention.

A Structured and Contextual Faith Program

The program was conducted every Friday from 12:00–16:00 WIB for three months, divided into three class groups (grades 7, 8, and 9). Sessions were held in school laboratory rooms with official permission (page 107).

The methods combined theory and practice:

Contextual PAK teaching
Interactive lectures
Group discussions
Personal faith reflection
Communal worship
Practical application of faith through acts of service

As described on page 109, students were encouraged not only to understand Christian doctrine but to experience and practice it in daily life.

Holistic Mission Approach

The authors frame the initiative as part of “Missio Dei” — God’s mission — emphasizing that youth ministry is not merely educational but spiritual formation (page 109).

The approach mirrored the Apostle Paul’s holistic ministry model:

Teaching Scripture
Discipleship through discussion and mentoring
Building faith communities
Encouraging practical acts of love

In addition to classroom sessions, mentoring continued through WhatsApp groups, chapel services, and small cell groups (page 111). This ensured ongoing spiritual guidance beyond formal teaching hours.

Visible Impact on Youth

The results demonstrate measurable spiritual growth:

Increased understanding of Christian teachings, especially the doctrine of the Triune God
Positive character changes reflecting Christian values
Active participation in worship and faith communities

Photographic documentation on pages 110–112 illustrates students participating in discussions, worship sessions, and acts of community service.

Figure 4 (page 112) shows students engaging in acts of love by distributing food and helping people in need.
Figure 5 (page 112) documents participants praying for sick friends and being directed toward baptism in their respective local churches based on personal conviction.

These outcomes indicate not only cognitive learning but behavioral transformation.

Faith Education as Shared Responsibility

The study emphasizes that Christian youth faith formation is not solely the responsibility of families or churches. Schools also serve as critical pillars in shaping moral and spiritual character (page 110).

Christian Religious Education, when delivered consistently, produces what the authors describe as “fruits of faith” — repentance, good deeds, and moral resilience during adolescence.

The conclusion (page 113) stresses that sustained mentorship is necessary due to the limited number of PAK teachers and the ongoing moral challenges faced by youth in pluralistic public school environments.

A Replicable Model for Underserved Schools

This initiative provides a practical and replicable model for:

Public schools lacking Christian Religious Education teachers
Faith-based institutions seeking outreach opportunities
Churches aiming to strengthen youth discipleship
Christian educators engaged in community mission work

By combining contextual teaching, mentoring, and community service, the program demonstrates how holistic religious education can address both spiritual and social development.

Author Profiles

Damaianti Tamba
Lecturer at Sekolah Tinggi Teologi Kharisma Bandung, specializing in Christian Religious Education and youth faith development.

Yohanes Suprandono
Academic at Sekolah Tinggi Teologi Kharisma Bandung with expertise in mission theology and Christian discipleship. Communication Challenges in Campus Life

Communication plays a central role in academic success, group collaboration, organizational activities, and social relationships. However, many students still struggle with ineffective communication patterns.

Common issues include:

Misinterpretations during academic discussions
Use of offensive or dismissive language
Difficulty expressing opinions assertively
Limited empathy in peer interactions

According to the article’s introduction (pages 125–126), unhealthy communication often becomes a source of psychological distress. Conflicts between students, pressure during group assignments, and negative treatment from peers can worsen emotional well-being.

The Digital Dimension: Social Media Risks

In the digital era, communication challenges extend beyond face-to-face interactions. Social media intensifies exposure to negative communication patterns.

The study highlights risks such as:

Cyberbullying
Fear of Missing Out (FOMO)
Unrealistic social comparison
Dependence on social validation through “likes” and comments

Exposure to idealized content can lower self-confidence and increase dissatisfaction with one’s appearance or achievements. Research cited in the article suggests that unhealthy digital communication correlates with anxiety, depression, sleep disturbances, and in severe cases, self-harm ideation.

Educational Intervention with Measurable Results

To address these concerns, the research team conducted a structured educational program involving 35 second-semester nursing students at STIKes Maluku Husada. The activity took place on June 2, 2025.

The intervention followed two main stages:

1️⃣ Preparation Stage

Mapping common communication problems among students and designing targeted educational materials.

2️⃣ Socialization Stage

Participants completed a pre-test to measure baseline knowledge regarding the mental health impact of poor communication.

The session included:

Structured lectures
Interactive discussions
Question-and-answer sessions
Case-based examples

At the end of the session, students completed a post-test to evaluate knowledge improvement.

The materials covered:

Psychological consequences of unhealthy communication
The importance of empathetic and open dialogue
Assertive communication strategies
Ethical social media usage

Significant Knowledge Improvement

Evaluation results demonstrated substantial improvement in mental health literacy.

Before the session:

50% of participants were categorized as having low knowledge
Only 15% demonstrated good understanding

After the intervention:

70% reached the good knowledge category
Only 10% remained in the low category

These findings indicate that targeted communication-health education effectively increases awareness of mental health risks associated with poor interpersonal interaction.

As discussed in the article (pages 127–128), interpersonal communication plays a crucial role in shaping identity, emotional stability, and psychological well-being. Open and empathetic communication can enhance feelings of security, reduce stress, and strengthen social support networks.

Communication as a Mental Health Pillar

The study emphasizes that communication is not merely an exchange of information—it is a determinant of psychological health.

Effective communication enables students to:

Express emotional concerns openly
Reduce stigma around mental health discussions
Build supportive peer relationships
Seek collaborative problem-solving

Conversely, persistent negative communication patterns can intensify stress and emotional distress.

Documentation on page 129 shows active student participation during the session and a group photo with the community service team, reflecting strong engagement.

Recommendations for Higher Education Institutions

In the conclusion (pages 128–129), the authors recommend ongoing mental health education initiatives within universities.

Key recommendations include:

Regular mental health literacy programs
Strengthening campus counseling services
Involving lecturers and academic staff as support systems
Promoting empathetic communication culture among students

Creating a supportive academic environment is considered essential for improving psychological well-being across campus communities.

Author Profiles

Fany Sabban- STIKes Maluku Husada
Syahfitrah Umamity- STIKes Maluku Husada
Trysna Ayu Sukardi- STIKes Maluku Husada

Research Source

Sabban, F., Umamity, S., & Sukardi, T. A. (2026). Education on the Impact of Poor Communication on Students' Mental Health. Jurnal Pengabdian Masyarakat Bestari (JPMB), Vol. 5 No. 2, 123–130.

DOI: https://doi.org/10.55927/jpmb.v5i2.604

URL: https://nblformosapublisher.org/index.php/jpmb