Depression and anxiety affect concentration, memory, motivation, and energy — not simply mood — and can significantly reduce a student's capacity to engage even when they genuinely care about doing well. This distinction matters: reduced participation is not evidence of reduced care.
Presentation varies considerably. Some students withdraw and become quiet or hard to reach; others appear highly engaged on the surface while managing significant anxiety underneath, sometimes linked to perfectionism or a fear of being judged as incompetent in front of peers.
Academic pressure, financial stress, social and lifestyle changes (moving away from home, building a new social circle), and new responsibilities around time and money management are all commonly cited contributing factors, and frequently combine rather than acting in isolation.
Common assumptions to avoid: that reduced participation or missed sessions reflect low motivation or a lack of care; that a student who seems to be coping does not need flexibility; that anxiety is simply nervousness that will pass with encouragement; that offering flexibility is unfair to other students rather than a way of removing a genuine barrier.