Supports for Success By Chyna Jones

As a student, I have always prioritized showing up, being attentive, and putting forth my best effort to be a strong and successful scholar. Not only for myself, but I also felt as though I owed it to my university, educators, peers, and loved ones to show up and succeed at all costs. However, it was not that simple. It was through experiences during my secondary education that I was able to accept the fact that I have a disability—and that is okay. My name is Chyna Jones, and I live with severe anxiety and depression.

Alone, the term disability presents a complex concept and is often associated with a negative connotation. At its core, it can be explained as a condition in which an individual experiences limitations due to physical and/or mental impairments. In my case, I experience mental illness, specifically severe anxiety and depression. As an individual, completing simple everyday tasks can be extremely challenging, as I often feel consumed by negative thoughts and sadness. Although I was diagnosed as an adolescent, it was not until my secondary education that I felt as though my disability controlled me and altered my thinking about myself and my experiences. For as long as I can remember, I had a clear vision of exactly what I wanted out of college, how I would get there, and the experiences that aligned with achieving those goals. Once I got to college and things were not exactly as I had envisioned, I felt triggers and symptoms from my disability creeping in faster than I could respond.

For instance, I ended up switching majors and selecting a different location for schooling, all within my first three semesters of college. In addition, I was working part-time, experiencing unstable housing, and caring for a parent who also suffered from similar disabilities. This was never part of the plan I had set for myself, so it felt impossible to accept. One may think, “These are ‘normal’ college student experiences,” but to me, they felt crippling and impossible to overcome. I often felt like a failure. I felt insufficient. I felt as though my time was running out. However, the most overwhelming feeling was self-doubt and disappointment. Over time, these feelings began to consume me, and the only thing I wanted to do was nothing.

Rhetorically, how does a full-time student succeed by doing nothing? The answer is that they do not. One by one, I watched my grades decline. I watched opportunities come and go. I watched my relationships with loved ones and educators weaken over time. All the while, feelings of disappointment, anger, and sadness increased and consumed me. Yet, I had no motivation, no drive, and no will to address these concerns. These were all clear signs that my mental health was worsening, yet I remained in denial about my disability. It was not until I was on the verge of losing my financial aid eligibility that I finally understood how serious the situation had become.

At this point, my advisors, educators, and close family members were concerned, and the issue could no longer be ignored. My parents encouraged me to be open and honest with my healthcare provider about my situation and the feelings I was experiencing. At the same time, my advisors and professors encouraged me to explore the resources offered to students with disabilities at my university while offering their support. This became a pivotal moment in my college career, because for the first time, I felt comfortable admitting and addressing the challenges influenced by my mental health. My physician implemented resources and shared vital techniques for managing my anxiety and depression. Simultaneously, I was approved for Accessible Educational Services (AES) through my university. The resources provided through AES were monumental in supporting me academically and in helping communicate my needs related to my disability to my professors.

With the implementation of appropriate resources and the realization that so many people were rooting for me, I was able to finish college strong and graduate in December 2025. A key component of my success was first accepting and acknowledging my disability. Once I accepted it without allowing it to define me, I felt free and empowered. Another important factor was taking advantage of available resources. These supports exist for a reason and should be utilized without feelings of inadequacy, judgment, or fear. Lastly, honesty played a crucial role in my success. Being honest with myself, my educators, my family, and my advisors was incredibly rewarding and beneficial to my mental clarity. Instead of judgment, I received support and gained insight into myself and ways to improve my daily life while living with a disability. In the end, everything worked out, and I was able to enjoy the conclusion of my college journey and look forward to the opportunities ahead.

About the Author

Image Description: Head-and-shoulders’ portrait of the applicant, Chyna Jones, turned slightly toward the camera. She is smiling and wearing a dark top against a light, neutral background.

Chyna Jones is a recent graduate seeking career opportunities in Health Information Management (HIM). She has developed a strong foundational understanding of managing patient health records, supporting healthcare information systems, and ensuring data integrity, privacy, and security. Chyna is detail-oriented, highly organized, and committed to contributing to the quality and efficiency of modern healthcare.