The pressure on students is extremely high . The ISO notes that this pressure on students is increasing from multiple sides: students have to study faster, studying is becoming more expensive, and students are encouraged to do a lot of work during their studies to build a strong CV. On the one hand, this is caused by government policy measures, such as high Binding Study Advice (BSA) and poor financial situations , and on the other hand, by high social standards where students must distinguish themselves to find a good job or internship. This pressure leads to critical figures, such as the fact that 26% of students in higher professional education and university education have (had) at least occasionally or frequently wished they would rather be dead or not wake up again.

In addition, the ISO identifies a lack of good, regular, and appropriate guidance and support for students. Waiting times for student psychologists are long, and many students see their tutor, mentor, or study career counselor only a few times a year.

The ISO therefore advocates: 

• A cultural change in which the focus shifts from study success to student succes
• Normalizing studying for longer than the nominal duration, for reasons such as participation duties, a year on the student board, taking a gap year, or other reasons serving the achievement of student success
• The abolition of the cum laude distinction by all institutions
• Realistic information about the content of the study and the (future) job market

The ISO recognizes that a mild degree of pressure is unavoidable within higher education. Therefore, it is important that students can receive good, accessible, and appropriate support, guidance, and assistance. The ISO therefore advocates for:

• Proactive provision of information regarding (financial) provisions at the institutional, faculty, and program levels , and a central reporting point where every student with a request for assistance can go for accessible triage to the right place.
• Student well-being must be embedded in the institution’s curriculum; this ensures that student well-being is not the first thing to come under pressure during times of budget cuts.
• Widely available and accessible care within institutions, and good connections with external care for a strong and fast referral network when help cannot be provided within the institution ; an integrated network is therefore very important.