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Course Name: BA (H) Psychology

Paper Name: Social Psychology in Applied Contexts

Unique Paper Code: 2112102303

Examination Roll Number: 23029528030

Semester: III

Name: Kamalina Gogoi

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INDEX

Sl. No. Title Teacher’s Signature

1. Navigating Student Life in a
Metropolitan City: A Photovoice
study
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Navigating Student Life in a Metropolitan City: A Photovoice study

Abstract

This study, Navigating Student Life in a Metropolitan City: A Photovoice Study, explores the
lived experiences of female college students in Delhi, focusing on the challenges and opportunities
presented by urban life. Developed by Wang and Burris (1996) for public health initiatives,
photovoice integrates empowerment education, feminist theory, and documentary photography,
enabling participants to express lived realities through visual storytelling. Recent applications of
photovoice span diverse fields, including mental health (Skoy & Werremeyer, 2019), education
(Doyumgac et al., 2021), and social justice (Banyard et al., 2020), showcasing its utility in amplifying
underrepresented voices, exploring complex psychosocial dynamics, and fostering systemic change.
The research is guided by the following questions: How do students experience and navigate the
physical and social environments of a metropolitan city? What challenges and opportunities do city
residents encounter? How do these experiences impact their mental health and well-being? Lastly,
how do students negotiate their personal and social identities in the context of urban diversity? Using
the participatory photovoice methodology, guided by Wang and Burris’s SHOWed framework, the
research engaged students aged 18–20 from Indraprastha College for Women. Participants captured
photographs reflecting their experiences and analyzed them collaboratively to uncover key themes.
These included exhaustion and sleep deprivation due to academic and personal pressures, excessive
screen time impacting mental and physical well-being, unhealthy dietary habits shaped by fast-paced
lifestyles, and the limited yet vital role of recreational activities in managing stress. The study
underscores the intricate relationship between urban living, academic demands, and student health.
Its findings call for actionable interventions such as promoting digital well-being, offering healthier
food options, and expanding recreational opportunities. By amplifying the voices of underrepresented
students, this research provides valuable insights for educators, policymakers, and institutions to
address the unique needs of urban youth, fostering holistic well-being and inclusion.

Introduction

The life of a college student in a metropolitan city is shaped by unique opportunities and
challenges. From academic pressures to navigating the fast-paced urban environment, students
experience a dynamic blend of social, academic, and personal growth. This study aims to explore
how living in a metropolitan area influences the college experience, focusing particularly on health
and well-being.

This paper uses a participatory research approach to gain deeper insights into how urban
environments shape students’ well-being.
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Participatory Research

Participatory research includes the involvement of the community or group of interest, at some
or all stages of the research. It emphasizes direct engagement of local priorities and perspectives
(Cornwall & Jewkes, 1995). This approach can be described as a broad term encompassing research
designs, methods, and frameworks that involve systematic inquiry in close collaboration with those
impacted by the issue under investigation, aiming to drive action or change (Cargo & Mercer, 2008).
The traditions of participatory research were said to have been introduced by the Spanish
psychologist, Paulo Freire (1970) through his popular education research. According to him
“authentic education” occurs when you work with a particular community of interest rather than
simply reading about that group or community. Fraire argues that efforts at social or political change
are often unsuccessful because such plans are carried out based on the perspective of the politicians
or educators rather than on the perspectives of the people of the community, for whom the plans are
being made. Maguire (1987) describes participatory research as consisting of three main processes;
1) Investigation, 2) education, and 3) action. The researchers work with the members of the
community to investigate their circumstances and to identify some of the key issues and problems of
the community. In the process, both the researchers and the participants are educated to some degree
about the possible causes of the problem. Then they try to design solutions and action plans to
effectively tackle these issues. (Schneider et al., 2012)

The basic assumption behind this research method is that members of the target group have a
better and clearer understanding of their situation, and hence are better able to devise effective
solutions to their problems. Therefore, people who are affected by change efforts should be in control
for directing that change. They also assume that mutual education of the researchers and the target
community is important to bring about the change (Schneider, et all., 2012). The participatory
approach to research realizes that local people are also knowledgeable and that they too can work
with researchers to develop analyses and solutions (Cornwall & Jewkes, 1995).

Participatory Action Research

While participatory research emphasizes involving communities in the research process,

Participatory Action Research (PAR) takes this engagement a step further by integrating action into
the research cycle. PAR not only focuses on collaboration but also actively seeks to empower
participants to enact change based on their lived experiences. This transformative approach bridges
reflection and action, allowing participants to not only study their circumstances but also take
meaningful steps to address the issues they face.
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Participatory action research (PAR) is a type of reflective, iterative and often open-ended
research endeavor that involves a collaboration between a community with lived experience and
professional researchers who provide relevant knowledge, skills and networks to empower the local
community to generate change in their lives (Cornish, et all., 2023). Its main purpose is to enable
action through a reflective cycle in which participants gather and analyze data, then decide on the
appropriate next steps. This action is subsequently studied further, and the cycle continues in a
spiraling manner, with ongoing data collection, reflection, and action. It draws on the paradigms of
critical theory and constructivism and may use a range of qualitative or quantitative methods. (Baum
et al., 2006).

PAR places importance on knowledge generated through experience. It claims that those who
have suffered the consequences of unequal power relations in society have deep experiential
knowledge of those systems and hence are better capable of leading initiatives for change. It believes
in knowledge-through-action. It generates knowledge from the process of learning through action.
One of its key principles is collaboration through dialogue. PAR’s power comes from harnessing the
diverse sets of expertise and capacities of its collaborators through critical dialogue. In essence, PAR
is a transformative process, as it aims to create empowering relationships and environments within
the research process. (Cornish, et all., 2023) In this sense, the role of a PAR scholar is not easy, as it
involves transcending the boundaries of traditional research methods, to land in an environment of
unequal power relations, and multiple, sometimes conflicting interests (Baum et al., 2006).

Photovoice method.

Building on the principles of Participatory Action Research (PAR), which emphasizes

collaboration and action for social change, the photovoice method was incorporated as a key tool in
our study. Photovoice is a method based on participatory action research that uses photography as a
way to document people’s experiences (Schneider, et all., 2012). Individuals capture photographs that
reflect different aspects of their experiences and their community. They share their reasons for
capturing a particular picture and what it means to them. These photographs serve as catalysts for
reflective discussion in which emerging meanings and interpretations are elaborated on by the
collective group (Liebenberg, 2018). This method is typically used with ethnic minority groups so
that individuals who were often unheard of in traditional research, due to language and cultural
barriers can communicate important aspects of their experience. (Schneider, et all., 2012). According
to Wang & Burris (1997), photovoice has three main goals: (1) to enable people to record and reflect
their community's strengths and concerns, (2) to promote critical dialogue and knowledge about
important issues through large and small group discussion of photographs, and (3) to reach
policymakers.
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In the late 1800s to mid-1900s, sociologists and anthropologists mainly used photography to
objectively document social and cultural aspects. By the 1990s, scholars saw the potential for
photography to go beyond data collection, shifting towards a more collaborative approach where
researchers worked directly with participants. This shift, especially in cross-cultural research, led to
the rise of participant-generated methods like photovoice. Dr. Caroline Wang and Mary Ann Burris
developed photovoice (originally introduced as “photo novella”) in public health, where women in
rural China used photos and text to share their experiences (Wang, Burris, & Ping, 1996). This
resulted in a book of photographs titled Visual Voices: 100 Photographs of Village China by the
Women of Yunnan Province (Wang & Burris, 1997) This method allows participants to capture
aspects of their lives, giving researchers deeper insights into previously overlooked or silenced
experiences. (Sitter, 2017). Photovoice emerged from three key theoretical foundations:
empowerment education for critical consciousness, feminist theory, and documentary photography.
Each of these frameworks aligns to create an action-oriented, participant-driven approach. Wang and
Burris combined the strengths of these theories to develop the photovoice method. (Sutton-brown,
2015). In photovoice research, cameras are given to individuals who are often marginalized in
political spaces, enabling them to represent their communities and share their daily experiences in
their voices, ultimately becoming agents of social change (Foster-Fishman, 2005).

Tanhan and Strack tried to explore the biopsychosocial spiritual strength and concerns of
college affiliated Muslims in a 2020 study titled, “Online photovoice to explore and advocate for
Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally
development. Data was collected through online photovoice. The results revealed eight distinct
strengths and nine concern clusters. The two most reported strengths were having a supportive
community and prayer in Islam. The two most reported concerns were a lack of prayer facilities and
lack of support. (Tanhan & Strack, 2020)

Doyumgac, Tanhan, Kiymaz in 2021 wrote a research paper titled, “Understanding the Most
Important Facilitators and Barriers for Online Education during COVID-19 through Online
Photovoice Methodology”. The research explored key facilitators and barriers to online education
during COVID-19 from the perspectives of teachers, students, and academics. It shared results
through online channels and examined participants' views on these factors based on EST levels.
Sixteen main “facilitator-related themes” emerged, and the five most expressed were having
technology, internet, communication, emotions, and economic resources. Thirteen main
“complicators-related themes” emerged, and the five most reported barriers were lack of
technological resources, internet, appropriate learning environments, learning opportunities,
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appropriate resources for online or distance education, and interaction. (Doyumgac, Tanhan, Kiymaz,
2021)

Wass and Chris (2020) in their paper titled “Photovoice- Towards engaging and empowering
people with intellectual disability in innovation” aimed to address the challenges faced by the people
with intellectual disability and find and tailor the technological solutions and interventions to ease
their lifestyle. The study used the photovoice method to understand the user needs and empower the
participants with intellectual disability in an innovation process. The findings from our study indicate
that photovoice can facilitate the expression of both contextual and individual needs, contributing to
an empowerment process that encompasses coping, self-determination, and ownership. By utilizing
photovoice, some challenges in identifying user needs can be mitigated or eliminated. (Wass & Chris,
2020)

Holmes (2023) examines the sociocultural factors in eating disorders in his paper titles, “It’s
always that idea that everyone’s trying to look like something’: Revisioning sociocultural factors in
eating disorders through Photovoice". Holmes' study uses feminist perspectives and Photovoice
methodology to explore how individuals with lived experience perceive the influence of sociocultural
factors on their eating disorders. The findings suggest that focusing primarily on media and body
image might be misleading, pathologizing, and stigmatizing. Holmes argues for a shift towards
improved ‘sociocultural literacy,’ emphasizing the need to understand how sociocultural discourses
interact with mental health, rather than just enhancing ‘mental health literacy’ to combat stigma.
(Holmes, 2023)

Skoy & Werremeyer (2019), conducted a study titled, “Using Photovoice to Document Living
with Mental Illness on a College Campus”. The purpose was to allow college students living with
mental illness to document and communicate their realities with peers and university stakeholders.
Main themes identified were: insights into campus services, increasing awareness and educating
others, support, and barriers to getting better. (Skoy & Werremeyer, 2019),

Girang et al. (2022), examined university students’ experiences of stress alleviation in the
research study titled, “Spatializing psychological well-being: A photovoice approach on the
experience of stress alleviation among university students”. The Main findings showed three
overarching spatial experiences of stress alleviation namely: being away from stressful places, being
present but mentally away from a place, or being engaged within communal spaces. (Girang, Chu,
Endrinal., & Canoy, 2022)

Sekaran et al. (2021) conducted a research titled “This is the place where I can be alone, no
tension:’ Photovoice evidence for adolescent perceptions of their microsystem and psychological
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adjustment” which explored the various emotions adolescents attach to the spaces they occupy and
how they link them to socialization in the context of the microsystem. The study was able to elicit
emotions and meanings that adolescents attached to social interactions with gendered nuances
specific to the Indian cultural setting. The themes which emerged -the home as symbol of family
relationships, the self in the context of space, socializing with peers within and outside of the home
space, feeling at home in the neighborhood. (Sekaran et al., 2021)

Banyard et al. (2020) examined a research titled “Using photovoice to understand and amplify
youth voices to prevent sexual and relationship violence”. A key theme they generated is that SRV
prevention needs to be viewed as relational. Participants described the complexity of prevention,
including how youth need social support to thrive and prevent SRV and that asking for help can be
challenging. Results also highlighted that youth can provide help and support, but it is not always
welcome in addition to underscoring that youth are resilient and can be prevention leaders. (Banyard
et al., 2020)

Present Study

This study examines the lived experiences of college students residing in metropolitan cities,
focusing on how they navigate the complexities of urban life. It delves into how their physical, social,
and cultural environments influence their daily realities, shaping both opportunities and challenges.
Living in a metropolitan city presents unique difficulties, especially for students, who must cope with
high living costs, the fast-paced nature of urban life, and issues like overcrowding and social isolation.
Additionally, students often face specific problems such as exposure to pollution, poor-quality food
in student residences, hard water impacting health, and feelings of homesickness in the case of
outstation residents. These factors profoundly affect their mental and physical well-being.

As a researcher exploring the life of college students in a metropolitan city, my positionality

is shaped by my personal identity, biases, and pre-assumptions. I approach this research from the
perspective of an outstation student who lives away from home. This may lead me to focus more on
challenges such as homesickness, financial management, and the search for a sense of belonging,
which might not be central concerns for local students. Additionally, as a woman studying in a
women’s college, my worldview is strongly influenced by my gender. This might make me more
attentive to issues uniquely faced by female students, such as safety concerns, sanitary hygiene, and
navigating patriarchal social expectations. These perspectives, while valid, might inadvertently limit
my ability to fully understand experiences of male college students or gender-diverse individuals.
Moreover, being from the northeastern region of India, I am acutely aware of issues such as
discrimination, stereotypes, and differential treatment faced by northeastern students in metropolitan
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cities. This background may shape my focus toward minority concerns and broader experiences of
exclusion, potentially overlooking shared experiences among the student population at large. My
privileged economic and social status also creates a potential blind spot in understanding the struggles
of students from less advantaged backgrounds. While I strive for neutrality in my analysis, I remain
mindful that my unique social and personal identities might influence my interpretation of the data. I
will take steps to ensure reflexivity and incorporate diverse perspectives to mitigate these biases.

The research is guided by the following questions: How do students experience and navigate
the physical and social environments of a metropolitan city? What challenges and opportunities do
city residents encounter? How do these experiences impact their mental health and well-being?
Lastly, how do students negotiate their personal and social identities in the context of urban diversity?
This study aims to provide insights into these dimensions of student life in metropolitan cities,
contributing to the broader understanding of urban youth experiences.

Method

Photovoice Approach

Photovoice method being grounded in participatory research enhances the diversity and
representation of voices within the research tradition allowing community members, often
overlooked, to actively shape and improve their realities. This method emphasizes the power of
images in identifying key issues, empowering participants to advocate for change. Being rooted in
feminist theory, constructivism, and documentary photography, photovoice encourages participants
to use their experiences to drive personal and community transformation (Hergenrather et al., 2009).
It also bears relevance as it aims to reduce the researcher-participant divide by involving community
members in capturing and interpreting their experiences. This method promotes reciprocity and
collaboration, allowing participants to shape the research focus and outcomes (Sitter, 2017). Hence,
it inspires us to transform research into a collaborative, empowering process to drive genuine social
change.

To facilitate group discussion of photographs, Wang and Burris integrated the SHOWeD guide
developed by Shaffer (1983) into the analysis component of the photovoice process. SHOWeD stands
for:

 What do you see here?

 What is really happening here?

 How does this relate to our lives?

 Why does this concern, situation, or strength exist?

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 How can we become empowered through our new understanding?

 What can we do?

The purpose of these questions is to “identify the problem or the asset, critically discuss the
roots of the situation, and develop strategies for improving the situation” (Wang, 1999, p. 190). In
other words, these questions can be used to understand the deeper structural issues in which
experiences are embedded and the processes that maintain or uphold the status quo and the actions
that can be taken to bring about meaningful change as well as the resources available to engage in
these change processes (Liebenberg, 2018).

Procedure

The research procedure followed a series of structured steps, beginning with selecting a
suitable theme and target college for the study. Initially, we started by exploring colleges across India
and eventually narrowed our focus to Delhi NCR, where we selected Indraprastha College for Women
(IPCW), an all-women’s liberal arts institution. With this foundation in place, we turned to the task
of identifying a theme that would genuinely reflect the experiences and challenges of college student
life. Together, we shared our initial thoughts, discussing aspects of student life that intrigued us. We
jotted down our ideas, organised them into broader themes, and gradually refined our options through
open discussions, debates, and feedback. After much thought, we narrowed it down to three
compelling themes, each offering unique insights and possibilities. Choosing the final theme was a
group effort that required careful consideration. We weighed each option thoughtfully, looking at its
potential to make an impact. Ultimately, we agreed on a theme based on the class consensus.

After deciding the theme, each participant collected 4 photographs that depicted the theme
most appropriately. This required the participants to get hands-on in the field; observing and looking
for people that could be captured for the selected theme. But, the participants made sure that the
photographs were clicked and used only after the consent of the people captured. After collecting the
photographs, the participants reflected on each photo in a group discussion. To facilitate the group
discussion of photographs, we followed Wang and Burris’s SHOWed method of analysis. This method
invites participants to engage deeply with each image by answering a series of questions: What do
you See here?, what is really Happening here?, how does this relate to Our lives?, why does this
concern, situation, or strength exist?, how can we become Empowered through our new
understanding?, and what can we Do about it?. The main objective of discussing these questions is to
identify the issue, critically discuss the roots of the situation, and develop strategies for improving
the situation (Wang, 1999, p. 190). After the group discussion, the participants wrote the narratives
for the 4 photos clicked by them, incorporating everything discussed using the SHOWed analysis.
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The students were divided into two subgroups of ten participants each. This allowed for clarity
of thoughts and discussions in the following steps. Following this, each group discussed and finalised
photographs through a Google meeting. Photographs that resonated with the majority of participants
and evoked shared experiences and emotions were selected.

Lastly, a final focus group discussion was conducted face-to-face. Photographs were reviewed
collectively. The visual content and emotional impact of each photograph were discussed. The
shortlisted photographs were presented to the group and a discussion was facilitated using the
SHOWED framework. The focus group discussion was recorded and the audio recordings were
transcribed. The transcripts were analysed to identify emerging themes, patterns, and insights.

Participants

The sample of this study consisted of urban, female college-going students of Psychology,
from the ages 18-20, in the metropolitan city of Delhi. Individual participants were present in the
subsequent group discussion, after the gathering of pictures and identifying themes.

Ethical Issues

In conducting this photovoice study, ethical considerations were of utmost importance to

ensure that participants felt safe, respected, and empowered throughout the research process. The key
ethical issues addressed were as follows:

Informed consent.

All participants provided informed consent prior to their involvement in the study. They
received detailed information about the study’s purpose, their specific roles within the project, and
how their photographs and narratives would be utilized in the research. Participants were also
informed of their right to withdraw from the study at any stage without any adverse consequences.
This process ensured that each participant participated voluntarily and with a clear understanding of
their involvement.

Confidentiality.

Participant confidentiality was upheld throughout the research by protecting their identities
and personal information, ensuring that no data collected could be traced back to them unless they
provided explicit consent. This commitment to confidentiality enabled participants to share their
personal experiences without fear of exposure or judgement.

Respect for boundaries.

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The study respected participants’ autonomy, values, and dignity by honoring their comfort
levels and personal boundaries. Participants were given the freedom to choose what they wished to
share and could withdraw from the study at any point without any pressure.

Results

Individual Photographs

This section presents the SHOWeD analysis of individual photographs the researcher took,
which offers insights into the lived experiences of college students in a metropolitan city through
visual narratives and reflective interpretation.

The photo depicts a girl reading under the light of a table

lamp at 1 o'clock in the midnight, working on her laptop.
This scene reflects an unhealthy lifestyle, causing eye strain
and indicating a disrupted sleep schedule. It relates to our
lives as college students because such late-night work has
become a daily occurrence due to the lack of uninterrupted
time during the day for both work and relaxation. This
Figure 1 problem exists due to academic pressure and the challenge
of self-discipline, especially for students living away from home. To address this, we can strive for a
healthier lifestyle, promote awareness through campaigns and group discussions, and ensure access
to good counseling services in hostels to support students' well-being.

The image shows friends sharing a pizza. While it

seems enjoyable, relying on pizza for dinner is not
ideal due to health concerns and the potential lack of
hygiene in ordered food. This situation is common
among college students who often turn to food chains
and deliveries because they struggle to find decent,
tasty meals elsewhere. The problem arises from the
Figure 2
unavailability of appealing food options and a
tendency among students to overlook their health and well-being. To address this, students can focus
on making healthier food choices and colleges can support this by providing better dining options or
organizing awareness initiatives about nutrition and self-care.
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The photo shows a bus scenario where people are standing

because all the seats are taken, resulting in overcrowding. What is
really happening here is that it is not ethical to pack so many
individuals into a bus, which leads to frustration and exhaustion,
evident in the faces of the passengers. This situation is related to
our lives as college students living in a metropolitan city, where
commuting often means standing in overcrowded public transport
after a long day of work. The problem exists due to the lack of
proper rules, regulations, and their implementation regarding
Figure 3
public transport, along with inadequate facilities. To address this
issue, we can advocate for better public transport services, ensuring greater comfort and accessibility
for commuters.

The image shows a girl eating her food while

watching her phone. This behavior is unhealthy as it
can impair proper digestion and contribute to eye
strain. Many students can relate to this as they often
eat while glued to their smartphones. This problem
exists due to a lack of awareness about its negative
effects and a general disregard for mindful eating
practices. To address this, awareness can be raised
through campaigns or workshops about healthy
Figure 4 eating habits, and students can be encouraged to
practice mindfulness while eating, focusing solely on their meals to improve overall health and well-
being.

Group Level Photographs

This section delves into the SHOWeD analysis of group-level photographs, focusing on 15
shortlisted images selected from a total of 44. These images were chosen for their relevance,
resonance with the majority of students, and recurring themes, offering a collective perspective on
the experiences of college students in a metropolitan city.
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The photo shows a bus scenario where people are standing

because all the seats are taken, resulting in overcrowding. What is
really happening here is that it is not ethical to pack so many
individuals into a bus, which leads to frustration and exhaustion,
evident in the faces of the passengers. This situation is related to
our lives as college students living in a metropolitan city, where
commuting often means standing in overcrowded public transport
after a long day of work. The problem exists due to the lack of
proper rules, regulations, and their implementation regarding
Figure 5
public transport, along with inadequate facilities. To address this
issue, we can advocate for better public transport services, ensuring greater comfort and accessibility
for commuters.

The photo depicts a girl reading under the light of a table

lamp at 1 o'clock in the midnight, working on her laptop.
This scene reflects an unhealthy lifestyle, causing eye strain
and indicating a disrupted sleep schedule. It relates to our
lives as college students because such late-night work has
become a daily occurrence due to the lack of uninterrupted
time during the day for both work and relaxation. This
Figure 6 problem exists due to academic pressure and the challenge
of self-discipline, especially for students living away from
home. To address this, we can strive for a healthier lifestyle, promote awareness through campaigns
and group discussions, and ensure access to good counseling services in hostels to support students'
well-being.

In this photo, one can see two female students sitting in a casual
indoor space deep in discussion. One of them has a laptop in her
hand and the other one has a notebook. The students appear engaged
in academic discussion and group study. They are seated on chairs
leaning forward during their interaction. The environment in which
they are sitting seems informal and lacks proper furniture required
for long study sessions. This setting shows how students sometimes
work in makeshift environments because of limited resources or

Figure 7
casual habits. This can ensue in long term implications for students
especially in physical health leading to back strain or discomfort.
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Poor posture, extended screen time and improper seating arrangements can result in health issues
such as back pain, neck strain and eye fatigue. This happens due to lack of awareness about physical
health or the importance of proper furniture. Additionally some students might prioritise their
academics over physical comfort and tend to ignore long term health implications. Colleges should
invest in proper furniture in study spaces, workshop or awareness campaigns on posture and proper
working spaces should be encouraged. Students must be mindful of their sitting posture especially in
the case of long duration. Physical exercise must be incorporated in daily lives to reduce the effects
of sedentary lifestyle.

The photo shows a scene at a "Bun Tikki" stall crowded

with students eagerly waiting for their orders. Students
with early classes often skip breakfast. By mid-morning,
they’re hungry and looking for something quick, tasty,
and affordable. The stall offers a fast solution, but the
conditions aren’t very clean, with visible clutter and food
being prepared in a rushed manner. For students on a
Figure 8
limited budget, especially those far from home,
affordable options like this are often the only choice. Healthier or cleaner options are usually more
expensive, making it tough for students to access nutritious meals regularly. They are left choosing
quick, inexpensive snacks to get through the day. This photo sheds light on the choices students make
between cost, convenience, and health, reflecting a common challenge in student life where the need
for affordable food often outweighs concerns about nutrition and hygiene.

The image shows a student holding a half-eaten apple in the middle of

a class, highlighting the struggle to balance academic responsibilities
with personal health and wellness. The student is making a conscious
effort to integrate healthy eating habits into their busy academic
schedule. However, the reliance on quick, portable snacks due to tight
schedules reflects the broader challenges of managing academic work,
commuting, and other responsibilities that college students face. This
often leads to poor eating habits, negatively impacting health. The fast-
Figure 9
paced lifestyle and unhealthy fast food options add to the difficulty of
making consistently healthy choices. This scene emphasises the need for greater awareness and
support for student wellness, highlighting the importance of integrating small acts of self-care into
our daily routines to sustain physical and mental well being.
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In this photo, a girl can be seen putting her hand on her head as a
usual sign of exhaustion or irritation due to the burden of studies.
It's a common reaction of many people towards an instant feeling
of burden because of assignments, tests or many other submissions.
This shows how frequently students are tired and getting exhausted
or feel burdened and irritated due to pressure. It negatively impacts
the health as students feel it as a burden and not the passion to
complete deadlines. It captures the disliking of submissions and
Figure 10
thus indicates a responsible modification of Education structure to
reduce burden on students and help in mental well-being.

Students took part in the blood test drive for haemoglobin conducted
within the college premises for free. Such college campaigns are often
impactful and helpful for students. Mostly, outstation students don’t have
access to medical check-ups and can’t keep track of their physical health
in medical terms. Thus, it is important that the college authorities take this
into account and conduct such drives frequently. Furthermore, the task
doesn’t end here; it should also be ensured that students who don't fall in
the ‘healthy’ criteria of any sort, as per the medical reports, are able to
Figure 11 recover and are keeping good care of their health.

Students indulging in recreational activities during college hours try

to keep up with hectic schedules and workloads by engaging in
certain activities of their choice during the minimal free time slots
they get. Being a college student in a metropolitan city often results
in their lives being restricted to a routine of commuting between
college and home, hostel, or PG, leaving them with hardly any spare
time after long hours of classes, assignments, and submissions. This
is concerning, as the human mind is not a machine and desperately
needs breaks and layoffs to rejuvenate and boost its ability to work
Figure 12 better. However, this often seems impossible in modern times,
characterized by an overwhelmingly fast-paced world. College authorities can play a crucial role by
promoting recreational activities, such as creating play zones or sports complexes within the campus,
allowing students to indulge in such activities between class hours. These initiatives would refresh
both students and teachers, ultimately contributing to improved academic results.
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Two college students are sitting at a table in the canteen eating Chole
Bhature. They are opting for a quick, convenient, and unhealthy meal
during a busy college day. Since Chole Bhature is one of the few
dishes that the canteen people cook well, college students opt for this
unhealthy dish over other healthy but badly-cooked meals. Also,
college students usually struggle in maintaining a balanced diet and
gravitate more towards unhealthy food due to academic pressure and
workload overload. This situation matters because frequent
consumption of junk food can lead to serious health issues like
obesity and decreased academic performance, affecting students'
Figure 13 overall well-being and ability to do well in college. To combat this,
we can advocate for healthier dining options in campus canteens and
encourage student-led initiatives that prioritize balanced diets.

Four students are engaged in a game of badminton on

the college ground. They are using badminton as a
means to break away from academic stress and keep
up their physical fitness. This is relatable since as
college students, we play games like badminton,
basketball, table tennis, etc., whenever we get a break
Figure 14 between classes. Engaging in recreational physical
activity provides us an outlet to let out our stress and
move our bodies to clear the stiffness that accumulates from sitting in back-to-back classes. Regular
exercise is crucial for maintaining mental and physical health; to promote this, we can create
dedicated activity/sports periods and organise more structured sports events, fitness challenges, and
awareness campaigns that emphasise the benefits of regular exercise and provide opportunities for
social engagement through sports.
 18

In this picture, a girl can be seen sleeping during class. Her notebook
is kept open and she has a pen in her hand while her eyes are closed.
In this picture, the girl is tired and sleeping during class. The pen in
her hand and a notebook kept open signify the fact that she must have
been taking notes during class. Due to exhaustion, she slept off but had
the expectation of taking more notes. This relates to our lives in many
ways. Exhaustion and tiredness is experienced by most college-going
students. It signifies a lack of sleep and a busy schedule wherein one
fails to manage college and personal life. The overwhelming lifestyle
Figure 15 often takes a toll on students that comes out as fatigue or drowsiness
in class. To bring about changes or combat such issues of physical and
mental exhaustion, timetables need to be more flexible. Assignments, long hours of classes and tests
also take up a lot of mental and physical energy. Not keeping too many assignments and tests in short
spans and over teaching in classrooms should be avoided.

The picture shows a female college student engrossed in her phone.

Books and notes are scattered on the table hinting that she might be
studying or researching. She has visible dark circles possibly due to
insufficient sleep or prolonged screen time. The background shows
the library. The student is deeply focused, multitasking between
digital and print resources to complete her work. It suggests that she
spent long hours studying or preparing. There are visible signs of
fatigue such as dark circles and slightly slouched posture implying
rigorous academic or personal schedule. College life in a
metropolitan city involves juggling academics and social
commitments. The fast paced life and competitive environment can
result in students compromising their physical health. Long

Figure 16
commutes, noisy environments and lack of time management can
contribute to poor physical health. There is also increased
dependency on tech devices to fulfil academic commitments. Academic stress can result in students
indulging less in personal care such as sleeping properly for at least 7 hours. Colleges can introduce
wellness programs focusing on sleep hygiene, physical activity and stress management. Students can
practise relaxation techniques such as yoga and meditation and reduce screen time for leisure,
increasing their physical activities instead.
 19

The image highlights a common habit among students—

binge eating junk food during breaks or leisure time. In
their fast-paced lives, students often resort to quick, readily
available snacks like chips, sugary drinks, and processed
food to satisfy hunger or as a way to bond with peers.
While these foods are convenient and affordable, excessive
Figure 17
consumption of junk food can lead to long-term health
issues such as obesity, poor concentration, and fatigue. This trend is fueled by academic stress, lack
of time to prepare nutritious meals, and the social appeal of eating out with friends. It's essential to
create awareness among students about the importance of balanced diets and to encourage healthier
alternatives, even during busy schedules, to support both physical and mental well-being.

The image shows students playing tennis on a campus court,

actively participating in physical exercise. The students are
taking a break from their studies to engage in physical
activity, which not only helps maintain physical fitness but
also relieves stress. This scene highlights the importance of
incorporating regular exercise into our routines, especially
for students who often face demanding academic schedules.
Figure 18 However, the college lacks sufficient physical activity
infrastructure and does not actively promote such activities.
This deficiency is concerning because many students do not prioritise physical activity, leading to a
sedentary lifestyle that can result in health problems such as obesity, mental fatigue, and increased
stress levels. As college students, this directly relates to our daily experiences and the challenges we
face in maintaining a healthy balance between academics and personal well-being. By improving
infrastructure and encouraging physical fitness, colleges can help students enhance their physical
health, boost their mood, and effectively manage stress.
 20

This image appears to depict a college student experiencing exhaustion

and a lack of sleep. The girl is curled up on the table trying to catch up
on a bit of sleep between classes, her sleeping on a random table shows
the desperate need to catch up on sleep. The picture evokes a sense of
fatigue and the physical toll that can accompany the high-pressure
environment of college life. Many students, faced with intense academic
workloads, extracurricular commitments, and the challenges of
adjusting to independent living, often struggle to maintain healthy sleep
habits and self-care routines. This can lead to burnout, compromised
Figure 19
physical and mental health, and negative impacts on academic
performance. The image serves as a reminder of the need for colleges and universities to recognize
and address the issue of student exhaustion. Providing accessible mental health resources, promoting
better work-life balance, and fostering a campus culture that values rest and well-being could go a
long way in supporting students' overall health and academic success.

Thematic Analysis

Exhaustion and Sleep Deprivation

This theme highlights the physical and mental toll of academic and personal responsibilities
on college students. Photographs depict scenarios such as students sleeping in class, experiencing
frustration in overcrowded buses, or showing visible signs of fatigue like dark circles. These visuals
reflect the pressures of long commutes, tight schedules, and academic deadlines. They underscore
the need for better time management strategies, flexible timetables, and wellness initiatives like
sleep hygiene programs to support student well-being.

Excessive Screen Time

This theme focuses on the over-reliance on technology for academic tasks, leading to
disrupted sleep patterns and physical strain. Images capture students studying late at night under
dim lighting or using laptops and phones for extended hours, often in informal and ergonomically
unsound environments. These habits result in eye strain, poor posture, and mental fatigue. To
address these issues, colleges can create awareness campaigns about digital well-being, invest in
proper furniture, and encourage breaks from screens to promote healthier study routines.

Unhealthy Dietary Habits

The photographs reveal a recurring struggle among students to maintain a nutritious diet
amidst busy schedules. Scenes of students eating fast food like Chole Bhature or snacks from
unhygienic street stalls highlight the trade-offs between cost, convenience, and health. While some
 21

students attempt to integrate healthy options like fruits, the fast-paced lifestyle often leads to
reliance on quick, unhealthy meals. This theme underscores the importance of providing affordable,
nutritious dining options on campuses and fostering awareness about balanced diets.

Recreational Activities
This theme reflects the role of physical and recreational activities in managing stress and
maintaining overall well-being. Images depict students playing badminton or tennis, using these
activities to unwind and stay fit. Despite their benefits, recreational opportunities remain limited
due to insufficient infrastructure and busy schedules. Promoting structured fitness programs,
improving activity spaces, and incorporating leisure periods into timetables could help students
balance academics and personal health effectively.

Discussion

The college experience is profoundly shaped by the physical and social environments students
navigate daily. In cities like Delhi, where air pollution is a persistent health hazard, the physical
environment poses significant challenges. Research shows that prolonged exposure to pollution
impacts mental well-being and cognitive functioning, increasing stress levels and reducing academic
productivity (Afsar et al., 2021). Concurrently, the New Education Policy (NEP) intensifies academic
workloads, leaving students with limited time to decompress, further exacerbating stress levels.

From a social perspective, Erik Erikson’s psychosocial development theory highlights how
young adults in college grapple with the "Identity vs. Role Confusion" stage. Here, students explore
their identities amidst the dual pressures of academia and urban challenges. James Marcia’s expansion
of this model into four identity statuses (diffusion, foreclosure, moratorium, and achievement)
provides a lens to understand how students either thrive or struggle under these pressures. For
instance, students experiencing moratorium (actively exploring without committing) may feel
overwhelmed by the increasing demands of NEP, while those achieving identity may find a pathway
to cope effectively (Marcia, 1980).

Stryker’s concept of identity salience explains how social roles, including being a student,
gain prominence based on environmental contexts. In a city like Delhi, the contrast between students'
prior backgrounds (often less polluted, less urban) and the urban academic environment can
significantly influence identity development. This aligns with intersectionality theory, which suggests
that overlapping identities—such as gender, socioeconomic status, and regional backgrounds—
amplify the effects of systemic pressures (Ethier & Deaux, 1994; Jones & Abes, 2013).

Exhaustion and sleep deprivation emerged as a critical theme, reflecting the toll of packed
schedules, long commutes, and academic deadlines on students' well-being. Many participants
 22

reported falling asleep during classes or while studying, indicative of poor time management and lack
of rest. Research supports that inadequate sleep among students can impair cognitive function and
increase stress (Hirshkowitz et al., 2015). Excessive screen time was another prominent issue, with
participants describing long hours on digital devices for academic and leisure purposes, leading to
eye strain and disrupted sleep cycles. These behaviors align with studies indicating that high screen
usage among college students is linked to reduced sleep quality and mental fatigue (Cain & Gradisar,
2010).

Unhealthy dietary habits further highlighted the challenges of balancing cost, convenience,
and health. Participants frequently opted for junk food due to tight schedules, limited budgets, and
inadequate access to nutritious options on campus. This aligns with research showing how time
constraints and financial limitations drive unhealthy eating patterns among young adults (Fan &
Wang, 2022). Conversely, recreational activities provided students with a vital outlet for stress relief
and physical engagement. Despite limited infrastructure and time constraints, students found solace
in sports and other recreational pursuits, underscoring the importance of integrating physical activity
into daily routines to enhance mental health and academic performance (Biddle & Asare, 2011).

The findings demonstrate how the physical and social environment shapes students' behaviors
and identities, supported by Bronfenbrenner’s ecological systems theory and Erikson's stages of
psychosocial development. Urban challenges such as pollution and the fast-paced lifestyle influence
identity salience and stress coping mechanisms. However, the study was limited to a small sample
from one institution, potentially reducing its generalizability. The photovoice method effectively
captured subjective experiences but introduced researcher biases and gendered perspectives.

Policy implications include revisiting NEP workload policies, improving campus food quality,
and promoting mental and physical health programs. Colleges can enhance wellness by creating
accessible recreational spaces, offering nutritional options, and addressing urban challenges like
pollution. Future research could expand on these themes across diverse populations and settings,
exploring longitudinal impacts of environmental stressors on students’ identities. Through this
research, I gained insights into the intersection of environment, policy, and student life, recognizing
the need for holistic approaches to foster well-being and academic success.

The photovoice method allowed me to engage deeply with students' lived realities, offering a
visual and narrative perspective on their challenges and coping mechanisms. Through the
photographs, I understood how urban stressors like commuting, pollution, and academic pressure
shape their everyday lives. Observing recurring themes, such as sleep deprivation and dietary habits,
highlighted the interconnectedness of physical and social environments. This method emphasized the
 23

importance of participatory research, fostering empathy and a nuanced understanding of behavior in

metropolitan contexts.

The process of taking and analyzing photographs provided a lens into how students navigate
life in a fast-paced urban environment. Images of overcrowded buses, late-night study sessions, and
unhealthy eating habits revealed the constant negotiation between academic goals and personal well-
being. This visual storytelling highlighted how environmental constraints influence choices, from
prioritizing efficiency over health to finding solace in recreational activities amid hectic schedules.

This study deepened my understanding of human adaptability and resilience in a metropolitan

context. Students' behaviors reflect a balance between pursuing academic and personal aspirations
while contending with urban challenges like pollution, high costs, and limited time. The themes
underscored how the metropolitan environment fosters resourcefulness, whether through informal
study spaces, creative time management, or reliance on peer networks, while also revealing areas
where systemic support could improve well-being.
 24

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