As the majority of private schools are owned by religious organizations, especially in the South, most private school students were given a foundation or a “clear view” of what was right or wrong, when to go to church, when and how to pray, and who to pray to.

For those who went to a public school or a secular private school, things were a little different. There were no classes on spirituality, and faculty and staff refrained from mentioning it.

It was left up to the parents or guardians to teach children about their faith or lack thereof. Some students went to catechism classes or weekly Bible studies, and others did not. It was up to the family, not the school.

Wherever students were schooled before Nicholls, the decision to continue, pick up or stop practicing spirituality became their choice upon entering college. Students are not forced to participate in spiritual activities if they do not wish to.

Webster defines spirituality as “something that in ecclesiastical law belongs to the church or to a cleric as such; sensitivity or attachment to religious values; or the quality or state of being spiritual.”

In 2003, the Higher Education Research Institute at University of California at Los Angeles launched a multi-year program of research that examined the spiritual development of undergraduate students during their college years.

According to the study, “spirituality points to our inner, subjective life. It involves our affective experiences at least as much as it does our reasoning or logic. More specifically, spirituality has to do with the values that we hold most dear, our sense of who we are and where we come from, our beliefs about why we are here—the meaning and purpose that we see in our work and our life—and our sense of connectedness to one another and to the world around us.”

Eighty-four percent of entering college freshmen said that “to find my purpose in life” is at least a “somewhat important” reason for attending college, and 48 percent said that it is a “very important” reason, according to the study.

Although three entering college freshmen in four reported that they are actively “searching for meaning and purpose in life,” most of those students have to explore such questions on their own, with little or no help from faculty.

As mentioned in the study, the world is becoming continuously more technologically advanced, and technical knowledge and skill are becoming increasingly important for one’s functioning in modern society. However, technical knowledge alone will not be adequate for dealing with some of society’s most pressing problems—violence, poverty, crime, divorce, substance abuse, and the religious, national, and ethical conflicts that continue to plague our world. At root, these are problems of the “heart,” problems that call for greater self-awareness, self-understanding, empathy and concern for others.

When students are left to explore “spirituality” or “heart problems” on their own, they often make excuses about not having time. Exploring the meaning of life and their place in existence does not fall in their list of priorities.

Many students would rather rely on medication, alcohol and drugs as ways to release stress and get through the day instead of participating in things that point focus on the inner self.

The study concludes that college students who participate in spiritual activities are more likely to have better emotional and mental health than students with no spiritual involvement.

Spiritual involvement does not have to equate religion. Students don’t need to believe in a higher power experience the better health that spirituality can bring. Seeking answers and exploring the world does the trick.

Students need to take time out of their day or even week to focus on themselves and their purpose in life. Meditations, attending church services, joining groups on campus where you can build relationships with others, seeking counseling and exercising are simple yet effective ways to achieve that inner peace that spirituality can bring.