Topic: mental health
What Can Colleges and Universities Do to Support the Mental Health of Their Student-Athletes?
The demands of the college experience can place significant stress on student-athletes, which can in turn impact their mental heatlh. How can higher education leaders, coaches, and faculty work together to address these challenges?
WISHES: A New Measurement Approach to Support Systemic Change in Student Wellbeing
The Action Network for Equitable Wellbeing has created a new survey—available at no cost—to provide colleges and universities with timely and actionable data to adapt and improve institutional norms, structures, and processes so all students can thrive and flourish.
Effective Strategies for Combating Faculty Burnout
Burnout is often seen as a personal problem, akin to managing stress. But it’s a workplace problem—which means colleges and universities can play an active role in remedying it.
COVID-19 and Self-Injury Among College Students: Risks and Mitigation Strategies
Over the past two years, the COVID-19 pandemic has had a significant effect on student wellbeing. One area of particular concern is the impact of the pandemic on non-suicidal self-injury. What can we do to address the increased risk?
Trauma-informed Colleges Begin With Trauma-informed Leaders
As higher education institutions move into the post-pandemic era, those with trauma-informed leaders will be better positioned to meet new challenges in creative ways while promoting safe and healthy campus communities, writes Appalachian State’s Jason Lynch.
What Campus Data Tell Us About Student Mental Health and COVID-19
Recent stories have warned of a “mental health tsunami” and a “mental health crisis on campuses” as over the past two years, students and campus communities worked to master the new normal of masking, vaccines, and social distancing in a global pandemic. As we look toward the future, what should campuses do about the mental health of students?
A Trauma-Informed Lens for Addressing Race-Based Incidents on Campus
As campuses deal with the impact of COVID-19 and systemic racism, campus leaders have an opportunity to make sustainable, structurally supported change that provides foundations for reparation, reconciliation, and healing for campus communities.
Do Institutions Really Know What Is Going on With Their Students’ Mental Health?
A number of studies, articles and blog posts in recent years have hinted that campuses are figuratively hanging off of a mental health cliff. Kate Wolfe-Lyga and Marcus Hotaling write that while numerous factors that have likely contributed to this increase in need, the main concern is whether colleges and universities have the capacity to support their students’ mental health.
Centering Equity in Student Mental Health Task Forces: Lessons Learned From the University of Michigan
Based on their work with the University of Michigan’s Rackham Graduate School Task Force on Graduate Student Mental Health, Sara Abelson, Meghan Duffy, and Janelle Goodwill identify eight ways that university mental health task forces can center equity in their work.
Supporting College Students Through a Public Health Crisis: Lessons Learned from Hurricane Harvey
In the fall of 2017, Hurricane Harvey struck the Gulf Coast, significantly affecting 13 million people in states throughout the region. Ruth M. López and Vincent D. Carales of the University of Houston look at what colleges can learn from Hurricane Harvey to address student mental health and well-being during the COVID-19 pandemic.
Involuntary Withdrawal Policies: No Room for Mental Health Stereotypes in a Fair Process
Recent developments on campus have highlighted the importance of comprehensive, transparent involuntary withdrawal policies for students who pose a risk of self-harm. Attorney Amy C. Foerster discusses what higher education institutions should consider and how to incorporate principles established by the Department of Education’s Office for Civil Rights.
Helping Students at Risk of Self-Harm: Considerations for the New Academic Year
ACE General Counsel Peter McDonough outlines a series of principles gleaned from Department of Education documents that campuses can use as they design policies and practices to help at-risk students.