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Supporting College Students’ Mental Health: Best Practices for Educators
In recent years, the struggle with mental health among college students has become increasingly concerning. A striking example occurred in 2016, when a student entered my classroom visibly upset, expressing doubts about attending class due to overwhelming stress. While she left for the day, later conversations revealed her struggles with anxiety and the demanding nature of her academic life. This scenario is reflective of a broader trend; between 2012 and 2018, self-reported suicide attempts among college students rose dramatically.
The situation has worsened since the onset of the COVID-19 pandemic, prompting greater concern from university leaders. In September 2020, a survey showed that 61% of college presidents at public four-year institutions considered students’ mental well-being a primary concern. This number surged to 71% by the following year, underscoring the urgency of the issue.
As a doctoral candidate focused on the sociology of mental health, my concern about the mental health crisis among students has driven me to research effective support strategies. Drawing on recent studies and insights from mental health professionals in academic settings, I’ve compiled a list of best practices aimed at helping students thrive. Here are five key strategies for educators.
1. Signal Support in the Syllabus and Classroom
The syllabus serves as a vital tool for instructors to illustrate their commitment to supporting students’ mental health. Beyond outlining campus resources for academic accommodations, it’s essential to highlight mental health services available. Providing clear information about the student counseling center—including its location, contact details, and any free appointments—can be invaluable, especially for online students who may need off-campus resources.
Instructors should also articulate their support in class. During exam periods, for instance, they could convey messages of reassurance: “I recognize this is a stressful time. Please reach out if you’re feeling overwhelmed or just need someone to talk to. Remember, the student counseling center offers free services.” Such statements promote empathy and encourage students to utilize available resources.
2. Identify At-Risk Students
Research from Boston University suggests that many faculty members would find it beneficial to have tools to help identify students in distress. Students exhibit different warning signs, but common indicators include a noticeable drop in academic performance, frequent absences, lack of response to communication, and changes in physical appearance or behavior.
3. Question, Persuade, Refer
When encountering a student displaying signs of distress, educators can apply the “QPR” (Question, Persuade, Refer) framework. While this approach was not specifically designed for a college context, it has proven effective in educational settings. This method not only raises awareness about suicide prevention but also enhances interpersonal skills that are crucial in addressing various mental health concerns.
The initial step is to express concern for the student’s well-being, perhaps through a private conversation after class or via email. It is important to approach the discussion gently and openly, inquiring if everything is alright. If the situation appears serious, educators should encourage the student to seek help from the counseling center, and if necessary, directly ask about suicidal thoughts. Despite common misconceptions, inquiring about suicidal ideation can be a crucial step toward getting help.
4. Address Real-World Issues and Events
Students are affected by broader societal events, and incidents such as the murder of George Floyd or the increase in hate crimes against Asian Americans have been linked to rising mental health issues. Providing a forum for students to express their feelings in the aftermath of traumatic events can facilitate healing and reflection.
5. Prioritize Your Own Mental Health
Faculty members also face challenges in managing their mental health while supporting students; over one in five reported that attending to students’ mental health needs negatively impacted their own well-being. Addressing instructor burnout is critical and requires a systemic approach from universities. Meanwhile, self-care practices and establishing boundaries can help facilitate faculty resilience. Utilizing resources such as employee assistance programs can also be beneficial.
As the discourse surrounding mental health continues to grow, it is essential for educators to be vigilant and prepared for students in crisis. This includes being proactive in directing students to mental health resources before crises emerge and bolstering a culture of support within academic environments.
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