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Mental health significantly impacts student achievement, a reality that has gained heightened attention due to the social and economic stressors exacerbated by the pandemic. Traditionally, barriers to student success often extend beyond academic proficiency, heavily influenced by personal and life circumstances. This is particularly true for marginalized groups, including first-generation students and those eligible for Pell Grants, who have experienced marked increases in mental health issues and concurrent drops in retention and academic persistence.
At Ursuline College, a modest private religious institution located in the suburbs of Cleveland, faculty and staff have made concerted efforts to tackle these challenges, particularly in light of the pandemic. This led to the development of a strong collaborative effort across various departments. The partnership evolved in three key stages: an urgent response to the crisis, a sustainable holistic approach integrating both academic and student support systems, and the establishment of ongoing resources and structures dedicated to enhancing mental health assurance. Here, we outline some of our insights and plans for moving forward.
Ursuline College’s student demographic is notably unique. With an enrollment of approximately one thousand, about 60% of the students are undergraduates and 40% are graduates, predominantly female at 92.5%. The college boasts a diverse racial composition, with 57% identifying as White, 26% as Black, and others as Hispanic, Asian, and mixed-race. Additionally, 46% of the students qualify for Pell grants, and 45% are the first in their families to pursue higher education. Notably, a large majority, around 88%, hail from Ohio, and 85% of the combined student body commute to campus.
The onset of the COVID-19 pandemic in Spring 2020 shifted our immediate focus toward ensuring students had the necessary resources to continue their education. Academic staff directly contacted students to assess their technological capabilities, while student affairs personnel reached out to address any barriers preventing students from maintaining their studies.
In the subsequent semesters, we prioritized enhancing student engagement. A COVID-19 Task Force, featuring faculty, staff, and administrators, worked diligently to expedite a safe return to in-person instruction. Strategies such as reconfiguring classroom layouts for social distancing, implementing technology to facilitate remote class participation for quarantined students, and adhering to strict cleaning protocols resulted in maintaining a safe classroom environment. Concurrently, staff in residence life collaborated to develop “Q-Kits” for students in quarantine, which included a variety of comfort items and entertainment resources, alongside a service akin to Door Dash to provide snacks and activities for those in isolation.
This collaboration established a foundation for a more integrated approach to student retention and persistence. Our mission reflects a commitment to holistic education that empowers students in service, leadership, and professional excellence. The pandemic underscored this commitment and compelled us to enhance our focus on nurturing the whole student as we navigated the complexities of ensuring their success and resilience.
For instance, our Early Alert System, initially aimed at identifying students experiencing academic difficulties, has been expanded to encompass alerts regarding behavioral, financial, and personal challenges highlighted by faculty and staff. Our CARES Team (Campus Awareness, Response, and Evaluation of Students) serves as a critical resource for faculty and staff needing guidance when concerning behaviors arise. The pandemic period saw a significant increase in referrals to this team, highlighting a 40% uptick. Counseling services also reported a rise in demand, with appointments increasing by 51% in the first year and an additional 12% in the following year, alongside a notable growth in clients seeking support.
Our commitment to fostering holistic wellness includes equipping students with practical strategies to enhance resilience. Focused efforts were taken to engage with students in meaningful ways, addressing the social and emotional impacts of pandemic-induced isolation. Various programming initiatives under the “Wellness: Creating Your Best Self” banner brought together counseling services, campus ministry, diversity offices, and student life to promote student engagement through a combination of virtual, in-person, and hybrid events. Key topics covered included burnout management, the importance of personal boundaries, nutrition, and work-life balance, all aimed at fostering a supportive community.
The collaborative success during the pandemic has sparked several forward-thinking adjustments. One positive shift has been the destigmatization of conversations surrounding anxiety and mental health, resulting in increased openness among the campus community. Counseling staff are now regularly visiting classrooms to discuss mental health topics and share resources. Moreover, students have initiated a Mental Health Club aimed at fostering a culture of support and education free from stigma.
During the pandemic, we also introduced a social work intern to assist with contact tracing and support for quarantined students, particularly commuters, and are exploring opportunities in hiring academic and student success coaches to further streamline support services.
To better inform our approaches to student success, we have initiated data collection and analysis strategies that involve collaboration across various departments. Our Retention Committee is focused on evaluating the effectiveness of the strategies we have implemented, along with providing training opportunities for faculty and staff to equip them to better support students’ mental health. Faculty and staff have had access to professional development, including the National Council for Mental Wellbeing’s Adult Mental Health First Aid training, with over sixty individuals participating.
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