Although wellness and mental health initiatives are often considered separate from academics on college campuses, the two are strongly linked, as academic results often depend on students’ well-being.
Megan Kennedy, director of the Resilience Lab at the University of Washington, which works under the Graduate Academic Affairs Division, says placement is distinct, yet logical, in higher education. The lab partners with other units across campus and “focuses on promotion and prevention, which will reach more students than crisis intervention.”
For students, having an assistant professor or other mentor can make a big difference in successful outcomes, said Sarah Kechen Lipson, chief investigator at the nationwide Healthy Minds Network and assistant professor of health law policy and management at Boston University. “Faculty have a lot of power over students’ self-esteem and self-respect. Having someone who believes in you, cares for you as an individual, thinks about your success.”
In her course, Lipson tries to normalize failures and setbacks as part of college life. For example, he may allow students to omit a single grade so that “if you make a fuss over this test or an assignment, that moment will not threaten your success in this class.”
Conducted by the latest Student Voice Survey of 2,000 undergraduate students Inside higher ed And College Pulse, with Kaplan’s help, inquired about their recovery at the present time (mid-March). Scroll down for highlights from the survey and faculty members can take seven steps to contribute to students’ mental health and wellness.
See more results and analysis of Student Voice surveys on mental health, or request access to data to explore.