In 2021, the CDC reported that the percentage of American high schoolers feeling “persistent feelings of sadness or hopelessness” increased from 26% in 2009 to 44% in 2021. Depression is rising for teenagers and young adults across demographics (Thompson, 2022). The American Academy of Pediatrics notes that the “pandemic has intensified the crisis” with “dramatic increases in Emergency Department visits for all mental health emergencies.” COVID-19 resulted in “more than 140,000 children in the United States [loosing] a primary and/or secondary caregiver, with youth of color disproportionately impacted” (AAP, 2022). In Fall of 2021, 73% of college students participating in the American College Health Association National College Health Assessment self-reported experiencing “moderate or serious psychological distress” (Pappano, 2022).
The dramatic increases in mental health challenges for college students is evident (Lipson et al., 2022), but what does that mean for you as faculty? The Counseling Center is a critical resource for students, but students have varying levels of comfort with seeking out services. As faculty, you are the first point of contact for students in need.
Drawing on research, best practices, and guidance from mental health experts, Coleman (2022) curated a list of best practices for instructors in supporting mental health in the college classroom:
- Define an Open Culture from the Beginning – The Syllabus
- Include the contact information and hours of the Counseling Center
- Highlight that the Counseling Center is free
- Include a statement encouraging your students to reach out to you if physical or mental health is preventing them from completing their coursework
- Design your Course with Student Well-being in Mind
- Reflect on your due dates and space out assignments throughout the semester to avoid “crunch times”
- If you collect assignments via Blackboard, consider avoiding late at night assignment deadlines (e.g., midnight). This may encourage late night procrastination and poor sleep habits.
- With grades as a major potential stressor, consider giving opportunities to improve on grades, such as resubmitting an assignment or retaking an exam. See the next section for more information on building flexibility in your course.
- Regularly Signal your Support in the Classroom
- Make verbal statements at known stressful times of the semester – first week, midterms, and finals. Coleman (2022) recommends a simple statement such as, “I know this is a stressful time for a lot of students. Please reach out to me if you feel like you are falling behind, or if you just want to talk. I also want to remind you about the free services available at the Student Counseling Center and academic support services, like the Academic Success Center or The Writing Center.”
- Consider having brief in-class discussions when major events happen locally or globally that may be on students’ minds