Part 2
In our last post we presented Part 1 of the Mental Health College Guide for Students and Educators developed by NAMI and the JED Foundation. Part 1 focused on students, while Part 2 will focus on educators. The educator’s side of the guide has six sections, each with subsections.
Understanding Students’ Approach To their Mental Health
Given the increased awareness and destigmatization of mental health issues more college students are prioritizing their mental health. Two articles are linked in this section that focus on how Generation Z has transformed and evolved from adolescents to college students. There are also links to social media’s influence on young adults, what college students are looking for in regard to their mental health, and what educators can do to support mental health. There are several other articles listed in this area, including one on the role of faculty in student mental health, which provides findings from college faculty members’ survey responses.
Educators Make A Difference
Section two emphasizes the role educators have in students’ mental health. Research has shown that educators make a difference in student mental health. While educators are not trained mental health counselors, they often have a caring and trusting relationship with their students and can be the first one to notice a change in behavior signaling a mental health concern. The role of educators is further described here, and a comprehensive toolkit can be found here.
Self-Care
Section three deals with self-care for both educators and students. Self-care for educators helps them be more available for students, and self-care for students help them have a positive outlook. There is a link to Caring for Your Mental Health as well and understanding Burnout. There are many resources for self-care in this guide. It is important that each one of us finds the techniques or strategies that work for us, so exploring these many resources can help identify these for you. Some techniques and strategies may be used regularly, and some may be used more when the stress is higher, such as during exams, assignment due dates, or grading periods. Here is a resource for educators to help students manage their mental health during exams.
Recognizing When A Student Is Struggling
Given that educators see students on a regular basis they are in a prime position to notice changes in a student, from missed assignments, increased absences, changes in behavior, and changes in grades. This section provides information on connecting with students and how to talk with students who may be struggling. There is a list of what educators should and should not do, as well as several resources. Of the many resources in the guide is the Red Folder from Stanford University. It provides sample scripts and conversation starters for educators to begin these sometimes difficult conversations with their students. Another resource provides three specific ways colleges and universities can equip their educators to address mental health with students. While many educators have supportive conversations with their students, many educators report that there is a lack of training provided by the institution.
Mental Health Services and Supports
Most college campuses have mental health supports and services for students and educators. However, not everyone is aware of these supports and services. This section focuses on increasing awareness of the supports and services so that they are accessed. One way to do this is for educators to build the information into the syllabus. Sample syllabus statements are provided. In addition, educators can also provide national supports, such as NAMI and 988.
Supporting First Year Students
Section six focuses on supporting freshman students on campus. The first year at college can be challenging as freshmen get to know the campus, the culture, their dorm and classmates, and their professors. Some freshman classes are so big that it may be hard to establish a relationship between student and educator. The guide provides ways to connect students in freshman classes through different types of activities. Another important step educators can take is to help students connect with others through campus events and organizations. This can easily be done by including information in the syllabus, discussing campus organizations, announcing campus events, and even including an assignment that helps freshman students know what activities are available on campus and where. The JED Foundation has put together a comprehensive resource that dives deeper into supporting freshmen students’ mental health. You can read it here.
Summary
As with Part 1, Part 2 of the guide is very informative and has many resources for educators in supporting college students’ mental health. A few links were provided above; however, the guide has a plethora of resources you may want to review as an educator at any level. Part 2 of the guide can also be useful for parents of college students, as well as students themselves. We hope you find them useful!
