4 Ways Faculty and Teachers Can Help Take Some Pressure off Students | The Brink

Midterms. Roommate drama. A contentious US presidential election. All of these factors add to the flurry of activity draining college students’ energy and filling their mental headspace. But for now, they seem to be doing better than in recent years: the latest edition of the annual Healthy Minds Study shows an improvement in college students’ mental health for the second year in a row and a decrease in symptoms of depression and anxiety, and thoughts of suicide. What’s more, an increased number of young people are seeking out mental health care and support. 

Healthy Minds principal investigator Sarah K. Lipson, a Boston University School of Public Health associate professor of health law, policy, and management, says while two consecutive years of improved mental health outcomes among college students is promising, she is wary of describing it as a trend just yet. But she is optimistic.

Below, Lipson shares some ways she looks out for the mental well-being of students in her own classes, with tips for how her fellow faculty, and teachers everywhere, can do the same.

The vast majority of faculty are not trained mental health professionals. That said, faculty can be crucial in supporting student mental health. I think it’s helpful to pose questions for faculty to ask themselves.

1. Are my deadlines set at healthy times?

Many educators may not think about what deadlines mean for their students. When choosing a deadline for assignments, think about whether that time is “healthy” for your students. For instance, if you’re making assignments due at midnight, students will likely skip dinner and work late into the evening (and you may receive emails from students at 11:59 pm). A deadline of 9 am is similar—your students will be more likely to pull an all-nighter to get an assignment done. That’s why I like to set 5 pm deadlines. I let my students know why this time was an intentional decision. I say, “I want you to have dinner. I want you to sleep. I don’t want this class to interfere with your well-being.”

2. How can I lower the stakes yet maintain academic rigor?

Students feel a great deal of stress around exams and other evaluations, especially when a single assessment is worth a significant portion (like 50 percent or more) of their overall course grade. As faculty, I see my job as not to eliminate stress, but rather to consider whether there are opportunities to lower the stakes while maintaining academic rigor and learning outcomes. How you approach lowering the stakes in your class will depend on the discipline, course type, and other factors.

3. Do my students feel like they belong? 

Loneliness is an epidemic, according to the US Surgeon General, and continues to be pervasive in college populations. For our students’ well-being (which is an integral factor in their learning), it’s important that we as educators help them feel part of a community. Classrooms are one place where we can increase students’ sense of belonging. 

One way I do this in a three-hour seminar is by setting aside 10 to 15 minutes at the beginning of every class for students to connect with each other. I call this time “Community.” I usually pose a question for discussion, and I ask students to find someone in the class that they haven’t yet spoken with. The only rule during these 10 to 15 minutes is that the classroom must be loud. I want my classroom noisy, filled with discussion. Not only does this set the tone and energy for the rest of the class session, but it also helps students feel connected to their peers.

4. Have I humanized myself to my students? 

Many students look at their professors and think we’re these perfect examples of success, that we must have been A+ students our entire careers. In various ways, I remind my students that I don’t have all of the answers and that I have papers and grants rejected far more than they might realize. I try to make students see me as a person, and hopefully one they can trust and turn to for honest advice and feedback (rather than someone they need to impress and be perfect around).