Supporting Student Mental Health in the Classroom: A Faculty Guide to Compassionate Engagement – Faculty Focus

In recent years, higher education has witnessed a surge in conversations around student mental health. National surveys consistently report escalating rates of anxiety, depression, and loneliness among college students (American College Health Association 2023). Yet despite these growing concerns, faculty remain largely underprepared to intervene effectively. While staff in student affairs and counseling centers are often trained in mental health response and early intervention, faculty are frequently left out of these critical conversations. This divide has resulted in a persistent gap—both in knowledge and in action. 

Studies show that students are more likely to exhibit early signs of distress in the classroom than in other campus spaces, making faculty key frontline responders (Lipson et al., 2022). However, faculty often report feeling ill-equipped or unsure about how to identify mental health concerns or refer students appropriately. A 2020 national survey of faculty found that only 51% felt confident in recognizing when a student might need help, and fewer than 30% had received any formal training (NASPA, 2020). In addition, given the other responsibilities to achieve tenure, it can be challenging to know how to prioritize a list of competing needs. 

Despite the increase in mental health programming across universities, little has changed in how faculty are prepared to support students. Institutions often prioritize staff development in these areas, assuming counseling centers or student affairs teams will manage the bulk of mental health interventions. However, without better integration of faculty into institutional wellbeing strategies, students may continue to fall through the cracks.  

Recognizing the Signs: What Faculty Can Do

Common signs of student distress—frequent absences, changes in participation, disorganized thinking, or emotional outbursts—often surface in classroom settings. While faculty are not expected to diagnose or treat mental health conditions, being able to recognize these red flags and respond appropriately can be lifesaving. 

It is important for faculty to understand their role in the broader system of care: to notice, approach with compassion, and refer. The role does not include functioning as a therapist. Each faculty member has been socialized in their respective fields for several years.  That training should not be set aside. Rather, learning how to refer students is vital. Still, the referral process can be opaque. Many faculty are unaware of what services are available, who to call, or what their responsibility is after making a referral. Closing this knowledge gap requires clear, accessible systems—and consistent faculty inclusion in mental health trainings and initiatives. 

From Concern to Connection: The Power of Referral

Faculty can make a difference by normalizing help-seeking behavior and offering concrete pathways to support. A simple statement like, “I’ve noticed you seem a bit off lately—are you okay? If you’d like, I can help you find someone to talk to,” can build trust and remove stigma. Learning the language of how to intervene can help facilitate the appropriate connection to campus services.  The goal is to get students connected to care in ways that faculty can provide. 

The Divide Between Faculty and Staff

Staff members in counseling services and student affairs are trained in trauma-informed practices, crisis response, and developmental theory. Faculty, by contrast, are rarely required to learn these skills, even as they face growing demands to support student wellbeing. 

This disconnect is structural, not personal. The division between academic and student affairs has long been a feature of higher education. Yet if we are to meet the holistic needs of students, institutions must actively dismantle these silos and build collaborative, cross-functional approaches to care. Faculty should be partners in designing wellbeing strategies, not peripheral to them. 

Supporting Faculty Mental Health

It’s also essential to acknowledge that faculty are under pressure too. Burnout, compassion fatigue, and rising expectations in teaching and service can make it difficult to engage in additional emotional labor. Supporting student mental health cannot come at the expense of faculty wellbeing. It should also be noted that female presenting faculty are more likely to be approached by students to share about their mental health. Female presenting faculty may be carrying the additional stress of trying to help students in addition to their other duties. 

Institutions must invest in faculty support systems—professional development, access to mental health resources, and workload adjustments—to ensure sustainable engagement. Training in student mental health should be framed not as an added burden, but as a shared responsibility that supports teaching, learning, and community resilience. 

Toward a Culture of Care

UMBC is advancing a “Culture of CARE” that centers equity, resilience, and connection across the campus experience. For faculty, this means being empowered to recognize when students need help, equipped with tools to respond appropriately, and connected to a broader network of care. It also means ensuring that faculty themselves are cared for, supported, and not left to carry this burden alone. 

As the Assistant Vice President for health and wellbeing, I enjoy assisting in bridging the divide between faculty and staff. By embedding mental health into the culture of higher education, we can create campuses where everyone—students and educators alike—can thrive. 

Dr. Rae Chresfield is a higher education leader with over 15 years of experience in mental health, wellbeing, and student support. A first-generation college graduate, she began her academic journey at Coastal Carolina Community College and earned a B.S. in Behavioral Science from the University of Maryland University College, an M.A. in Mental Health and Wellness from NYU, and a Ph.D. in Counselor Education and Supervision from SUNY Buffalo. 

Dr. Chresfield has held progressive leadership roles in higher education, including Director of Counseling Services, Associate Dean of Health and Wellness, and Assistant Professor. She currently serves as the inaugural Assistant Vice President for Health and Wellbeing at UMBC, where she leads strategic efforts to embed a holistic Culture of CARE across campus. Her work focuses on integrated service delivery and bridging the gap between mental health professionals and institutional leadership. 

Widely known as “Dr. Rae,” she is recognized for her compassionate approach and commitment to student-centered systems that support wellbeing, equity, and resilience. 

References

American College Health Association. 2023. National College Health Assessment: Spring 2023 Reference Group Data Report. Silver Spring, MD: ACHA. 

Lipson, Sarah K., Laura H. Eisenberg, and Daniel Eisenberg. 2022. “Faculty and Mental Health: Knowledge, Confidence, and Responsibility.” Journal of American College Health 70(6): 1491–1500. https://doi.org/10.1080/07448481.2021.1909043.
 
NASPA. 2020. The Role of Faculty in Student Mental Health: Results of a National Survey. Washington, DC: NASPA Student Affairs Administrators in Higher Education.