The following Teaching in Higher Ed Podcast episodes focus on mental health:
317 Mental Health on the College Campus: https://teachinginhighered.com/podcast/mental-health-on-the-college-campus
373 The Role of Faculty in Student Mental Health: https://teachinginhighered.com/podcast/the-role-of-faculty-in-student-mental-health/ and
422 Improving Learning and Mental Health in the College Classroom: https://teachinginhighered.com/podcast/improving-learning-and-mental-health-in-the-college-classroom
These podcasts discuss tips faculty can consider integrating into their teaching practice in order to help address some of the mental health issues students may be facing while matriculating through school. they include:
Flexibility v. Coddling
The top recommendation was being flexible when possible.
(Episode 422)
“We don’t think the solution is, when a student comes up and says, “Wow, I was out of commission last week in bed with depression,” we don’t suggest saying, “Ah, forget about it. No need to do that work that you missed.” That doesn’t really help them… Now whether it’s designing subtler, more flexible late policies or even opportunities for resubmission, not for as much credit, but still for some additional credit [still offer] incentives so that students can learn more… “
(Episode 373)
“Building in flexibility, and it depends on the discipline and the class structure, but whether you get to drop your lowest assignment or for me, I really laid out a clear process to students where I was trying to eliminate any shame in asking for an extension. Saying, here’s the process. It’s simple, its uniform, it’s not a mystery. Here’s how you do this.”
Note: These conversations noted how this is really helpful for vulnerable groups such as first-generation students who may not know the hidden curriculum of academia. For example, If you have a “No late work accepted policy” but make unadvertised exceptions for emergencies on a case-by-case basis, some students will take your policy literally, even in dire consequences. “As a friend who was a first-generation academic told me, first-gen students like her got where they are by following the rules. It would never have occurred to her that “no late work accepted” had an unwritten caveat of “unless you’ve had a serious emergency.””
When is the Assignment Due? (Episode 373)
“If you’re making an assignment due at 9:00 AM, [some] students are going to pull an all-nighter. If you have an assignment due at midnight, they’re going to work through dinner. If you have an assignment due at 5:00 PM, that’s likely one of the healthiest times. It might be different at a community college or a school where a lot of folks are working full-time, but either way, the point is just to be intentional about the time that is selected [based on your student population]”.
Encourage Self Help (Adapted from Episode 317 and The Jed Foundation)
Consider incorporating meditation, breathing, or other mindfulness practices into the classroom and adding self-care activities—such as getting exercise, spending time in nature, or talking with a friend—to assignments. You can also model self-care by sharing with students what you do to manage stress.
The counseling center, wellness center, and/or peer health educators on campus often have workshops that are ready to go. Consider having students review a pre-recorded workshop https://healthcenter.indiana.edu/counseling/workshops-groups/recorded-workshops.html and provide feedback on what they learned as part of an extra credit assignment.
Sharing Resources
Consider sharing departmental/school/campus resources in a Student Resource Slideshow that plays before class starts and at the end of the lecture. You can add in slides with resources based around the needs of your students. Also, you can put resources in your syllabi.
Sample language
“If you are feeling stressed, worried, or down during the semester, or if you notice signs of emotional distress in someone else, please feel free to stop by my office or consider reaching out for support. Here are some campus resources:
