3 ways to equip faculty to support student mental health
Student mental health is at the forefront of institutional concerns as the demand for campus mental health services continues to rise. Faculty can play an important role in student mental health by acknowledging mental health challenges and promoting and being liaisons to support resources. But, while nearly eight out of ten professors had a 1-on-1 conversation with a student about mental health during the last year, less than 30% of faculty members said they have received training from their institutions to have such discussions.
Clearly, institutional leaders must do more to prepare faculty to address mental health with students. Below are three ways institutional leaders can provide the resources and support faculty need to feel well-equipped to identify students in distress and connect them with campus resources.
1. Provide direct guidance on how to help those in need
Knowing what to look for and what to say are integral to faculty participation in mental health efforts. Offer clear advice on how faculty can appropriately help students to better prepare them for mental health conversations that may be sensitive and nuanced in nature.
Through Stanford University’s Virtual Red Folder, faculty can easily access guidance on their role in student mental health, including how to set boundaries and appropriately connect students to further help. The Red Folder also provides sample scripting of what faculty might say during a real conversation with a student.
Stanford's Red Folder: How to respond to a student in distress
Say what you see
“Hi ______, I just wanted to check in. I’ve noticed _______, and wanted to see if you want to talk about it.”
“I’ve noticed ______ and I want you to know that I am here to support you.”
“You seem distracted today. What’s going on?”
“Hey, it seems like you’re having a hard time. I am here to support you if you want to talk about it.”
Show you care
“I care about your well-being, so I just wanted to check in to see how you’re doing. I want to know how I can be the most helpful for you.”
“Thanks for taking some time to talk with me. I wanted to have this conversation because I care about how you’re doing and want you to know that I’m here to support you in the ways you need.”
“How can I be helpful?”
Hear them out
Focus on listening. If questions are helpful:
“Wow, I’d like to hear more about that.”
“I’m sorry, that seems like a difficult situation to be in, what is that like for you?”
“That sounds really hard, how is that affecting your life?”
Know your role
“I really appreciate you opening up to me…”
“I’m sorry you’re going through this and honored that you’ve been vulnerable with me….”
“It’s ok to feel like this…”
“How can I be helpful?”
Connect to help
“Thank you for being so open with me. I want to continue this conversation, and I also want to make sure that you’re getting the help you need. I really think you may find ______ to be a very helpful and comforting resource.”
“Reaching out to ______ for the first time can be a little confusing. Would you like help connecting to ______ ?”
“I really think ________ can address some of your needs, but sometimes it takes several tries to find a place that is the best fit. For any reason, if it doesn’t feel like a match, then ask what other resources may be a better fit for your needs.”
Tip:Â Offering the name of someone from the resource can help the student to feel more comfortable when they reach out.
This resource requires EAB partnership access to view.
Access the research report
Learn how you can get access to this resource as well as hands-on support from our experts through Strategic Advisory Services.
Learn More