BUILDING THE SAFETY NET: THE ROLE OF FACULTY IN SUPPORTING STUDENT MENTAL HEALTH

Abstract

Students in American colleges and universities are experiencing a mental health crisis that is continuing to worsen. The utilization of campus counseling centers has skyrocketed, and the incidence of mental health diagnoses and severity have both increased.

Institutions are exploring more campus community models of mental health care that activate other offices, units, and operations to increase student wellbeing outside of the counseling center. One of the most critical constituents to these efforts being successful is the faculty. Yet, little research has been conducted on faculty’s conceptualization of and comfort in their role as mental health support.

Large quantitative studies have shown that faculty feel that it is their responsibility to support student mental health, but lack adequate training to do so confidently. Smaller qualitative studies have focused on the experience of faculty within specific academic units in supporting student mental health.

The purpose of this qualitative interview case study was to understand how faculty conceptualize their role as a mental health supporter, what factors inform the conceptualization of this role, and the impact that supporting student mental health has had on faculty wellbeing. An additional component of this study was that it encompassed the breadth of an entire university. I conducted 16 faculty interviews across the University of Texas at Austin, using Holland vocational interest codes to understand differences in approach by academic discipline.

Participants in the study felt responsible for supporting student mental health but lacked an understanding of how the institution wanted them to respond. Faculty also felt that the institution does not acknowledge the work they are putting forth to support students and that systems of faculty appraisal do not adequately acknowledge this work. Finally, there were some differences in how faculty of different academic disciplines perceived their role. The results of the study provide evidence that faculty of different academic disciplines perceive their role in supporting student mental health in unique ways, and that institutional strategy should be responsive to this. The study concludes with recommendations for professional practice and areas where future research would strengthen the discourse on the topic.