We hope that you are looking forward to the start of another great semester! As we plan to gather during the first week of class, we would like to ask, “How can we ensure that students feel supported throughout their academic journey?” While there is a lot to share in the first week of class about course materials, content, and expectations, we hope that you will consider how you can build a supportive classroom by taking a few minutes in those first days of class to emphasize student support services. In working with students, it is critical to recognize the ongoing challenges they are facing concerning mental health and overall well-being. In this post, we delve into the importance of emphasizing student support services in the syllabus and how to continue to promote student use of support services throughout the semester.

The Realities of Student Mental Health and Well-Being

Student mental health and well-being are of great concern on college campuses. According to the latest Healthy Minds survey, college students are facing alarming levels of mental health challenges. The survey, conducted during the 2021–22 academic year with responses from 96,000 U.S. students across 133 campuses, revealed distressing statistics. Approximately 44% reported symptoms of depression, 37% experienced anxiety, and a concerning 15% admitted to seriously considering suicide. These figures represent the highest rates of depression, anxiety, and suicidality recorded in the survey’s 15-year history. The data highlights the critical need for emphasizing student well-being in college, which can be done by promoting student support services.

Further compounding the challenges faced by students is the lack of awareness that students have of the plethora of support services available to them as a student. In a recent report conducted by Tyton Partners, it was discovered that 60% of college students were unaware of the comprehensive range of services available to them at their respective colleges or universities. This lack of awareness is more concerning because the report also showed that most university personnel over-estimate how many students are aware of these services.While we may expect that students will learn about the services through orientation, there is a gap in student awareness and the level of awareness that most university staff think students have.

The pressures of doing well in college can take a toll on our students, leading to stress, anxiety, and even more severe mental health issues. The world outside the classroom is increasingly fast-paced and demanding, which significantly affects students’ abilities to focus and fully engage with their studies. We can help students find the support they need outside of the classroom so that they can perform at their best inside the classroom. As an instructor, you do not have to feel as if you yourself must provide this direct support. Instead, you can serve as a vital bridge between your students and these services by including communication about the support services available to students. This communication can then ensure a supportive and thriving learning environment for all students. One way to do that is through your syllabus.

The Role of the Syllabus

Your syllabus and a short discussion of support services can be a lifeline for students. The syllabus is not merely a schedule of assignments and deadlines; it’s a roadmap that shapes the learning experience for our students. By including student support services prominently in the syllabus, you can send a clear message: “Your well-being matters, and we are here to help.” While it may be tempting to gloss over these sections of the syllabus when you are reviewing the document in the first days of class, we encourage you to highlight the student support section. Studies have shown that when a faculty member recommends that students use certain campus services, they are much more likely to actively seek the help that they need (Johnson et al., 2022; Karabenick & Newman, 2013; Stewart et al., 2015).

Empowering Students to Seek Help

By listing support services in the syllabus and briefly touching on each during the first week of class, you can provide an important reminder that there is a network of care available to students on campus. Some students might be unaware of these resources, hesitant to ask for help, or even feel embarrassed about seeking support. By making this information easily accessible and reiterating it to them, you will be seen as encouraging students to reach out for assistance when needed.

The Ongoing Journey of Support

While the syllabus is a great place to ensure that you are providing information about support services, it doesn’t have to end there. You can continuously reinforce the importance of well-being throughout the semester. One way is to ensure that you are creating a classroom environment that encourages open communication, empathy, and understanding. Another way to continue communicating is to share quick reminders at key points in the semester. A few weeks before a big exam, you can remind students how to connect with a tutor. When you assign a big paper, you can remind students how to seek out help with their writing. When you mention these services, remind students of where they are located or the easiest way to reach out for an appointment, if appointments are required. By being intentional throughout the semester, we can remind students of these important services and normalize their use.

In Conclusion

As educators, we have the power to shape not only minds but also lives. By emphasizing student support services in our syllabus and taking the time to address the challenges of mental health and well-being, we foster a community of learners who feel cared for and supported. You do not have to feel as though you have to provide all of this direct support to students. There are an array of offices and services available to help students in their success. If you can take a little time to help to promote these services, then you and your students can thrive throughout the semester.

References

Johnson, C., Gitay, R., Abdel-Salam, A. G., BenSaid, A., Ismail, R., Naji Al-Tameemi, R. A., Romanowski, M. H., Kazem Al Fakih, B. M., & Al Hazaa, K. (2022). Student support in higher education: campus service utilization, impact, and challenges. Heliyon, 8(12), e12559. https://doi.org/10.1016/j.heliyon.2022.e12559

Karabenick S.A., & Newman R.S. (2013). Help Seeking in Academic Settings: Goals, Groups, and Contexts. Routledge.

Stewart S., Lim D.H., & Kim J. (2015). Factors influencing college persistence for first-time students. Journal of Developmental Education, 38(3), 12–20.