The Role of Instructors in Student Mental Health: What I Learned from a Student in Crisis

As an instructor I once had an experience where a learner taught me important lessons about student mental health. The situation occurred when I was least expecting it, as I was just about to begin teaching class in a lecture hall. I was reviewing my class plans when a student approached me at the front of the room and did not seem to be doing well. They shared that they were having an extremely hard time adjusting to college. They had tears in their eyes. The shakiness of their voice and their demeanor made it apparent that the day’s class session was far from what they needed. I actively listened and affirmed the student’s feelings about how college can be a difficult transition. I was glad they felt comfortable sharing their feelings with me instead of alone in anguish. 

Given the timing of this interaction, I needed to make a quick, in the moment decision about what I could do to support my learner’s well-being, and ensure they were safe and connected to resources that could help them thrive. My role was not to be a therapist, but rather an advocate and supporter, looking out for my students. 

I told the student how they might benefit from talking with someone at the Counseling Center, a wonderful on-campus resource. I sensed that it was in their best interest to have such conversations sooner than later. I told them that I would ask a classmate to walk with them to the center – it was not too far from the classroom – and that I would check in to see how they were doing right after class. They agreed. A generous peer was more than willing to take the short trip, and I started the class a little slower than usual so that the supporting student would not miss much.

At the end of class I checked in with my learner. They shared with me how talking with a professional at the Counseling Center was very helpful and thanked me for encouraging them to go. They indicated they would likely continue going there. Over the course of the semester the student seemed to adjust better to college life.

That day my student taught me several things that I will never forget about my role as an instructor, especially when a learner is facing a mental health crisis. First, the importance of fostering a supportive environment so they would see me as someone they could reach out to. Second, that it was essential to have compassion and be inclusive of learners facing mental health challenges. Third, that my role as an instructor was not as a trained counselor, but someone who could recognize when students showed signs of distress and connect them to support structures. I also became increasingly aware that I was not alone as an instructor, and that counseling centers, advising offices, and offices of student success were also there to support my students. 

During the COVID-19 pandemic, the mental health crisis has been exacerbated including within colleges and universities. Students have been experiencing more mental health challenges which have impacted academic learning environments and necessitated instructors to be even more aware of holistic teaching approaches. Not all learners will feel comfortable coming forward about the challenges they are experiencing as readily as my learner. Still, it is critical for instructors to be ready if they do, or if students show other signs of needing support. My learner taught me a lot that day, including the importance of being flexible and allowing time to ensure student well-being.