Skills for Enhancing Student Success and Well-Being

Duration: 121 minutes

As faculty and staff members, we spend a great deal of time with students and are in a position where they may share personal problems and concerns. Our students are human just like us and experience all sorts of highs and lows, from mental health struggles to ongoing challenges from chronic illnesses or conditions. Often, these concerns are outside of our expertise, which may leave us unsure of how to provide support best while taking care of ourselves.

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Course Details

Learning Objectives

  • Recognize warning signs, risk factors, and signs of distress, including cognitive, behavioral, and physical indicators, in students.
  • Implement intervention strategies to improve outcomes and support students experiencing distress or substance abuse.
  • Establish a classroom environment that fosters social connection and belonging while integrating mindfulness practices for teaching and self-care.
  • Apply flexibility accommodations when needed, and understand the roles and responsibilities of students, instructors, and the accessibility office in this process.
  • Clarify your role as a non-confidential, responsible employee to students, and address misconceptions about accommodations.
  • Implement strategies to support student mental health and well-being, adjusting course structures to enhance motivation, engagement, and support.

Specs

Intended Audience Higher Education Faculty and Staff
Languages English (US), Spanish (US), Spanish (European), Spanish (Mexican), French (Canada), French (European), Arabic, Chinese (Simplified Mandarin), Chinese (Traditional Mandarin), Filipino Tagalog, German, Hindi, Italian, Japanese, Korean, Portuguese (Brazilian), Portuguese (European), Russian, Thai, Vietnamese
Accessibility Audio, Video, Interactive Transcript, Closed Captions
Course Features Interactive Modules, Knowledge-Checks, Assessment, Pre-and Post-Surveys

Scott Poland, Ed.D.

Author

Scott Poland, Ed.D, is a nationally recognized expert on school bullying, youth violence, suicide intervention, self injury, school safety, threat assessment, parenting and the delivery of psychological services in schools. He is a Co-Director in the Suicide and Violence Prevention Office at Nova Southeastern University. Dr. Poland is the former president of the National Association of School Psychologists.

Althea Woodruff

Author

Dr. Althea Woodruff coordinates the Well-Being in Learning Environments (aka, Texas Well-being) program at the Longhorn Wellness Center (LWC) at The University of Texas at Austin. Through this program, Dr. Woodruff collaborates with faculty to embed well-being practices in their classrooms, office hours, and other learning contexts. She also works as a program coordinator in UT’s Meadows Center for Preventing Educational Risk and teaches courses as a lecturer in the College of Education. Before working at the LWC, Dr. Woodruff worked as a researcher, professional development creator, and technical assistance provider at the Meadows Center and has also worked as a district-level administrator in a school district and as a consultant supporting state-, district-, and campus-level literacy initiatives.

Melanie Eley

Author

Melanie Eley is Web Accessibility Coordinator at the University of North Carolina Greensboro where she uses her expertise to develop collaborative campus efforts to make course content and instructional spaces (both virtual and physical) accessible for all users. She has had success in the areas of policy development, educational training and resources, and programming. She also maintains UNC Greensboro's Accessibility Resources website and leads the institution's Accessibility Fellows and the initiatives that derive from this program’s charge. Melanie has a special interest in accessibility-related pedagogies, and specifically in UDL, as it has the capacity to open learning opportunities for all students, including those with disabilities.

Chris Day​

Author

Key Questions

What are the common warning signs of mental distress in students?

Warning signs include changes in behavior, mood swings, withdrawal from social activities, decline in academic performance, fatigue, and physical symptoms like headaches.

What should I do if a student confides in me about thoughts of suicide?

It’s important to take any mention of suicide seriously. Listen empathetically, stay calm, and refer the student to a mental health professional immediately. Follow your institution’s protocol for reporting.

How can I create a classroom environment that promotes mental health and well-being?

Encourage open communication, foster a sense of belonging, maintain a supportive and inclusive atmosphere, and provide resources for mental health support. Regular check-ins and positive reinforcement can also help.

What are the best practices for supporting students with chronic illnesses or conditions?

Understand the student’s needs, offer academic accommodations, maintain flexibility, and encourage communication between the student and the accessibility office to ensure support.

Sample Video Transcript

Suicide is a growing problem in the world, particularly for young people. Currently, it’s the third leading cause of death for college-age students in the US. As faculty and staff members, we spend a great deal of time with students, and we’re often in a position where they share personal problems and concerns. We’re responsible for their academic success, but we’re also responsible for protecting their well-being. If a student approaches you about thoughts of suicide, do you know what to do? When do you intervene? How should you communicate with that student?

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