Will and Capacity: Are Faculty Prepared to Face the Mental Health Challenges of Students in Higher Education?
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| Title: | Will and Capacity: Are Faculty Prepared to Face the Mental Health Challenges of Students in Higher Education? |
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| Language: | English |
| Authors: | Whitney Harper, Erin Warfel, April Murphy, Christy Bryce, Ashley Malone, Olivia Jones, David Roehm |
| Source: | Journal of Faculty Development. 2026 40(1):29-34. |
| Availability: | Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, College Students, Mental Disorders, Mental Health, Knowledge Level, Responses, Teacher Behavior, COVID-19, Pandemics, Racism, Teacher Attitudes, Ability |
| ISSN: | 2153-1900 2153-1919 |
| Abstract: | This study examined faculty knowledge and awareness of student mental health challenges (MHC) and how they respond to these challenges. All faculty at one midwestern University were invited to participate in an online survey. A mixed method analysis was used to identify patterns of responses addressing behaviors that may manifest in the classroom pertaining to mental health, COVID-19 pandemic, and racial injustice. Three qualitative themes emerged: knowledge and awareness; willingness; and capacity. Results indicated faculty are knowledgeable and aware of MHC but fewer reported the capacity to support students during times of distress. Trauma informed support programs were explored. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.ingentaconnect.com/contentone/magna/jfd/2026/00000040/00000001/art00004 |
| Accession Number: | EJ1492636 |
| Database: | ERIC |
| Abstract: | This study examined faculty knowledge and awareness of student mental health challenges (MHC) and how they respond to these challenges. All faculty at one midwestern University were invited to participate in an online survey. A mixed method analysis was used to identify patterns of responses addressing behaviors that may manifest in the classroom pertaining to mental health, COVID-19 pandemic, and racial injustice. Three qualitative themes emerged: knowledge and awareness; willingness; and capacity. Results indicated faculty are knowledgeable and aware of MHC but fewer reported the capacity to support students during times of distress. Trauma informed support programs were explored. |
|---|---|
| ISSN: | 2153-1900 2153-1919 |
