SEL in Higher Education: Practical Recommendations for Professors to Support Mental Health Concerns
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| Title: | SEL in Higher Education: Practical Recommendations for Professors to Support Mental Health Concerns |
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| Language: | English |
| Authors: | Brittany Severino, Emma Oswald |
| Source: | Journal of Effective Teaching in Higher Education. 2026 8(1):44-63. |
| Availability: | Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Emotional Learning, Higher Education, Mental Health, College Students, College Faculty, Student Needs, Teacher Role, Learning Activities, Cooperative Learning, Feedback (Response), Peer Evaluation, Classroom Environment, Online Courses, In Person Learning |
| Abstract: | The United States is currently experiencing a drastic increase in mental health concerns among college students, impacting professors, higher education institutions, and society (Flannery, 2023). The social and emotional well-being of students is essential for them to thrive in the college setting. Professors across the nation are noting decreased attendance, limited class participation, and missing assignments (Basken, 2023). Poor performance in academic classes due to mental health concerns is one of the leading factors for college students considering dropping out (McPhillips, 2023). This has a direct impact on society as it creates fewer qualified candidates for various career areas that are experiencing a shortage of qualified workers (Ferguson, 2024). Professors are one piece of the puzzle to help combat this crisis. They may not be trained mental health professionals, but can alter their teaching strategies, assessment procedures, or feedback to help college students grow academically, socially, and emotionally. One practice for professors to consider is embedding Social and Emotional Learning (SEL) within their course design and delivery to support students with mental health concerns. This article will provide practical recommendations for how that task can be accomplished in various content and delivery methods. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502017 |
| Database: | ERIC |
| Abstract: | The United States is currently experiencing a drastic increase in mental health concerns among college students, impacting professors, higher education institutions, and society (Flannery, 2023). The social and emotional well-being of students is essential for them to thrive in the college setting. Professors across the nation are noting decreased attendance, limited class participation, and missing assignments (Basken, 2023). Poor performance in academic classes due to mental health concerns is one of the leading factors for college students considering dropping out (McPhillips, 2023). This has a direct impact on society as it creates fewer qualified candidates for various career areas that are experiencing a shortage of qualified workers (Ferguson, 2024). Professors are one piece of the puzzle to help combat this crisis. They may not be trained mental health professionals, but can alter their teaching strategies, assessment procedures, or feedback to help college students grow academically, socially, and emotionally. One practice for professors to consider is embedding Social and Emotional Learning (SEL) within their course design and delivery to support students with mental health concerns. This article will provide practical recommendations for how that task can be accomplished in various content and delivery methods. |
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