When students share: Faculty experiences with mental health challenges inside and outside the classroom.

Abstract

Objectives: This study explored the impact of college students' disclosure of mental health problems on faculty well-being. Participants: Twenty-nine full- and part-time faculty who experienced a student disclosure related to mental health during their career were recruited from a mid-size, private liberal arts university. Methods: Semi-structured, in-depth interviews explored faculty experiences with student mental health disclosures and its impact on faculty well-being. Results: Several themes were identified including the emotional toll experienced by faculty, faculty second guessing their responses to student disclosures, and role conflict among faculty. Conclusions: In recent years, higher education has focused on the mental well-being of students. While many programs exist to assist students directly, as well as to train faculty to aid students, less research and policy has focused on the well-being of faculty members to whom students report mental health challenges. Policy implications surrounding enhanced institutional support for both faculty and students are discussed.