Table of Contents Introduction
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Normalize Help-Seeking
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Mindfulness
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Service Learning
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Mentorship
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Restorative Practices
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Revise Course Policies
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Introduction Purpose This toolkit aims to equip faculty members with the knowledge and skills to better support students’ mental health in the classroom setting.
Methodology Each strategy in this toolkit is the result of a comprehensive literature review of its effectiveness in supporting college students’ mental health. While mental health has become a focal point of discussion on many college campuses, the promotion of college student mental health is still an emerging topic in the literature. Thus, some strategies have not yet been tested widely for efficacy in randomized control trials. Each strategy page contains an “Evidence of Effectiveness” section where I outline the current research landscape at the time of publication of this toolkit. In the development of this toolkit, I held eight key informant interviews with USC faculty members. I attempted to gain diverse perspectives by speaking with faculty who hold different positions at the university (i.e. adjunct, associate, full time professor, tenure and non-tenure track) and those representing a variety of fields. I interviewed professors from the following academic schools: Annenberg School of Communication and Journalism, Price School of Public Policy, School of Pharmacy, Rossier School of Education, Marshall School of Business, School of Dramatic Arts, Viterbi School of Engineering, and Dornsife College of Letters, Arts and Sciences. While this pool cannot represent each unique position at the university, I gained insights that were invaluable in developing the content and framing of this toolkit. In future iterations of the toolkit, I will seek feedback from additional faculty members.
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A Note on Mental Health vs. Mental Illness Mental health and mental illness are often interchanged; however, these terms are different. Positive mental health, sometimes called thriving or flourishing, refers to a positive mental state in which people are engaged in their day-to-day activities, maintain strong social ties, and feel tied to a purpose. Those with poor mental health, sometimes referred to languishing, could be struggling to feel motivated, may not have many supportive relationships, or could feel disconnected from their community. Mental illness, on the other hand, refers to an individual who has been diagnosed with a specific condition such as Generalized Anxiety Disorder or Major Depressive Disorder. While it may seem like splitting hairs, the distinction between these terms is important. A student may be living with depression, yet can still sustain good relationships or feel strongly tied to their purpose. On the other hand, a student may not be diagnosed with mental illness, but can experience poor mental health. At USC, there is significant room to grow in fostering students’ positive mental health. In fall 2020, only 37.4% of all students reported positive mental health, a decrease of 13.6% over the past year.¹
Your Role as Faculty Faculty members are not expected to treat or mitigate symptoms of mental illness. Rather, professors should aim to support and enhance all students’ mental health, regardless of whether they are living with a mental illness. A majority of the strategies in this toolkit follow this universal approach of promoting mental health. One strategy, normalize help-seeking, addresses how faculty can support students dealing with high levels of stress or symptoms related to mental illness. Some faculty may justifiably question whether they are the best stakeholders on campus to address student mental health. It may seem appropriate to allocate all mental health efforts to counseling professionals who provide services such as oneon-one therapy. To be sure, access to mental health care is an essential resource for students living with mental illness or those experiencing high levels of stress. However, an overreliance on mental healthcare means that too much focus goes towards crisis or maintenance, rather than creating upstream mechanisms to
¹USC Well-being Collective. Data Update on the USC Student Wellbeing Key Performance Indicators from Fall 2020. Los Angeles, CA: University of Southern California; 2021. Retrieved from https://sites.usc.edu/studentwellbeing/shared-measures/
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support and promote all students’ mental health. In addition, even students who may need professional care often do not seek these services. At USC, only 26% of students reported receiving mental health care or therapy in the past year.² If all mental health efforts at the university are invested in counseling services, the majority of students will not benefit. Instead of solely relying on healthcare providers to mitigate crisis, it is imperative that all university stakeholders assume some responsibility for promoting students’ mental health. Faculty are particularly well-positioned to support students because they can implement classroom-based practices. This approach is referred to as curricular infusion. Curricular infusion is emerging as a promising practice to foster student wellbeing because it is theorized to be more equitable than extra-curricular support or intervention.³,⁴ It is important to recognize that not all students have the time and capacity to participate in extracurricular activities. At USC, 35.6% of all students do not participate in any extracurriculars.² Some are working part- or full time to pay for school and others may be caring for family members, leaving little time for participation in extracurriculars. However, all students matriculating through the university are exposed to the same classroom settings as their peers. This framing demonstrates that faculty have the potential to reach far more students in the classroom than any extracurricular offering. Professors can capitalize on this ideal positioning by making small adjustments to their teaching practices to support students’ mental health.
How to Use This Toolkit The strategies in toolkit are designed to be simple, actionable steps for professors to enhance students’ mental health in their classrooms. Each page includes a description of the strategy, a summary of its effectiveness in the literature, multiple options for implementation, and references.
²USC Well-being Collective. The healthy Minds Study 2017-2018 Data Report. Los Angeles, CA: University of Southern California; 2018. Retrieved from https://sites.usc.edu/studentwellbeing/ reports/ ³McWilliams, M. & Riley, J. (2012). “Curriculum infusion: Educating the whole student and creating campus change—Georgetown University.” In Harward, D. (Ed), Transforming Undergraduate Education: Theory that Compels and Practices that Succeed. Lanham, MD: Rowman & Littlefield. ⁴Yearwood, E. & Riley, J. (2010). “Curriculum infusion to promote nursing student well-being.” Journal of Advanced Nursing 66.6, 1356-1364.
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These strategies are a starting point for professors who want to become more intentional about supporting students’ mental health. Implementation of each strategy should be localized to best meet the needs of the students and the academic setting. Faculty interested in doing further investigation can consult the reference sections for each strategy. This toolkit is not meant to be a static document. Future iterations will include faculty feedback, case studies of implementation in different classroom settings, and new references as they are published in the literature. Professors are encouraged to be a part of this iterative process - explore the strategies, provide input, and share experiences using these techniques.
Gratitude Thank you to all those who dedicated their time and support to this project: the eight wonderful faculty members who participated in interviews, my incredible team at the USC Student Health Office for Health Promotion Strategy, my patient research advisor Dr. Shipley, and finally, Mr. and Mrs. Finnie, the generous donors who provided funding for this project through the Kaleigh Finnie Memorial Endowment fund.
Recommended Citation: Andrea Moore, USC Office for Health Promotion Strategy. Promoting Student Mental Health in the Classroom: A Toolkit for Faculty. Los Angeles, CA: University of Southern California; 2021.
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Normalize Help-Seeking Approach Normalize help-seeking behavior; reduce the stigma commonly associated with seeking mental health services
Description Despite access to campus therapy services, many students experiencing mental health or substance abuse concerns do not seek professional help. Common barriers to care in a university student population include stigma associated with mental illness and lack of knowledge of available services. Normalizing help-seeking is one method of overcoming these barriers. Ideally, students will be comfortable with and knowledgeable about asking for help.
Targeted Strategy Support students with mental illness
Evidence Of Effectiveness There is demonstrated need for normalizing help-seeking, as over half of college students who meet the criteria for moderate to severe depression and/or anxiety are not utilizing therapy services (Eisenberg et. al, 2007). Research has shown that students who hold higher personal stigma of mental illness are significantly less likely to seek therapy services (Eisenberg et. al, 2009). Based on these findings, researchers have called on practitioners to develop methods to encourage college students with mental illness to seek treatment, with particular attention towards reducing stigma.
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Expert Opinion: Credible organizations specializing in suicide prevention (i.e. Jed Foundation, Active Minds) indicate that normalizing the help-seeking process is a key early intervention step for people experiencing the challenges associated with mental illness. However, strategies for implementing this approach have not been widely tested for efficacy in a college student population. The implementation section below reflects methods to promote help-seeking based on emerging research (i.e. literature reviews, practitioner guides, and qualitative research).
Implementation Guidance The following implementation options outline what steps professors can take to normalize help-seeking behavior within their classroom. The list begins with the simplest strategy and the subsequent strategies become more rigorous and timeintensive.
Syllabus Review USC policy requires inclusion of the statement on academic conduct and support systems in course syllabi. However, many syllabi either omit this section or include outdated resource information. It is important for faculty to include updated resource information, as students often refer to their course syllabus regularly throughout the semester. Professors and TAs can use syllabus review as an opportunity to verbally highlight support resources, reinforcing the importance of maintaining mental wellbeing.
Communicate Resources Regularly Beyond syllabus review, you can take steps to further normalize help-seeking by regularly communicating mental health resources and encouraging students to take advantage of them. When possible, resources should be communicated both in written and verbal form. For example, many university staff have created footers for departmental newsletters or personal email signatures referencing commonly accessed support resources. Resources can be communicated verbally in class during times of increased stress in the semester; for example, prior to midterms and final exams. Discussing resources in person reinforces that help-seeking is normal and encouraged in the USC community. The resources you choose to share can and should be customized based on the students in your course. For example, professors who have classes with a majority international students should take care to specifically reference programs being offered by the Office of International Students and group therapy sessions tailored to international students.
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You can find an up-to-date list of current on-campus mental health resources here.
Self-Disclosure Talking about personal experiences with mental health challenges can further normalize help-seeking behavior. Relaying personal stories about your own mental health can help dispel myths and labels others may hold. A self-disclosure helps break down harmful stereotypes by allowing the listener to make a connection between what may seem like an abstract mental illness and you, a person they know and respect. In addition to reducing stigma, telling a personal story can provide hope for students dealing with similar challenges (Wood et. al, 2014). Of course, everyone has their own boundaries and you should not feel obligated to share if you do not want to. Self-disclosure works best when the person sharing is comfortable with doing so. Self-disclosures do not have to involve in-depth details about one’s mental illness. On the contrary, emerging research suggests it is best to engage in positive self-disclosure (Cayanus, 2004). For example, you can share a story about a very stressful time in your life and what coping strategies were most helpful for you. The following list offers techniques for incorporating self-disclosure in a classroom setting: • Review your lecture content - jot down opportunities where experiences or examples related to mental health are relevant to the course material • Share an anecdote when reviewing campus mental health resources during syllabus review • Set aside a few minutes of class time prior to a major exam - share with students how you coped with stress when you were a student
References Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9. Eisenberg, D., Golberstein, E., & Gollust, S. (2007). Help-Seeking and access to mental health care in a university student population. Medical Care, 45(7), 594-601.
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Eisenberg, D., Downs, M., & Golberstein, E. (2009). Stigma and help-seeking for mental health among college students. Medical Care, 66, 522-541. Wood, B., Bolner, O., & Gauthier, P. (2014). Student mental health self-disclosures in classrooms: Perceptions and implications. Psychology Learning and Teaching, 13(2), 83-94.
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Mindfulness Approach Introduce basic mindfulness practice to students; repeat at regular intervals as appropriate to your curriculum
Description Mindfulness is a practice which cultivates non-judgmental attention to the present moment. When practiced regularly over time, its benefits include stress management and emotional regulation. Mindfulness-based interventions have been widely utilized in university settings as a method to reduce stress among students.
Universal Strategy Promote positive mental health in all students
Evidence Of Effectiveness Scientifically Supported: Mindfulness-based interventions have been tested in many rigorous studies (i.e. randomized control trials) and shown statistically significant results in the intended outcomes. These results have been replicated many times in the literature. Selected studies relevant to the college student population have found: • • • •
Decrease in depression and anxiety (Dvorakova et. al, 2017) Increased life satisfaction (Dvorakova et. al, 2017) Increased attention and awareness (Shapiro et. al, 2008) Decrease in perceived stress (Cohen & Miller, 2009; Greeson et. al, 2014; Shapiro et. al, 2008)
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Implementation Guidance The following implementation options outline different methods for introducing mindfulness practice into a classroom setting. The list begins with the simplest strategy and the subsequent strategies become more rigorous and time-intensive.
Facilitate a Meditation: Introduction If your students are not familiar with mindfulness or do not keep a regular practice, it is best to start with a very short, simple guided meditation. To some students, practicing meditation may seem intimidating or difficult, so leading a brief 5-minute session can demonstrate how easy it is to practice. Introductory meditations usually guide listeners through the basics of meditation and only focus on breathwork and recognizing thought patterns. There are a few options for facilitation depending on your level of comfort. If you do not feel equipped to lead the meditation yourself, you can play an audio recording of a guided meditation. These guided sessions are available on many mobile apps and on YouTube, Spotify, or other digital platforms: • The Mindful USC app offers a plethora of guided meditations • As part of their pandemic response, the LA County Department of Mental Health is offering free subscriptions to popular meditation app Headspace to LA County residents If you are comfortable leading the meditation yourself, find a script that works best for your goals. There are countless free scripts online. Take some time to practice reading through with a family member or friend to ensure the flow and timing works well. If you’d like, you can play calm background music during the meditation, such as ocean or rain sounds.
Facilitate a Meditation: Intermediate Once students are familiar with meditation practice, you can start to introduce slightly longer (7 - 10 minutes) or more complex meditations. These practices go beyond breathwork and introduce other concepts. Again, you may choose to use a recording or find a script and facilitate yourself. Two examples of commonly used practices include: • Body Scan: This practice guides listeners to direct attention towards different parts of their body, releasing tension as they move through the practice. Body scan meditations can be helpful in grounding students, particularly in times when they may feel overwhelmed (Example: 15 Min Body Scan).
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• Loving Kindness: These meditations cultivate positive feelings towards oneself and others. This practice can prompt students to generate gratitude and compassion towards themselves and others. This type of practice can remind students to express empathy and can be useful in times of conflict. (Example: Friendly Kindness (Metta))
Request a Mindful USC Workshop If you do not feel prepared to facilitate a meditation yourself or play an audio recording, you can request a workshop from the staff of Mindful USC. Mindful USC is a free resource available to all students, staff, and faculty in the USC community. Services include regular practice groups, ongoing classes, and a mindfulness app. Interested faculty can submit a request here, given the class size is more than 15 students. If you cannot host a Mindful USC workshop during class time, you can also refer students to Mindful USC’s services and encourage them to take advantage of this free, accessible resource.
References Cohen, J. S., & Miller, L. J. (2009). Interpersonal mindfulness training for wellbeing: A pilot study with psychology graduate students. Teachers College Record, 111(12), 2760-2774. Dvorakova, K., Kishida, M., Li, J., Elavsky, S., Broderick, P., Agrusti, R., & Greenberg, M. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. Greeson, J. M., Juberg, M. K., Maytan, M., James, K., & Rogers, H. (2014). A randomized controlled trial of Koru: A mindfulness program for college students and other emerging adults. Journal of American College Health, 62(4), 222–233. Shapiro, S. L., Oman, D. , Thoresen, C. E., Plante, T. G. & Flinders, T. (2008). Cultivating mindfulness: Effects on wellbeing. Journal of Clinical Psychology, 64, 840-862.
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Service Learning Approach Incorporate service learning into your curriculum
Description An important component of positive mental health is giving back to others. Participating in service learning not only benefits the community, but has positive health benefits for volunteers. While many students perform community service as part of their extracurricular activities, it is important to consider that engaging in service takes time and resources. Particularly for students who support themselves or family members financially, it can be difficult to engage in service on top of their academic and job responsibilities. With this in mind, faculty can equitably support all students’ wellbeing by integrating service learning into their classroom.
Universal Strategy Promote positive mental health in all students
Evidence Of Effectiveness Scientifically Supported - Many longitudinal studies have shown engaging in service is correlated with positive mental health. Research has shown service is associated with many commonly-used outcomes to measure mental health, including selfreported happiness (Borgonovi, 2008; Thoits & Hewitt, 2001), psychological wellbeing (Piliavin & Siegl, 2007), thriving (Shreiner, 2010), and life satisfaction (Thoits & Hewitt, 2001; Appau & Awaworyi, 2018). A few findings from the literature may provide additional context for implementation:
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• Regular engagement in community service was positively correlated with happiness even after controlling for socioeconomic status, indicating volunteer service may be an equitable strategy for promoting positive mental health (Borgonovi, 2008) • The relationship of volunteering to psychological wellbeing was moderated by level of social integration, meaning those who are less well integrated benefitted the most from volunteering (Piliavin & Siegl, 2007)
Implementation Guidance Promote Extracurricular Opportunities Ideally, faculty have the ability to integrate service learning into their curriculum. However, if that is not feasible given the course’s scope, faculty can bring attention towards service learning opportunities. USC offers myriad programs for students to be involved in community service. Professors can encourage students to partake, whether by announcing these programs verbally in class or offering extra credit for those who participate. Many academic departments have unique service programs tailored to their students; for example, arts students can be involved in Arts in Action, a collaboration between USC’s art schools. Campus programs that are geared towards all students include: • Volunteer Center: Friends and Neighbors Day; Alternative Spring Breaks • Joint Educational Project (JEP) • Service-based student organizations
Curriculum Integration The following recommendations published by Vanderbilt University’s Center for Teaching (Bandy, 2011) serve as a useful starting point for faculty looking to build community service into coursework. The full guide on service learning and community engagement is available here. One-time group service projects: Many faculty begin community engagement with a pilot project. In this design, students have the option to become involved in the community-based project. A portion of the normal coursework is substituted by the community-based component. For example, a traditional research paper or group project can be replaced with an experiential research paper or personal journal that documents learning from the service experience. Example: In lieu of a traditional research paper, students in a theatre history course could opt to write a dramaturgical research report for a service-based theatre company production.
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Required within a course: In this case, all students are involved in service as an integrated aspect of the course. This expectation must be clearly stated at the first class meeting, on the syllabus, with a clear rationale provided to students as to why the service component is required. If all students are involved in service, it is easier to design coursework (i.e., class discussions, writing assignments, exam questions) that integrates the service experience with course objectives. Class sessions can involve agency personnel and site visits. Example: A computer science professor teaching an iOS app development course could partner with a local food bank to build a new feature into their app to better reach the families they serve. Action research projects: This type of class involves students in research within the community. The results of the research are communicated to the agency so that it can be used to address community needs. Action research and participatory action research take a significant amount of time to build relationships of trust in the community and identify common research agendas; however, community research projects can support the ongoing research of faculty. Example: For a final project in a communication campaign class, students develop a campaign for a local animal shelter struggling with reaching potential adopters.
References Appau, S., and Awaworyi, S. (2018). Charity, volunteering type and subjective wellbeing. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 30(5), 1118–1132. Bandy, J. (2011). What is Service Learning or Community Engagement? Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guidessub-pages/teaching-through-community-engagement/. Borgonovi, F. (2008). Doing well by doing good: Benefits for the benefactor. Social Science & Medicine, 66(11), 2321-3. Piliavin, J. A., & Siegl, E. (2007). Health benefits of volunteering in the Wisconsin longitudinal study. Journal of Health and Social Behavior, 48(4), 450–464. Shreiner, Laurie. (2010.) Thriving in community. About Campus. Thoits, P. A., & Hewitt, L.N. (2001). Volunteer work and well-being. Journal of Health and Social Behavior, 42, 115–131.
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Mentorship Approach Intentionally engage in mentoring relationships with students
Description A mentoring relationship is typically characterized by long-term investment in an individual’s personal and professional development. In a university setting, mentorship often manifests when a faculty or staff chooses to engage with the student outside of a classroom or work setting. The mentor goes above and beyond their “job description” by spending time and energy cultivating a student’s strengths, prompting them to self-reflect, and inciting passion about what their future may bring. While mentorship is time-intensive, it can pay off tremendously down the line. Gallup found that having a mentor in college was one of the key factors for young adults’ wellbeing years after graduation (Gallup Inc. & Strada Education Network, 2018).
Universal Strategy Promote positive mental health in all students
Evidence Of Effectiveness Scientifically Supported: The impact of mentorship on college students is widely studied, particularly in the context of student development for Student Affairs practitioners. However, there are recent studies which have examined the impact faculty can have as mentors. This research has shown:
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• Faculty mentorship improves students’ socially responsible leadership capacity, and this effect is greater if the mentorship is focused on personal development (Dugan & Komives, 2010; Campbell et. al, 2012) • Students who perceive their professors as being approachable, respectful, and available for frequent interactions outside the classroom report higher levels of confidence in their academic skills and motivation (Komarraju et. al, 2010) • Students who are able to speak informally with faculty members report gaining a better understanding of how their college education could prepare them for the job market (Komarraju et. al, 2010) • Students who have a mentor during college have higher wellbeing, employee engagement, and perceptions of their alma-mater post-graduation (Gallup Inc. & Strada Education Network, 2018) • Those who reported they discussed personal life and their physical or mental health with their mentor also reported stronger mentoring relationships than those who only discussed academic and career goals (Gallup Inc. & Strada Education Network, 2018)
Implementation Guidance As Baker and Griffin (2010) describe in their advice for practitioners, there are varied levels of mentorship faculty can offer depending on their current capacity. They recognize that each person only has so much time to give and should be realistic about what type of relationship they are able to cultivate. These authors delineate mentorship into three categories:
Advisor The “advisor” is described similarly to the typical scope of an academic advisor. This relationship is primarily centered around information-sharing. This role is fairly transactional, though students still need this type of important information to help them make decisions in planning their academic career at the university.
Mentor Baker and Griffith describe the role of “mentor” as more time-intensive. In this relationship, there is discussion beyond information-sharing. The mentor demonstrates interest in a student’s personal and professional development. As mentioned previously, faculty-student relationships which focus on personal growth can be more impactful than those solely focused on career or academic support. Mentors might foster this type of relationship by asking mentees open-ended questions to encourage personal reflection.
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Developer The “developer” role is the most time-intensive. In addition to providing information and supporting personal and professional development, a developer regularly engages in goal-setting with their mentee. An example could be assisting a student in developing specific career goals, co-creating a set of milestones, and checking in at regular intervals. Additionally, developers may work with their mentee on a project of interest or guide them in honing a skill specific to their field.
Mentorship Programs at USC Faculty can opt to volunteer for one of the many formal mentorship programs at USC. Academic schools and departments may have tailored mentorship programs of their own and interested faculty can investigate whether this is offered at their school. If no such program exists, there are opportunities to serve as a mentor: • First Generation Mentor Program - Career Center • Faculty in Residence - Residential Education • Advisor to a Registered Student Organization - Campus Activities
Faculty Mentor Awards Serving as a mentor can require significant time and resources. As such, professors who engage in mentorship should receive recognition and reward for their efforts. The university recognizes faculty members who mentor both undergraduate and graduate students by offering two awards: • USC Mentoring Awards • Provost’s Mentoring Award
References Baker, V. L., & Griffin, K. A. (2010). Beyond mentoring and advising: Toward understanding the role of faculty “developers” in student success. About Campus, 14(6), 2-8. Campbell, C. M., Smith, M., Dugan, J. P., & Komives, S. R. (2012). Mentors and college student leadership outcomes: The importance of position and process. The Review of Higher Education, 35(4), 595-625. Dugan, J. P., & Komives, S.R. (2010). Influences on college students’ capacities for socially responsible leadership. Journal of College Student Development, 51(5), 525549.
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Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342. Gallup Inc. & Strada Education Network. (2018). 2018 Strada-Gallup alumni survey: Mentoring college students to success.
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Restorative Practices Approach Build proactive, community-building restorative practices into your classroom
Description Restorative practice is a social science framework drawn from a variety of fields education, criminal justice, and organizational management, among others. The goal of restorative practice is to build relationships and a sense of community among a group of people. Restorative practices have been widely used in the K-12 education system to create positive, healthy school environments. While restorative practices have been most commonly employed in the K-12 setting, they are emerging as a promising practice for higher education practitioners as a means of building social connections amongst students (Baral-Adams et. al, 2020).
Universal Strategy Promote positive mental health in all students
Evidence Of Effectiveness Emerging Practice: While there is a growing base of literature on the efficacy of restorative justice (focused on repairing harm), there is limited evaluation data on the benefits of restorative practices (focused on proactive community-building). It should be noted that a majority of these studies are qualitative and none thus far have utilized rigorous evaluation design. Fronius and colleagues (2019) recently published a comprehensive literature review documenting the outcomes from the current research landscape:
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• Increased connectedness among students (Wachtel & Wachtel, 2012; Brown, 2017) • Improved relationships between teachers and students (McCluskey et. al, 2008; Brown, 2017; Short et. al, 2018) • Increased in attendance (McCluskey et. al, 2008) • Increased academic achievement (Short et. al, 2018)
Implementation Guidance While there are many components of the restorative practice framework, one selected strategy, circle practice, is most relevant to college faculty. The elements of circle practice are outlined below, including a section on applicability to online classroom environments.
Circles Circles are an easy, accessible tool to build relationships among students. Two common uses of circles include an icebreaker exercise for a new group of students and a short check in prior to a lesson or breakout group activity. As an impartial facilitator, the professor sets the tone for the group by role modelling an appropriate answer to the posed question. One of the most important aspects of circle practice is the guarantee that each person is provided an opportunity to speak. This can be accomplished by moving in sequential order around the circle. While not all classrooms allow for rearranging seating, professors can make accommodations based on the space available. Professors can utilize circles in both small and large classrooms. If the class is between 5 and 10 students, one group circle can be used. Those teaching in large lecture-style classes can break students up into small groups of 5 - 7 each. It is important to establish circles as a regular practice at the beginning of the course. This allows students to accept the practice as part of the classroom culture and something to be expected. Prior to leading circles, it is important to review guidelines for circle practice. Below is a list of sample agreements. Professors can tailor agreements to best fit the needs of their students.
Circle Agreements • Circles are safe: no one will interrupt and students always have the option to pass on their turn • Circles are confidential: what is said in the circle stays in the circle • Circles are expressive: use “I” statements
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• Circles are respectful: talk only when you have the talking piece • Talking Piece: any object used to designate the speaker Circles can be used to achieve a variety of different purposes. While the overarching goal is to build connection among students in your classroom, not every circle has to be a personal check-in. Professors can use circles to set goals at the beginning of a lesson or assess comprehension. Below are a few examples of how to use circles to accomplish different goals in the classroom.
Example 1: Icebreaker Purpose of Circle: Help students get acquainted with one another Sample Questions: Where are you from and what is something the place is known for? What is the story behind your name? Share three things that fill you up personally or professionally.
Example 2: Check In Purpose of Circle: Provide opportunity for conversation and communitybuilding prior to lesson Sample Questions: What’s something you’re looking forward to this week? What is something that made you laugh recently? Tell us one thing that’s on your mind this week.
Example 3: Goal Setting Purpose of Circle: Review goals for lesson/assignments Sample Questions: What steps have you made in working on your assignment? What is one thing you hope to accomplish today?
Example 4: Comprehension Check Purpose of Circle: Review lesson content; assess comprehension Sample Questions: Describe one key takeaway from today’s lesson. What is one lingering question you have?
Online Classroms Guidelines for Virtual Circles: • Microphones are muted upon entry • Unmute your microphone when facilitator calls on you • When you are done talking say “I pass the talking piece” and select another person • Mute your microphone again when you are done talking
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For those wishing to learn more about circle practice, the International Institute for Restorative Practices provides detailed information on their website: https://www. iirp.edu/defining-restorative/5-2-circles.
References Baral-Adams, G., Hala, A. & Hickman, K. (2020, October 27). Applying restorative practices to advance health equity in higher education [Conference session]. American College Health Association Health Equity Summit. Brown, M. (2017). Being heard: How a listening culture supports the implementation of schoolwide restorative practices. Restorative Justice, 5(1), 53–69. Fronius, T., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2015). Restorative justice in U.S. schools: A research review. San Francisco: WestEnd. McCluskey, G., Lloyd, G., Kane, J., Riddell, S., Stead, J., & Weedon, E. (2008). Can restorative practices in schools make a difference? Educational Review, 60(4), 405– 417. Short, R., Case, G. & McKenzie, K. (2018). The long-term impact of a whole school approach of restorative practice: the views of secondary school teachers. Pastoral Care in Education, 36(4), 313-324. Wachtel, J., & Wachtel, T. (2012). Building campus community: Restorative practices in residential life. Bethlehem, PA: International Institute for Restorative Practices.
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Revise Course Policies Approach Review and revise course policies with a mental health lens
Description Too often, efforts to support students’ mental health are limited to service provision. It is vital that all stakeholders across campus, including faculty, engage in policy review as part of a comprehensive approach to mental health. While increasing access to support services is important, professors should consider how their course policies affect student mental health. Researcher Michele Olding (2014) refers to this process as mainstreaming mental health in college policy.
Universal Strategy Promote positive mental health in all students
Evidence Of Effectiveness Expert Opinion - Much of the innovation around supporting college students’ mental health is currently being championed by Canadian institutions and research collaboratives. Reports and whitepapers published by these groups recommend policy review by all university stakeholders (Centre for Innovation in Campus Mental Health, 2015; Coordinating Committee of Vice Presidents, 2015; Canadian Mental Health Association, 2019). These publications are typically based in theory and promising practice, and do not include evidence on which policies may be most beneficial for students’ mental health.
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Implementation Guidance The Centre for Innovation in Campus Mental Health (2015) has developed guidelines and examples of policy intervention areas. Their approach considers the whole spectrum of mental health, from universal prevention policies to policies geared toward students in distress:
Universal Occupational health and safety policy Human rights/anti-discrimination policy Sexual assult response policy Policy on student housing Policy related to financial support Academic policies (grading, course and exam scheduling)
Social determinants of campus
Student code of conduct Stand alone voluntary and involuntary leave All Accomodation policy Confidentiality and privacy Policy on disruptive/at-risk behavior Voluntary and involuntary leave policy
Students experiencing mental health difficulties Students in distress
Individual While their report focuses on campus-wide policy, the same framework can be applied to a classroom setting. For example, professors can adjust their grading policies to support all students’ mental health by allowing for one dropped test or quiz score or a re-submit of one assignment. Faculty can allow all students one mental health absence, no questions asked. There are many options for policies which support students’ mental health and each faculty member is best suited to create policies that fit their curriculum. If mental health has never been front of mind when developing classroom policies, faculty should consider conducting a review of all policies, as detailed below.
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Conducting a Policy Review: Factors to Consider The Canadian Mental Health Association (2019) and researchers Olding and Yip (2014) encourage a “mainstreaming” approach to mental health in all college policies. When reviewing each policy, faculty can consider the following: • How does this policy impact: sense of agency, mastery, autonomy, or self-efficacy? • How does this policy facilitate or inhibit students’ ability to connect with others, • • •
feel valued and useful? What values, beliefs and behaviors are reinforced by current policies and practices, including reward and disciplinary systems? What messages do these policies send to the students? Are students’ voices and perspectives considered in the creation and review of classroom policies? What resources are dedicated to ensure that the voices of students are represented, including those with lived experience of mental illness?
When a new policy is implemented or an existing policy is adjusted, faculty should take care to communicate this to students; for example, including in syllabus review and reminding students verbally in class throughout the semester.
References Coordinating Committee of Vice Presidents, Students (2015). White Paper on Postsecondary Student Mental Health. https://occccco.files.wordpress. com/2015/05/ccvps-white-paper-on-postsecondary-student-mental-health april-2015.pdf Centre for Innovation in Campus Mental Health. (2015). Environmental Scan of Promising Practices and Indicators Relevant to Campus Mental Health. Canadian Mental Health Association, BC Division. (2019). 2019 Healthy Campuses Initiative. Olding, M. & Yip, A. (2014). Policy Approaches to Post-Secondary Student Mental Health. OCAD University & Ryerson University Campus Mental Health Partnership Project. Toronto, ON. http://campusmentalhealth.ca/wp-content/ uploads/2014/05/Policy-Approaches-to-PS-student-MH.FINAL_April15-2014.pdf.
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