Faculty and Staff Toolkit

The Purpose of this Toolkit

Students’ mental health and overall well-being are closely connected to their ability to learn, engage, and persist academically. Research indicates that students who experience poor mental health, even without meeting criteria for a clinical diagnosis, are significantly more likely to report academic impairment than students who report flourishing mental health (Keyes et al., 2013; Chu 2022; Obeng Konadu 2025). This suggests academic success is supported not only by the absence of distress, but by the presence of protective factors such as social connection, emotional well-being, and psychological health (Rauiha et al. 2025; Chongjin et al. 2025; Roy 2025)

As a STEM-focused institution, Michigan Technological University students frequently navigate rigorous academic expectations, high workloads, and performance pressure. These demands can impact concentration, motivation, problem-solving, and persistence when stress or distress goes unaddressed. Supporting student well-being is therefore not separate from academic goals, it is foundational to them. When students feel supported, connected, and capable of seeking help, they are better positioned to engage in learning, manage challenges, and remain on a path toward degree completion (American Council on Education, 2023)

This toolkit was developed to support faculty and staff in fostering learning environments that promote both academic success and student well-being. It offers practical, evidence-informed strategies that can be integrated into classrooms, advising, and other educational spaces without requiring clinical expertise. Faculty and staff are not expected to diagnose or treat mental health concerns. Instead, their role is to help create supportive environments, recognize when students may need additional support, and connect them to appropriate campus resources when necessary.

Some strategies in this toolkit may not apply to every role or may feel challenging to implement right away, and that is completely fine. Readers are encouraged to experiment with ideas that seem useful, adapt them to their context, and focus on approaches that align with their responsibilities and daily routines.

How to Use this Toolkit

This toolkit is organized into brief, topic-based sections that allow readers to explore areas most relevant to their role and interests. Many sections include brief scenarios that illustrate common student situations and possible responses. It is not expected that faculty and staff will use every strategy or implement all ideas at once. Rather, this resource is intended to support reflection on current practices and highlight opportunities for small, meaningful changes.

Readers are encouraged to approach the toolkit as a “choose your own adventure” guide, selecting sections that align with their teaching, advising, or supervisory responsibilities. Some strategies may affirm existing practices, while others may introduce new approaches to consider over time. Even modest shifts in communication, classroom structure, or advising interactions can contribute to a more supportive and inclusive learning environment.

Commitment to Normalizing Help-Seeking

Research over several decades demonstrates a steady increase in emotional distress among college students. Students today report higher levels of stress, anxiety, loneliness, and difficulty coping than in previous generations (Healthy Minds, 2022; Eisenberg et al. 2024) These challenges are closely linked to academic outcomes. Students experiencing elevated distress are more likely to struggle with concentration, persistence, and academic confidence, and are at greater risk for lower grades and interruption of their studies (Cordova et al. 2023)

Well-being exists on a continuum and extends beyond the presence or absence of a mental health diagnosis. Students who may not meet clinical criteria for a disorder can still experience levels of stress that interfere with learning, motivation, and engagement (Chongjin et al. 2025; Martinez-Libano et al. 2023) Conversely, students who report stronger social connection and emotional and psychological well-being tend to demonstrate higher levels of satisfaction with their coursework, greater intrinsic motivation, and deeper engagement in the learning process (Rauiha et al. 2025).

Although many students experience distress, a substantial number do not access support services (Healthy Minds, 2022; Eisenberg et al. 2024). Barriers such as stigma, uncertainty about where to seek help, and concerns about being perceived as incapable or unprepared can prevent students from reaching out (Salaheddin and Mason 2016). These barriers disproportionately affect students from historically marginalized or underserved populations, further widening gaps in academic outcomes (Eisenberg et al. 2024) 

Normalizing help-seeking within academic spaces is a key strategy for addressing these challenges. Faculty and staff are often among the first to notice changes in students’ behavior or performance and are uniquely positioned to encourage early support. This role does not require clinical expertise. Instead, it involves fostering environments where it is acceptable to acknowledge difficulty, where seeking assistance is framed as a strength, and where information about campus resources is visible and routinely shared.

When help-seeking is treated as a normal part of academic life, students are more likely to access support before challenges escalate (Micari and Calkins 2019). These practices contribute to improved academic persistence, stronger student–faculty relationships, and a campus culture that values both achievement and well-being. Creating environments where students feel supported, respected, and comfortable seeking help benefits not only individual students but the broader academic community.