Understanding the Whole Student

You do not need to act as a counselor to support student well-being. Small, intentional actions can have a meaningful impact:

• Humanize interactions: Remember that both you and your students are human. Use authentic self-disclosure when appropriate, sharing mistakes and strategies for managing challenges.
• Foster positive learning environments: Bring your passion for teaching, use humor, and reduce unnecessary power dynamics to create a safe and welcoming space.
• Normalize help-seeking: Talk openly about mental health, include information in syllabi and student communications, and encourage students to access support resources.
• Model self-care: Share your own well-being strategies and invite students to reflect on their practices.
• Leverage campus resources: Familiarize yourself with the resources at MTU which have their own dedicated section in this toolkit.

These practices help students flourish academically and personally while maintaining professional boundaries. Faculty and staff are encouraged to reflect on their current practices, integrate small adjustments where feasible, and remember that supporting well-being does not mean taking on additional roles, it means fostering an environment where students can succeed.

The 8 Dimensions of Wellness provide a helpful framework for understanding the whole student. However, students often experience challenges that affect multiple dimensions at once.At Michigan Technological University, several concerns commonly emerge that can influence both well-being and academic performance.

• Academic overwhelm and time management – Stress related to coursework, labs, and deadlines can impact intellectual, emotional, and physical well-being.
• Homesickness and loneliness – Feelings of isolation can influence social and emotional wellness, particularly for first-year, transfer, or international students.
• Stress and self-care – Common across STEM disciplines, chronic stress can affect emotional, physical, and cognitive functioning.
• Sleep, nutrition, and physical well-being – Poor habits in these areas can create a ripple effect across multiple dimensions, including academic performance and mood.
• Bouncing back from challenges – Developing resilience and the ability to learn from setbacks, adapt to difficulties, and continue progressing toward academic and personal goals.

• For each challenge, the following sections will include:

  1. Background – A brief overview of the issue and its impact on student well-being and academic success.
  2. Scenario – A practical example grounded in the experiences of MTU students to illustrate how the challenge may present itself in an educational context.
  3. Implementation Strategies – Evidence-informed, practical approaches for faculty and staff to support students while maintaining professional boundaries.

While no single strategy will work for every student, these sections are designed to encourage reflection, highlight actionable ideas, and provide a toolkit of options to integrate into your current practices. By connecting each common challenge back to the dimensions of wellness, faculty and staff can better understand the whole student and contribute to their academic and personal success.

Background

Time management and academic stress are common challenges for students at Michigan Technological University. Students may struggle to balance multiple assignments, labs, and study sessions while also maintaining sleep, nutrition, and personal well-being. Chronic academic stress can negatively impact physical health, emotional well-being, and overall academic performance (Deng et al., 2022)

Students often experience:

• Feeling “behind” or unable to keep up with coursework
• Difficulty prioritizing tasks or managing deadlines
• Avoidance of assignments due to stress or anxiety
• Physical symptoms of stress, like disrupted sleep or fatigue

Scenario

A student has consistently attended lectures and completed assignments on time. Midway through the semester, their performance begins to decline. They miss a lab, submit a report late, and seem disengaged in group work. They come to office hours for the first time this semester and are looking for help from you to ensure they don’t fall further behind.

Common responses:

• “You just need to manage your time better.”
• “This is part of being in college; you’ll have to figure it out.”

While well-intentioned, these responses can make the student feel judged or dismissed, which may discourage them from seeking support in the future.

A different approach:

• “It sounds like you’re really juggling a lot right now, and it makes sense that you’re feeling overwhelmed. One thing that might help is breaking your workload into smaller steps and creating a plan. Our Success Center has academic coaches who can work with you on prioritizing assignments, setting up a schedule, and managing your time. Would you like me to help you get connected with them?”

Why this works: This approach validates their experience, reduces feelings of isolation, and provides actionable strategies the student can implement immediately.

Implementation Strategies

Collaboration & Resources:

• Connect students to campus support, such as the Waino Wahtera Center for Student Success, peer success coaches, or academic learning centers, to help them develop concrete strategies for managing workload.
• Encourage students to communicate proactively if they anticipate falling behind. Offer example phrasing like: “I’m struggling to complete X assignment on time; could we discuss a plan to catch up?”

Well-being Practices:

• Help students break large assignments into smaller, manageable steps. For example, instead of “write a 10-page paper,” guide them to create an outline, draft sections, and schedule revision times.
• Model healthy work-life boundaries by openly discussing how you balance teaching, research, and personal responsibilities. For example, share strategies like blocking focus time and scheduling breaks.
• Encourage students to take short, restorative breaks during study sessions, maintain regular sleep schedules, and integrate physical activity to support concentration and reduce fatigue.

Reflection for Faculty/Staff

• Pay attention to your typical responses: Are you validating the student’s stress and offering actionable strategies, or unintentionally minimizing the challenge?

Background

Adjusting to a new campus, especially for first-year, out-of-state, or international students, can be emotionally challenging. Homesickness and loneliness are common experiences that can affect mood, sleep, academic performance, and social engagement (Strobe et al., 2015) Students may feel isolated or disconnected from peers, struggle to find a sense of community, or underestimate the normalcy of these feelings.

Research shows that social connection is a protective factor for mental health: students who actively engage with peers and campus communities are more resilient and experience less stress (Keyes et al., 2013; Walton & Cohen, 2011). Faculty and staff can play a vital role in normalizing these feelings and guiding students to resources that help build meaningful connections.

Scenario

In your first-year seminar, you notice one student who consistently sits alone, avoids group work, and rarely participates in class discussions. Their assignments are submitted on time, but their writing is brief and lacks engagement with the material. You notice they often seem withdrawn during class activities. They haven’t reached out to you directly about how they’re feeling, but you sense that they may be struggling to adjust to life at MTU.

Common responses:

• Ignoring the student’s withdrawal and assuming they will naturally adjust over time.
• Expecting participation to improve without any check-in or support.
• Focusing only on assignment completion rather than noticing social or emotional disengagement.

(These approaches fail to acknowledge the student’s experience or connect them to resources that could help.)

A different approach:
The faculty member notices the student’s withdrawal and takes a proactive, supportive approach. They might say something like:

• "I’ve noticed you often sit by yourself in class and sometimes seem a bit withdrawn. I just wanted to check in and see how your first semester is going and if there’s anything that might help you feel more connected here at MTU. When I first started college, I also found it challenging to adjust. Getting involved in student organizations helped me meet people who shared my interests and feel more connected.You might find it helpful to explore student clubs, you might even find one of your favorite hobbies already has a club here at MTU."

Why This Works:

• Validates the student’s feelings and normalizes loneliness.
• Suggests specific, actionable steps to reduce isolation.
• Provides a concrete campus resource to foster social connection.

Implementation Strategies

Collaboration & Resources:

Well-Being Practices

• Check in with students, especially first-years or out-of-state students, to ask how they’re adjusting socially and emotionally.
• Normalize conversations about homesickness or loneliness in class discussions or office hours.
• Offer information about peer mentoring programs, student organizations, or campus events that build community.
• Encourage students to form study groups or social connections with classmates.
  

Reflection for Faculty/Staff

• Notice your response patterns: Are you minimizing the student’s feelings or actively validating them?

Background

College life at Michigan Technological University presents unique stressors. Students often face rigorous STEM coursework, long winters, rural isolation, and the challenge of being far from home. MTU students ranked stress as their number one impediment to academic performance at 22.3 % (American College Health Association- National Collegiate Health Assessment 2025). While some stress is normal and can motivate learning, chronic or unmanaged stress can affect focus, engagement, sleep, physical health, and mental well-being (Mayo Clinic 2023).

Research shows that minority and first-generation students may experience higher levels of stress and are at greater risk for negative academic and mental health outcomes (Lipson et al., 2023, Lipson et al., 2018) Faculty and staff also experience stress, which can be compounded by high workloads, student needs, and personal responsibilities (Lashuel 2020).

Stress can manifest as:

• Fatigue or difficulty sleeping
• Irritability or apathy
• Racing thoughts or difficulty concentrating
• Stomachaches or other physical symptoms
• Procrastination or avoidance
• Feelings of isolation or helplessness

If unmanaged, stress can contribute to diagnosable mental health conditions like anxiety and depression, and long-term physical health consequences (Satyjeet et al., 2020).

Self-care is more than occasional treats or relaxation activities; it includes the regular practices that maintain well-being through academic and life challenges. Integrating self-care into daily routines allows both faculty/staff and students to manage stress before it negatively impacts functioning (United States Department of Health and Human Services 2024) Supporting students can buffer the negative effects of academic pressure and promote resilience, especially when students have strong relationships with faculty, mentors, and peers (Camacho et al., 2025)

Scenario

During the first two weeks of the semester, you notice a student who typically performs well is becoming withdrawn and disengaged. They said they have been staying late in the library, you notice them skipping meals that they normally eat during class time, and submitting assignments that are rushed or incomplete. You can see they are struggling, but they haven’t directly approached you.

Common response:

• Ignoring the signs or saying, “This is just how college is, everyone goes through tough times.”
• Minimizes the student’s experience and does not offer guidance or support.

A different approach:
"I’ve noticed that you seem more stressed than usual and wanted to check in. Adjusting to MTU’s workload and life here can be tough. One thing that has helped other students is breaking assignments into smaller tasks and connecting with the Counseling Center or the Success Center for support. Would you like me to help you explore some strategies or resources that might make this time a little more manageable?"

Why this works:

When students come to you expressing their stress, avoid discounting their concerns by saying things like ‘this is just how college is’ or saying they need to make it work. Talk through a student’s stress and refer to resources as needed. Often a student just needs a listening ear and is not at a point of crisis. 

Implementation Strategies

Collaboration & Resources:

• Connect students with campus resources, such as the Center for Student Mental Health and Well-Being.
• Check in proactively during high-stress periods, like midterms or project deadlines.
• Encourage open communication if students anticipate missing deadlines or need accommodations.
• Offer flexibility on assignments and due dates for students who admit to facing challenges, when appropriate.

Well-being Practices:

• Model healthy stress management by integrating self-care into your own routine (e.g., taking breaks, scheduling meals, exercising, practicing mindfulness).
• Normalize conversations about stress and coping strategies in academic spaces.
• Encourage students to identify small, consistent self-care practices that work for them.
• Remind students that seeking help is a sign of strength and resilience, not weakness.
• Faculty and staff cannot effectively support students if their own well-being is consistently depleted.
• Stress is made worse by loneliness, so do your best not to isolate yourself or your students, especially during stressful academic times. 

Reflection for Faculty/Staff

• Notice your responses to student stress: Are you validating feelings and offering practical support, or minimizing challenges?
• Small changes, such as listening first, validating stress, and suggesting one concrete strategy, can significantly improve a student’s confidence and coping ability.
• If personal stress becomes overwhelming, consult with a professional and use available campus resources to maintain your own well-being.

Background

Sleep, nutrition, and physical well-being are foundational to students’ ability to learn, concentrate, and manage stress. At Michigan Technological University, long winters, limited daylight, demanding STEM coursework, and irregular schedules can make it difficult for students to maintain healthy routines. 68% of MTU students reported feeling sleepy or tired for three to seven of the past seven days. Students ranked sleep difficulties (15.7%) only behind stress (22.3%) when asked about the impacts to their academic performance (American College Health Association- National College Health Assessment 2025).

Sleep, in particular, plays a critical role in learning and memory. Adequate sleep supports attention, problem-solving, emotional regulation, and the brain’s ability to consolidate new information (Hyndych et al., 2025, Batterink, Westerberg, & Paller, 2017; Lemma et al., 2014; Dusselier et al., 2005). Chronic sleep deprivation is associated with lower academic performance, increased stress, and greater risk for anxiety and depression (Alwhaibi 2023, Hershner 2014).  For many students, staying up late to study or complete assignments may feel productive in the moment, but consistently sacrificing sleep can undermine both academic success and overall well-being. Sleep plays a bigger role in GPA than most would assume. Students who get seven to nine hours of sleep had higher grade point averages than students who did not get that much sleep regularly (Yu & Arendt, 2017).

Many students sacrifice sleep to study longer hours, skip meals due to time constraints or financial stress, and reduce physical activity during colder months. Over time, these patterns can lead to fatigue, difficulty concentrating, lowered immune functioning, and increased vulnerability to anxiety and depression.

Physical well-being is closely connected to academic performance and emotional health (Committee on Physical Activity and Physical Education in the School Environment 2013) Supporting students in developing sustainable habits around sleep, nourishment, and movement can improve both their learning and overall resilience.

Scenario

A student who is usually engaged in the RSO you advise has recently begun arriving late to meetings and appearing exhausted. They frequently yawn, struggle to focus during discussions, and mention casually that they were up most of the night finishing assignments. You also notice they have stopped eating dinner that is provided at the meetings. While they have not asked for help, their performance and participation have begun to decline.

Common Response:

“You just need to manage your time better. College is demanding, and staying up late is part of it.”

(This response minimizes the student’s experience and frames exhaustion as unavoidable rather than something that can be supported or improved.)

A Different Approach: 

“I’ve noticed you seem really tired lately and wanted to check in. Between classes, labs, and extracurriculars, it can be hard to take care of sleep and meals here at MTU, especially this time of year. Some students find it helpful to look at small changes, like building in regular meal times or creating a consistent sleep routine. If you’d like, I can also help connect you with campus resources that support student wellness.”

Why This Works:

• Acknowledges observable behavior without judgment.
• Normalizes the challenge of maintaining routines at MTU.
• Offers small, realistic strategies rather than overwhelming advice.
• Connects the student to supportive resources instead of placing responsibility solely on them.
• Opens the door for continued conversation and help-seeking.
  

Implementation Strategies

Collaboration & Resources

• Refer students to campus resources such as:
• The Center for Student Mental Health and Well-Being
• Husky Eats
• HuskyFan Food Pantry
• Recreation and fitness programs
• Encourage students to speak with academic advisors if workload or scheduling is contributing to chronic exhaustion.
• Partner with colleagues to share wellness messaging during high-stress points in the semester (midterms, finals).

Well-Being Practices

• Model healthy habits by taking breaks, eating regularly, and avoiding glorifying overwork or exhaustion.
• Normalize conversations about sleep and physical health as part of academic success.
• Encourage students to identify one small habit they can change (e.g., drinking more water, eating breakfast, going to bed 30 minutes earlier).
• Share your own realistic strategies for managing energy and workload.
• Encourage students to plan ahead for heavy weeks and avoid last-minute all-nighters when possible.
• Build short breaks into long classes or labs when feasible.
• Share tips for structuring study time to protect sleep (e.g., stopping work at a set time, prioritizing tasks).
• When appropriate, allow students to eat in class to support basic needs and energy levels during long academic days.
  

Reflection for Faculty and Staff

• When I notice signs of fatigue or disengagement, do I check in or assume students will handle it on their own?
• What small changes could I make in my classroom or advising practice to support physical well-being?
• How can I better model balanced habits for students during high-pressure times of the semester?

Background

Students at Michigan Technological University face rigorous academic expectations, particularly in STEM fields where problem-solving, iteration, and failure are often part of the learning process. How students interpret academic challenges strongly influences their motivation, persistence, and well-being (Liu et al., 2026)

A growth mindset is the belief that abilities and intelligence can be developed through effort, practice, and learning from mistakes. In contrast, a fixed mindset views struggles as evidence of personal inadequacy or lack of ability. Students with a growth mindset are more likely to persist after setbacks, seek help when needed, and view challenges as opportunities for learning rather than proof they do not belong (Ng 2018, Sisk et al., 2018)

Resilience refers to the ability to recover from difficulty and continue moving forward. When growth mindset and resilience are supported together, students are better equipped to cope with academic stress, normalize mistakes as part of learning, and remain engaged even when coursework feels overwhelming (Dweck et al., 2014) Faculty and staff play a key role in shaping this perspective through the language they use, the feedback they provide, and the learning environments they create.

Scenario

A student comes to your office hours after receiving a low grade on their first major exam in a required course. The student appears frustrated and discouraged and says, “I studied really hard and still failed. I don’t think I’m cut out for this major. Everyone else seems to get it but me.”

They mention considering dropping the course or switching majors, even though this is only the first exam of the semester.

Common Response:

“You just need to study harder next time. This class is supposed to be difficult. How long did you study for this exam?”

This response unintentionally reinforces the idea that struggle equals inability and does not provide the student with tools or reassurance about how to move forward.

A Different Approach:

“That sounds really discouraging, especially when you put in a lot of effort. One exam doesn’t define your ability or your future in this field. Let’s look at what felt hardest on this test and see what strategies we can adjust moving forward. Many students need time to figure out what study methods work best for this type of course.”

You then suggest meeting with the student success center or a learning center to review study strategies and help the student create a plan before the next exam.

Why This Works:

This response validates the student’s feelings without confirming their negative self-beliefs. It reframes the setback as part of the learning process rather than as a failure of ability. By focusing on strategy, effort, and support rather than talent, the student is encouraged to persist and seek help, key behaviors linked to resilience and academic success.

Implementation Strategies

• Normalize struggle and mistakes as part of learning, especially in challenging STEM courses.
• Use language that emphasizes growth (e.g., “You’re still learning this skill” rather than “You’re bad at this”).
• Provide feedback that focuses on process and improvement, not just outcomes.
• Encourage reflection after setbacks by asking students what they learned and what they might try differently next time.
• Share examples of how experts and professionals learn through trial and error in your field.
  

Collaboration & Resources

• Refer students to academic success coaching, learning centers, or study skills workshops.
• Encourage use of advising services when students feel unsure about academic paths or major decisions.
• Partner with colleagues to promote consistent messaging around persistence and learning from mistakes.

Well-Being Practices

• Model self-compassion and flexibility when discussing your own challenges or learning experiences.
• Encourage students to take breaks, manage stress, and avoid all-or-nothing thinking after setbacks.
• Reinforce that asking for help is a strength, not a weakness.

Reflection for Faculty and Staff

• When a student struggles, do I focus more on performance or on learning and growth?
• How does my feedback communicate expectations about ability and improvement?
• In what ways can I make my classroom or advising space safer for students to admit difficulty and ask for help?
  

These examples illustrate how challenges related to academic pressure, social adjustment, stress, and physical well-being can influence students’ ability to learn and persist. By recognizing these patterns and responding with empathy and practical support, faculty and staff can play an important role in helping students navigate difficulties and continue progressing toward their academic goals.

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