Strategies for Promoting Mental Well-Being among College Students in the Post-COVID-19 Classroom

Hardaye R. Hansen and Michael J. McGee, Health Education

With the severity of Coronavirus somewhat behind us, educators and students are navigating an altered landscape of classrooms. The pandemic helped reshape how we think, learn, and interact, while also impacting our mental well-being. As colleges and universities transition to a post-pandemic classroom environment, it is valuable to examine strategies for promoting mental health among our students. The convergence of academic demands, social reintegration, and lingering pandemic-related anxieties presents a complex environment that requires careful consideration in proactive measures.

The academic context pre-COVID-19 required students to show up on campuses and commit to in-person classes. With class schedules set at the beginning of the semester, the potential for building natural communities was highest among students, professors, advisors, and others simply via daily routines. Face-to-face interactions were the norm for receiving administrative services and partaking in social activities. There was always something engaging and interactive a student could find to do on campus. Educators created lessons that enabled immediate open discussions, shared activities, and interactive learning. These types of engagements allowed students and educators to get to know each other better and create lasting connections.

The COVID-19 pandemic has undoubtedly changed the dynamics of higher education. After an extended period in remote learning, many students found it difficult to readjust to in-person interactions, academic expectations, and campus life. Educators also faced challenges in adapting their teaching methods to meet the needs of diverse learners returning from different educational environments (Vadivel, 2021). The need to change teaching plans and use new learning platforms was immediate. Professors shifted instructional goals to deliver education and maintain student engagement. They took on designing virtual interactive courses while also solving technical platform issues for their students. Over time, hybrid learning models emerged to blend in-person and online instruction, with an emphasis on flexibility, time management, and technological proficiency to maximize learning potential while maintaining adaptability and resilience.

In the pre-COVID world, mental wellness was generally unchecked and mental health needs among college students were frequently unmet (Stamatis, 2022).  The classroom was sometimes perceived as a source of stress, anxiety, and depression. During the pandemic lockdown, social isolation, uncertainties surrounding health and safety, and concerns about academic progress also had negative consequences for students’ mental health (Gopalan, 2022).  One study on the impact of the pandemic revealed that 71% of students reported increased stress and anxiety.  In addition, they experienced more fear for the health of their families, friends, and themselves, and heightened difficulty in concentration, sleeping, and eating (Son, Hegde, Smith, Wang, and Sasangohar, 2020). The prolonged periods of limited social interaction also caused severe loneliness for some.

Now, as most students return to in-person classes, they may experience increased stress adapting to rigorous schedules, face-to-face interactions, and academic demands. Introverted students may find it harder to make connections, and some students may be stuck in a non-socialization bubble. To address this, we must promote initiatives that foster a sense of community, encourage open dialogue about mental health, and provide spaces for students to connect and support one another (Sontag-Padilla, 2018). These can include workshops, seminars, and awareness campaigns to educate the community about mental health and the resources available to them. Educators are no strangers to providing emotional support to students as they work to enhance student outcomes. In an on-campus classroom, students once again have the benefit of conversing directly with their professor, creating study groups, and conducting other in-class activities fostering a sense of community and encouraging open dialogue. Encouraging students to participate in clubs, mentoring opportunities, cohort programs, etc., can foster community-building and connectedness and alleviate the feelings of isolation that many experienced in the first year of the pandemic.

Creating a culture that destigmatizes mental health conversations is essential. Students should feel comfortable discussing their mental well-being without fear of judgment. Referrals to the Counseling Center, as always, can support students in getting the help they need.  Information on accessing mental health professionals who can address these anxieties is crucial in supporting students’ overall well-being (Bladek, 2021). Fear and uncertainty further contribute to anxiety among individuals. There are peer mentorship and tutoring programs that allow for face-to-face or virtual open conversations where mentors and tutors can advise students on the best course of action. Transparency in safety measures, vaccination policies, and health guidelines should be communicated to all. Instructors can alleviate some student anxiety by posting course content on the learning management system (Blackboard/Brightspace) and assure students that they always have access to the tools they need. Colleges and universities must prioritize mental well-being as an integral part of student success initiatives.

The post-COVID-19 classroom presents a unique set of challenges for students’ mental health, stemming from isolation, academic pressures, health concerns, technology fatigue, and the need for flexibility. The support for student well-being calls for campus-wide initiatives identifying student wellness as a major priority. Inclusive, adaptative, accommodating, and diverse programs and services such as on-site counseling, peer-to-peer/educator-to-peer mentorships, designated social club hours, and study hours foster productivity, learning, and mental health. Educational institutions play a pivotal role in mitigating these challenges by fostering a supportive and inclusive environment that prioritizes mental well-being. By acknowledging the complexities of the transition, providing educational resources, promoting open conversations, and offering tailored support, we can ensure that students not only thrive academically but also maintain their mental health and resilience in the evolving educational landscape.

References

• Bladek, M. (2021). Student well-being matters: Academic library support for the whole student. The Journal of Academic Librarianship, 47(3), 102349.
• Gopalan, Linden-Carmichael, A., & Lanza, S. (2022). College Students’ Sense of Belonging and Mental Health Amidst the COVID-19 Pandemic. Journal of Adolescent Health, 70(2), 228–233.https://doi.org/10.1016/j.jadohealth.2021.10.010
• Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of medical internet research, 22(9), e21279.
• Sontag-Padilla, L., Dunbar, M. S., Ye, F., Kase, C., Fein, R., Abelson, S., … & Stein, B. D. (2018). Strengthening college students’ mental health knowledge, awareness, and helping behaviors: the impact of active minds, a peer mental health organization. Journal of the American Academy of Child & Adolescent Psychiatry, 57(7), 500-507.
• Stamatis, Broos, H. C., Hudiburgh, S. E., Dale, S. K., & Timpano, K. R. (2022). A longitudinal investigation of COVID‐19 pandemic experiences and mental health among university students. British Journal of Clinical Psychology, 61(2), 385–404. https://doi.org/10.1111/bjc.12351
• Vadivel, R., Shoib, S., El Halabi, S., El Hayek, S., Essam, L., Bytyçi, D. G., … & Kundadak, G. K. (2021). Mental health in the post-COVID-19 era: challenges and the way forward. General psychiatry, 34(1).

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