Alan Dennington, M.D., Author at TimelyCare

Gen Ztressed: How Colleges Can Support Gen Z Students’ Mental Health Needs

Alan Dennington, M.D. — Fri, 10 Oct 2025 04:38:11 +0000

Overview

Gen Z students bring unique strengths and equally unique challenges to today’s college campuses. While they are the most educated, diverse, and digitally connected generation, they also report historically high levels of stress and mental health concerns. This blog explores the factors shaping Gen Z’s well-being and offers actionable strategies higher education leaders can use to support their success—on campus and beyond.

Born between 1995 and 2010, Gen Z represents nearly a quarter of the U.S. population. And on today’s campuses, these students bring resilience, diversity, and a digital-first mindset. However, they also face unprecedented mental health challenges.

A 2024 Steve Fund/Harris Poll survey found that 51% of college students rate their mental health as fair, poor, or terrible, while 40% report being very or extremely stressed about maintaining it. These numbers highlight why student well-being must be seen as mission-critical for engagement and retention. For colleges seeking sustainable solutions, virtual mental health support for Gen Z college students can help reduce stigma, remove barriers, and provide care when it’s needed most.

Let’s take a closer look at a generation of college students that could be described as “Gen Ztressed.” Who are they? And how can higher education leaders help them succeed?

What makes Gen Z different than other generations?

Gen Z isn’t just a younger version of Millennials. They are distinct in ways that matter deeply in relation to higher education and mental health support.

Digital Natives: Nearly every Gen Z student owns a smartphone. Among U.S. adults aged 18–29, 98% have one, and 62% say they’re online almost constantly. Digital tools shape how Gen Z learns, communicates, and experiences stress.
Most Educated Generation: Gen Z has higher high school completion and college enrollment than previous generations. Yet they expect tangible returns, with 57% saying their college investment should pay off within five years.
Most Diverse Generation: Gen Z is also the most racially and ethnically diverse generation. About half of all undergraduates are students of color. One in four identify as LGBQ+, and roughly 5% identify as transgender, nonbinary, or another gender minority.
Mental Health is Normalized: Use of counseling and therapy is now common. More than one-third of students received mental health care in the past year, and 65% accessed support before college. Gen Z expects mental health resources to be available.

What Stressors Do Gen Z College Students Face?

Why are so many Gen Z students “Gen Ztressed?” The current generation of college students has been significantly impacted by COVID-19. The pandemic amplified existing challenges for Gen Z college students. Lockdowns fueled social isolation, information overload, and digital fatigue. Beyond the pandemic, research highlights a variety of unique pressures that have created an ongoing strain on mental health:

Ongoing Crises and Societal Stressors: Current events have a profound impact on students. In 2024, 18–34-year-olds were the most likely to say mass shootings are a significant source of stress (68%), and issues like climate change have been found to be a widespread cause of distress for youth in the U.S.
Financial Pressures: The stress of finances is an unfortunate reality for the majority of students. Nearly 80% of students say their finances are stressful. One in three who considered stopping out cited cost as a reason. Basic needs insecurity, including food and housing, affects 59% of students.
Uncertainty About the Future: While many students come to college feeling optimistic, almost half report feeling unprepared for life after college.
Lack of Belonging: For many Gen Z students, the most significant challenge of college is finding a sense of community. Around two-thirds of students feel lonely at least some of the time, and one in four often feel isolated. According to a study by Active Minds and TimelyCare, students who feel lonely are over four times more likely to experience severe psychological distress.
Academic Pressure: Stress also shows up in the classroom for Gen Z. Two in five undergrads say their mental health significantly affects their academic performance. According to the Healthy Minds Study, about 75% of students lost at least one day of academic productivity in the past month.

How Colleges Can Support Gen Z Students

So, what do Gen Z college students need to thrive academically, personally, and emotionally? It takes more than one-off programs and services. They need integrated support systems that reflect the reality they’re living in today.

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1. Help Students Build Career Capital

Gen Z students are career-focused. They want majors that lead to clear job outcomes and question the value of degrees without practical application. Students are more engaged when the path to good jobs is visible. That could mean enhancing access to paid, credit-bearing work-based learning and aligning advising with employers’ shift toward skills-based hiring.

2. Evolve Academic Models

Gen Z expects flexibility. One of the effects of the pandemic was normalizing more flexible formats for classes. Consider hybrid, HyFlex, synchronous online, and asynchronous options. Adapt academic delivery to meet students where they are.

3. Ease Financial Friction

Recent national data from Gallup and The Lumina Foundation indicate that cost and emotional stress are the leading reasons students consider stopping out. By pairing clear ROI messaging with practical options for support, colleges and universities can help alleviate these stressors. With basic needs insecurity affecting more than half of students, campus leaders need to examine the resources they have and identify how to help students remove barriers outside the classroom to staying enrolled. Affordability and retention are deeply connected.

4. Foster Campus Belonging

Create inclusive, connection-driven environments. Programs that build belonging have measurable impacts on persistence. In one study by Tyton Partners, students who felt they belonged were significantly more likely to say they’ll re-enroll, with the link strongest for first-year students.

5. Expand Access to Care

Students cannot afford to wait weeks or months for mental health support. When campus resources can’t provide quick and easy access to support, the result is a snowball effect, where a student’s issue worsens or negatively impacts their academic performance.

By eliminating long wait times, reducing the stigma associated with seeking mental care, and being available the moment a student needs care, virtual mental health support for Gen Z college students can complement campus resources and ensure that students receive the right care at the right time.

At TimelyCare, our outcomes show the positive campus impact of expanding access to care:

Nearly 8 out of 10 (77.2%) students say they are more likely to remain in classes, improve their grades, and graduate – or all of the above – after using TimelyCare services.
81% of students who sought help through TimelyCare reported mental health improvements (91% for students using TalkNow).
More than half of all TimelyCare sessions occur outside business hours.

Virtual care provides the flexibility and immediacy Gen Z demands—bridging the gap between need and access.

Supporting Gen Z’s Mental Health and Success

The challenges Gen Z faces are real—but so are the opportunities to meet them with the support they need. Higher education leaders can transform what student support looks like in an era defined by both digital connection and unprecedented stress.

By investing in scalable, trusted solutions like TimelyCare, campuses can not only reduce the impact of stress on Gen Z college students but also empower them to thrive, both academically and personally.

Ready to Support Gen Z on Your Campus?

Want to learn how expanding access to care can improve outcomes for your students? Contact our TimelyCare team to set up a time to discuss the challenges facing your campus and how a virtual care solution can make a difference.

Key Takeaways

Gen Z is the most diverse, educated, and digitally connected generation—but also one of the most stressed.
Mental health support is no longer optional. It’s expected and essential to student success.
Flexible academics, financial support, career prep, and belonging all play key roles in well-being.
Virtual care through platforms like TimelyCare helps reduce barriers and supports retention.

FAQs

Why is Gen Z struggling more with mental health than past generations?

Gen Z has grown up amid global crises, digital overload, and societal shifts. These factors, combined with financial strain and academic pressure, contribute to widespread stress.

How can colleges improve students’ sense of belonging?

Inclusive programming, peer networks, and intentional onboarding experiences all help students feel seen and supported.

Is virtual care really effective for student mental health?

Yes. Virtual care meets Gen Z’s expectations for flexibility and immediacy while complementing campus resources. TimelyCare’s impact data shows high satisfaction and improved outcomes.

The post Gen Ztressed: How Colleges Can Support Gen Z Students’ Mental Health Needs appeared first on TimelyCare.

The Delta Variant Disrupts College Back-to-School Plans

Alan Dennington, M.D. — Tue, 10 Aug 2021 15:20:47 +0000

With the transmission of COVID slowing in the spring and millions of Americans getting vaccinated every week, it appeared that colleges could anticipate a near-normal fall semester. But that prospect is changing and not for the better. The 60% more transmissible Delta variant of COVID-19 paired with relatively low vaccination rates in some states have pushed new national cases higher than they’ve been in months. How are the quickly changing realities of the Delta variant surge affecting plans for reopening college campuses for the fall?

The Centers for Disease Control and Prevention (CDC) says the Delta variant is now the predominant strain in the United States, accounting for 52% of domestic cases reported in a two-week period ending Saturday, July 31. A month ago, the variant accounted for only 10% of new U.S. cases.

The steep rise in coronavirus cases fueled by the Delta variant prompted health officials at the CDC to issue new guidance on July 27. The organization recommends that all individuals regardless of vaccination status wear a mask while in public indoors if they are in an area of substantial or high transmission — a classification that applies to broad swaths of the U.S. This reflects a reversal from earlier CDC guidance in May that said individuals vaccinated against COVID-19 did not need to wear masks in most indoor and outdoor settings.

Three facts educators and students need to know about the Delta variant

Young people ages 18 to 29 have the lowest COVID-19 vaccination rates of any adults. A study published in the Journal of Adolescent Health found that 24% of young adults aged 18 to 25 are hesitant to get a COVID-19 vaccine. Given these findings and the fact that the Delta variant is pushing the U.S. to a record number of cases, here are three realities that higher ed must help college students understand:

1. The Delta variant is more contagious

The first Delta case was identified in December 2020, and the infectious disease spread rapidly, soon becoming the dominant strain of the virus in India and then Great Britain. According to CDC estimates, the Delta variant was the cause of more than 80% of new U.S. COVID-19 cases by the end of July 2021.

The CDC described the Delta variant as more transmissible than the common cold and influenza, as well as the viruses that cause Ebola, smallpox, MERS, and SARS. The CDC also called it as contagious as chickenpox in an internal document, as reported in The New York Times. Additionally, the CDC says that the highest spread of cases and severe outcomes are happening in places with low vaccination rates, and virtually all hospitalizations and deaths have been among the unvaccinated. The World Health Organization (WHO) called this version of the virus “the fastest and fittest.” The CDC labeled it as a “variant of concern.”

While experts believe most of the Delta variant transmission is from people who have not been vaccinated, CDC Director Rochelle Walensky said that some fully vaccinated people can spread the disease if they develop breakthrough cases. The vaccines have been highly protective and breakthrough cases are considered rare, but no vaccine provides 100% protection.

2. Unvaccinated people are at risk

People who have not been fully vaccinated against COVID-19 are most at risk. In the U.S., there is a disproportionate number of unvaccinated people in Southern and Appalachian states including Alabama, Arkansas, Georgia, Mississippi, Missouri, and West Virginia, where vaccination rates are low. In some of these states, the number of cases is on the rise even as some other states are lifting restrictions because their cases are going down.

Children and young people are a concern as well. A recent study from the United Kingdom showed that children and adults under 50 were 2.5 times more likely to become infected with the Delta variant than those who are vaccinated. And so far, no vaccine has been approved for children ages 5 to 12 in the U.S. But the U.S. and several other countries have either authorized vaccines for adolescents and young children or are considering them.

3. Vaccination is the best protection

Early information about the severity of the Delta variant included a study from Scotland done last year that showed the Delta variant was twice as likely as Alpha to result in hospitalization in unvaccinated individuals. However, the information could change as experts learn more.

Another question focuses on how the Delta variant affects the body. There have been reports of symptoms that are different than those associated with the original coronavirus strain. It appears that cough and loss of smell are less common. And headache, sore throat, runny nose, and fever are the most common symptoms presently, based on the most recent surveys in the U.K., where more than 90% of the cases are due to the Delta variant.

It’s unclear whether this variant could cause more breakthrough cases — infections in people who have been vaccinated or have natural immunity from a prior COVID-19 infection — which so far have been rare in general. And immunity provided by the mRNA vaccines appears to provide substantial protection. A Public Health England analysis showed that at least two vaccines are effective mitigation against Delta. The Pfizer vaccine was 88% effective against symptomatic disease and 96% effective against hospitalization from Delta in the studies, while AstraZeneca was 60% effective against symptomatic disease and 93% effective against hospitalization. Moderna also reports that its vaccine is effective against Delta and several other mutations.

The most effective way to protect against the Delta variant is to be fully vaccinated. At this point, that means a two-dose vaccine such as Pfizer or Moderna. For both of these vaccines, there is the initial shot and a second booster shot. And with all COVID-19 vaccines, there is a two-week period for those shots to take full effect. Regardless of vaccination status, it’s also important to follow CDC prevention guidelines that are available for vaccinated and unvaccinated individuals.

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How can school leaders support college students?

College students, their parents, and even faculty and staff are likely to have a lot of questions leading up to and during the school year. Higher education leaders can follow these recommendations to make sure all institutional stakeholders are supported during this time.

Provide clear communication about the institution’s plans

Make sure all communication is consistent, clear, and continual. A crisis, especially one as long as the coronavirus pandemic, limits people’s ability to cope with excessive amounts of information. Continual communication efforts reduce fear, build trust, and guarantee students understand the organization’s key messages over time.

With students exposed to excess negativity from media and social networks, leaders and communicators need to make the messaging as positive, reassuring, and hopeful as possible. Additionally, leaders can make sure to remind the campus community of ways the institution overcame challenges in the past.

Offer hybrid-course options

COVID-19’s impact on higher education highlighted the advantages of hybrid and online classes. A hybrid class can be the perfect introduction to online classes. Students learn how to use distance learning technologies, interact with educators, and stay on top of their coursework while still having the familiarity of in-person instruction.

Hybrid classes appeal to students with busy schedules who want the flexibility of completing coursework online while still having the accountability of meeting in person. They also help learners develop skills they can use when taking fully online classes later. Of course, hybrid courses may not be for every student, so build on lessons learned and gains achieved during 2020.

Equip faculty with resources and education to succeed

Thirty-four percent of faculty describe themselves as “not at all experienced” in teaching online before the pandemic — only 22% described themselves as “very experienced.” As a result of the emergency remote teaching in 2020, nearly all faculty were expected to deliver their courses remotely during the pandemic.

Now, faculty need to be part of a professional development effort to improve on the emergency remote courses, acquiring the necessary skills for developing and delivering online and hybrid courses. Those faculty members who lacked prior online teaching experience before the pandemic will most especially need additional training to engage in online instruction.

Meet students’ basic needs

Students at all types of institutions struggle with basic needs insecurity. While food and housing security are significant basic needs to meet, what students need to be successful goes beyond just these necessities. An inability to access technology, healthcare, and transportation can keep students from being able to achieve academic success. Barriers to these needs exist for many students and the pandemic has exacerbated many of the barriers.

Your campus must make sure steps are taken to help students have basic needs security. To learn how to best equip your campus with the resources it needs to support all students, watch the latest session of the Gen Ztressed webinar series Basic Needs Insecurity and Your Students.

Promote student mental health and well-being

Many students and their families may feel uneasy about students returning in person to campus for the 2021-22 academic year. While some are enthusiastic about going back, others are anxious after hearing about the delta variant. It’s important for administrators to address those anxieties as a part of their comprehensive plan to support the mental health and well-being of their student body.

That’s why The Jed Foundation (JED), a leading nonprofit organization in protecting emotional health and preventing suicide among young adults, created a set of guidelines for addressing student mental health and well-being for higher education institutions reopening campus.

How colleges and universities are responding to new CDC recommendations

Since college and university policies vary across the states, students must pay close attention to their school’s requirements and recommendations for returning to campus. Seven states, including Arizona and Arkansas, banned local school districts from requiring students to wear masks. Conversely, California, Washington, and many other states require masks in public schools but with some flexibility for school districts. Other states have sought a middle ground, allowing districts to set policies but recommending a mask requirement.

Here are several school’s responses to the Delta variant:

California State University (CSU) and the University of California (UC) both announced plans to require vaccinations for all students, faculty, and staff. Both systems had previously planned to wait to enact a requirement until after the U.S. Food and Drug Administration granted approval to a COVID-19 vaccine but moved up their timeline to mandate vaccination for fall.
Duke University, which already had a vaccine requirement in place for faculty, students, and staff for the fall, said it was reinstating the requirement that individuals wear face masks while indoors for the upcoming school year in all university-owned buildings.
Following the new recommendations from the CDC, the University of Memphis announced it would require masks to be worn indoors and in places where social distancing is not possible. The university strongly encourages students, faculty, and staff to be vaccinated but notes that, as a public university in Tennessee, it can’t establish vaccine mandates.
Emory University in Georgia announced that it was expanding its current vaccination requirement to apply to faculty and staff.

The politics of potentially reinstating campus mask mandates are challenging in some states. The Texas Tribune reported that state leaders continue to prohibit local schools and governments from requiring masks. In May, multiple Texas universities lifted their mask mandates after Gov. Greg Abbott issued an executive order prohibiting governmental entities or officials from requiring face coverings. And in Nebraska, Governor Pete Ricketts said that Nebraska’s “return to normal” would not be “interrupted” by the new guidance on mask-wearing from the CDC.

In Florida where Senate Bill 2006 prohibits educational institutions from requiring proof of vaccination as a condition of in-person learning, State University System leaders sent a joint letter strongly recommending students, faculty, and staff to get vaccinated.

Additionally, The Chronicle of Higher Education reports that 623 out of approximately 5,300 U.S. colleges and universities require vaccination for students or employees. Of course, that list will fluctuate dramatically in the days and weeks to come as educators track the effects of the Delta variant and plan for back to school.

Supporting student health and well-being during a continued crisis

The health of your college campus has a direct impact on student success. When college students’ health, well-being, and basic needs are addressed, they are empowered to take control of their education and academic success. To learn more about how to support students, customize a health and well-being solution for your students, and integrate it with your campus healthcare resources, contact TimelyCare.

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Food Insecurity Among College Students

Alan Dennington, M.D. — Wed, 04 Aug 2021 17:06:38 +0000

Living on pizza is considered a part of college life, but some students may not be able to afford even that small luxury. Feeling insecure about where your next meal is coming from has psychological and academic effects on college students. Research shows that students who experience food insecurity are less likely to earn As and more likely to earn Bs, Cs, or below. And, college food insecurity is associated with stopping and starting school and taking longer to graduate. It can be tough to concentrate on academics when you’re hungry.

The United States Department of Agriculture (USDA) defines food insecurity as “the limited or uncertain availability of nutritionally adequate and safe food, or the ability to acquire such food in a socially acceptable manner.” Of course, it exists on a continuum from mild to severe and can be chronic or transitory based on various factors. But one thing is clear, food insecurity is a problem for a large number of undergraduate students.

Statistics on college students facing food insecurity

The 2021 #RealCollege Survey of basic needs insecurity, led by the Hope Center for College, Community and Justice at Temple University, was completed by more than 195,000 students at 202 four-year and two-year colleges and universities in 42 states. It found that 38% experienced food insecurity in the 30 days prior to the survey. One essential item to factor in is that the makeup of college students has changed in recent decades. In fact, less than one-third of students enroll full-time in college directly after high school and remain financially dependent on their parents. Instead, seven out of 10 college students are considered “nontraditional,” meaning they possess the following characteristics:

Financial independence from parents
Enrolled part-time
Work full-time while in school
Caretakers for dependents
Didn’t receive a high school diploma

Additionally, college students are entering school later than students in the past. The average age of college students is 26. As such, many students balance school work with parenting, with 22% of students caring for child dependents and 14% doing so as single parents. Overall, the share of college students with low household incomes has increased. When these factors are combined with the rising cost of education, many adult students look to financial aid to help make ends meet.

Sadly, college students of color are more likely to experience food insecurity than white students. Research shows that minority students who receive multiple forms of financial aid or experience housing insecurity are more likely to be food insecure. The association between student food insecurity and financial aid suggests that typical aid packages and work-study programs fail to meet students’ basic needs.

What’s more, the same student groups that struggle to cover the essentials also struggle to make it to graduation, with low-income, Black, and Hispanic students dropping out at steeper rates. And without a degree, these students become more likely to experience food insecurity in the future.

The impact of food insecurity on college students

There are few formal studies that have definitively linked food insecurity to objective outcomes about academic success. However, one study published in the Journal of American College Health is informative. Its insights and data are based on results from an online survey of nearly 14,000 undergraduates at a mid-sized public university, where 48% of respondents said they were food insecure.

In the study, food-insecure respondents reported lower concentration, energy, test scores, and student retention. Results also suggest a relationship between food security and mental health (e.g., depression, anxiety, disordered eating, suicide ideation — all of which influence academic performance). And, food insecurity coincides with other factors that hamper student success, like difficulties with housing, transportation, time management, employment, and affording books and supplies.

These results also showed that food insecurity is inversely associated with falling within the upper 10% GPA — meaning that food-secure students are three times more likely than their food-insecure peers to be among the top academic achievers. Students facing food insecurity are two times more likely than their food-secure counterparts to fall in the lowest 10% GPA. According to the data, the association between food insecurity and academic performance is “clear and persistent.”

What higher education leaders can do to support food insecure students

Arguably, college student hunger across America’s university system is a systemic problem. And given the growing economic inequality and diminished funding for higher education, solutions are vital to help those suffering now and to prevent future students from experiencing food insecurity. Here are a few ways educators and administrators can work to reduce the stigma around food insecurity.

Communicate with all students about these issues to reduce stigma and avoid singling out individuals. Example: include a statement about food resources in syllabi and discuss with students at the beginning of the semester.

Expand emergency relief funding for students in need. Student affairs professionals can serve as brokers for students accessing these funds to reduce rates of food insecurity.

Consider enrollment in the Supplemental Nutrition Assistance Program (SNAP) program, and advocate for state and federal level policy changes that expand eligibility and make participation easier for students.

Provide students with a basic meal plan guarantee as part of a financial aid plan. Encourage students, faculty, and administrators to invest in campus initiatives such as student-led food recovery programs.

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Resources for food-insecure students

If you’re on the frontlines with students struggling with food insecurity, here are five resources for information on food pantries and realistic lifestyle tips:

1. College and University Food Bank Alliance

The College and University Food Bank Alliance (CUFBA) is a professional organization of campus-based programs focused on alleviating food insecurity, hunger, and poverty among college and university students in the U.S.

2. National Student Campaign Against Hunger and Homelessness

The National Student Campaign Against Hunger and Homelessness is committed to addressing food insecurity and ending homelessness by educating, engaging, and training college students to directly meet individuals’ immediate needs, while advocating for long-term systemic solutions from New York to San Francisco.

3. Feeding America

The Feeding America network is the nation’s largest domestic hunger-relief organization, connecting people with food and ending low food security. Donors, staff, and volunteers all play an important advocacy role in our efforts to address food insecurity in the United States.

4. FLIP National

FLIP is a national community of first-generation and low-income students and supporters fighting to provide resources, advocate policy changes and create safe spaces for first-generation and low-income students.

5. Not-Rich Guides

A crowdsourced guide for navigating campus life for the “not-rich,” was created by two college students who were inspired to create the guidebook after their student government published its own about “cost-effective” living at their university.

How telehealth supports food-insecure students

TimelyCare is introducing a new service this fall for basic needs support. Through the easy-to-use TimelyCare app, students can be connected with free or reduced-cost programs that provide support for services such as:

In-person health care
Food assistance
Housing assistance
Transit support
Paying bills
Childcare
Legal services

In response to recent community college student survey results, TimelyCare plans to launch basic needs support to help students navigate available resources. Patient care advisors will be available to connect college students with local government agencies, non-profit organizations, and programs on college campuses that will help with their in-the-moment needs. Examples include campus food pantries, county housing assistance programs, or in-person providers in their neighborhoods that use sliding-fee scale payment methods.

Contact TimelyCare for more information about how telehealth services like health coaching and on-demand mental health can help your students thrive.

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How the Pandemic Changed College Student Mental Health

Alan Dennington, M.D. — Fri, 28 May 2021 21:16:01 +0000

Eighty-nine percent of college students are experiencing anxiety as a result of COVID-19. It’s clear that the pandemic and the accompanying lockdown measures changed the college experience for students. But, what exactly happened to cause 4 out 5 college students to say they’re still stressed by the effects of coronavirus one year later?

The challenges students faced during COVID-19

The sudden shift to online learning in spring 2020 made it obvious that existing inequities in higher education had only gotten worse. Residential students were abruptly told to pack up their belongings and leave campus, sometimes without a goodbye to friends and faculty who played a pivotal role in their sense of community.

1. Housing insecurities

For housing-insecure students, there was no safe home to return to, or no home at all. Even if students did have somewhere to go, many didn’t have the resources to leave at a moment’s notice or have a quiet space to study once they got home. The abrupt exodus from residence halls also raised issues of refunds for students who left early.

2. Food insecurities

Campus closures and the shift to online classes left some students with food insecurities. And, food pantries were overrun, making them more difficult to access. Events students were previously able to attend and get meals was no longer an option. Campus closures and the subsequent financial consequences left the country’s most vulnerable students without the means to meet their basic needs, making it nearly impossible to continue their education.

3. Reliable broadband connection

The pandemic also exposed how many students lack access to affordable and reliable broadband. Traditionally underserved students often relied on on-campus resources to complete their education — like libraries, computer labs, and Wi-Fi. These were lost when campuses shuttered. Too many students of color, as well as low-income, rural, and Native American students, struggled to log into class due to lack of internet accessibility. Many of these same students also lacked computers and cameras and had to resort to using cell phones instead. Of course, some institutions made heroic efforts to get laptops and hotspots to students. But even so, staying in school remotely proved difficult for many.

4. Accessibility for students with disabilities

Students with disabilities also struggled to get their needs met during the pandemic. In the effort to transition to online classes, many educators didn’t take federally mandated actions to ensure accessibility for students with disabilities (e.g. closed captioning, alternative text, lecture transcripts).

The pandemic put a spotlight on how necessities — internet, food, housing, access — are essential for students to access the benefits of higher education. And for historically underserved students, this disparity exacerbated the challenges and will undoubtedly have continued consequences as they ease back into “normal.”

Remote learning and education uncertainty

A common theme across higher education during COVID-19 is how differently college administrators, faculty, and students perceived the transition to online learning. Many college administrators viewed the spring transition to online positively, as they believed faculty and students adapted quickly. In a survey conducted by the American Council on Education (ACE), nearly 86% of college presidents said their institutions transitioned to remote learning “well.” The remaining 14% percent reported that the transition to fully remote instruction went “somewhat well.” Not one president reported their instruction transition went poorly. This is true — in a matter of days, faculty pivoted to offer course material online with little to no training. However, the pivot to online learning was widely considered a disaster from a student’s perspective.

Particularly early on, classes were difficult for a number of students with professors who didn’t know how to use their college’s learning management system and had to receive and submit assignments through email. A significant amount of class time was spent sorting out technical issues for many students, contributing to an additional layer of stress. Creating a sense of community in a virtual space was also a challenge during COVID-19. Isolation due to social distancing seems to be connected to students’ lack of motivation to continue with their coursework.

Clearly, 2020 was difficult for those unfamiliar with online learning, and most students and educators struggled to make the transition.

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Missed milestones and connections

COVID-19 also caused university students and their family members to miss or delay milestones they typically look forward to. Most of the events marking their high school career culmination — such as prom, spring break, senior week festivities, and graduation ceremonies — were canceled for graduating high schoolers. Students planning to attend college weren’t able to physically visit college campuses to make their choices. For athletes, there was no spring season and for musical and theatrical artists, no final performances.

Benchmarks like quinceañaras, sweet sixteen birthday parties, and turning 18 were sometimes held in quarantine, as were first-time milestones such as getting a driver’s license. Also, students weren’t able to participate in summer internships to strengthen their college applications, apply for summer jobs, or employment after graduation. These sorts of opportunities were often delayed and sometimes missed altogether.

Participation in activities such as commencement, sports competitions, theater and musical performances promote opportunities for young people to develop peer relationships. This is an invaluable developmental period as they shift from family-focused to peer-focused social interactions. Involvement in sports teams, extracurricular activities, and holding a job facilitate this development and teach teens about cooperation, planning and organizing their time, responsibility, and resolving conflict.

Participation in milestones is associated with positive outcomes over the course of later development, including better physical and mental health. It’s through participating in milestones that teens become more independent, growing in the cognitive, social, emotional and academic skills, which foster their wellness and prepare them for adulthood. While the lack of these milestones are stressors, higher education can reduce anxiety for students by restoring hope that these events will surely begin again as we move past the lockdown measures.

What higher education can do now in response

Surely, the pandemic worsened circumstances for the mental health of college students. What can colleges and universities do to help students address these stressors from the past year?

1. Offer virtual options for advising and connecting with faculty

In addition to remote education, student advising should continue and transition to telecommunication to provide academic support for students (e.g. phone call or online meeting). Faculty and staff should continue offering virtual office hours to students, and work together to maintain connections and help students address academic concerns.

2. Support innovative internship and research solutions

For students whose internships or research projects were affected by the pandemic, internship site supervisors and research advisors should actively engage in helping students seek alternative plans, enabling them to work from home to maximize internship and research experiences. Additionally, universities should work on innovative methods to support students to move research projects and capstones forward so that students can fulfill graduation requirements. Meanwhile, college career centers should switch to virtual services, continuing to facilitate career development for college students.

3. Expand access to counseling and mental health resources

College counseling centers should continue providing students with counseling services at a distance. Telehealth services are effective in treating anxiety and depressive symptoms, and implementing telehealth services facilitates the delivery of counseling services to address students’ pressing mental health concerns. Counseling centers can also provide options for students to join online support groups that enable them to share common concerns and receive social support. Further, university counseling centers and other departments should rally to develop and pass public health messaging onto students, share coping resources, and encourage them to take action to protect their mental health.

4. Raise awareness and empower students to advocate for their mental health

Mental health and well-being serve a crucial role in combating the epidemic. So, colleges must build awareness of students’ mental health needs and concerns and empower their students to seek help and support. College students should tailor coping strategies to meet their specific needs and promote their psychological resilience. Considerable efforts made by universities should be dedicated to helping students thrive during this crisis.

5. Create community partnerships to connect students to need resources

Establish partnerships with community-based providers and foster collaboration between institutions and the community. This approach has the potential to fill gaps in service provider capacity, particularly for campuses that lack infrastructure for a student health center. Helping students get connected to these services, either through a warm handoff or through the distribution of information about available telehealth supports through a central hub for students, may reduce some barriers to students accessing care for issues like substance abuse, eating disorders, suicidal thoughts, anxiety disorders, self-injury, and more.

6. Engage organizations that promote student health and well-being

A RAND study by Active Minds found that merely being familiar with that organization was associated with a significant improvement in knowledge of mental health issues and a decrease in stigma in first-year students. Such changes can improve campus climate around mental health, in turn, increasing the likelihood of students seeking help. Given the skill of these organizations to remain engaged with students both on and off-campus, campuses should engage these types of organizations around solutions to best support students during the pandemic and beyond.

7. Set up partnerships with crisis centers

Crisis centers provide mental health resources, services, and emotional support for their state or local communities and have crucial roles to play at a time of prolonged social isolation and stress. Most crisis centers are nonprofit, and many utilize trained volunteers as well as mental health professionals. Establishing partnerships at the campus level and providing financial support to these organizations ensures an ongoing resource for students at times of greatest need.

COVID-19 highlighted a system that was already struggling to meet the needs of young adults in this country, and has brought new interest to the issues surrounding mental health. Mental health advocates should seize this moment to raise awareness of the ongoing mental health needs of college students and also invest in long-term solutions that will continue to support students well beyond the pandemic.

What do college students think about telehealth?

Recent findings indicated students view telehealth services as convenient and flexible. Without concern for coordinating schedules, waitlists or traveling to a clinic, college student participants in telehealth services found electronic support to be consistently available at their convenience. There’s also the potential benefit of avoiding costs for transportation, childcare, or missed work to attend in-person appointments.

College students consistently register satisfaction with the usability of telehealth services. Over 90% of college students use the internet every day, and 86% of college students regularly use a smartphone. Not surprisingly, students report the convenience, acceptability, and usability of mobile phone apps for mental health interventions, including those for mindfulness, drinking cessation, depression, and anxiety.

Student respondents across a variety of studies consistently describe a high level of satisfaction with telehealth services, including automated messaging platforms and self-directed therapy platforms. And, telehealth services offer opportunities for college students to avoid the stigma of seeking mental health treatment. This is an obstacle particularly for minority students, who are less likely than White students to utilize mental health services despite experiencing similar or elevated rates of markers of mental illness such as suicidality, suicide attempt, or self-harm.

Telehealth services can also provide college students a sense of ownership over their psychological struggles. Survey results confirm that students feel a sense of control over the pace of the intervention and appreciate the casual nature in which they can receive help, compared to if they were to seek help at a counseling center.

With skyrocketing costs, regulatory changes, and evolving technology creating new challenges and opportunities for healthcare, consider virtual healthcare as a means to improve mental health support on your campus while simultaneously reducing costs. A recent study confirms telehealth can expand care while reducing costs. The study was only the latest in a growing body of evidence that shows one of the value propositions of telehealth is a cost reduction and simultaneous growth in patient access to needed care and support systems.

At TimelyCare, COVID-19 deepened our understanding of the efficacy of telehealth for education systems and its important role in the well-being of college students. The Coker Group conducted a telehealth survey evaluating how healthcare organizations adopt, implement, and utilize telehealth solutions. Results confirm that telehealth will be essential for the short-term and long-term delivery of healthcare. In other words, telehealth is a reliable, long-term solution to providing both medical and mental health care for your students.

The health of your campus is directly related to the success of your students. When care is easy and accessible, students are empowered to take control of their medical health and mental well-being. Contact TimelyCare today to explore how a customized telehealth solution can help your students thrive.

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Sexual Assault Awareness: Creating a Safe and Supportive Campus Environment

Alan Dennington, M.D. — Thu, 22 Apr 2021 20:48:33 +0000

Sexual Assault Awareness Month is an opportunity every April to educate and engage the public on the issue of sexual assault. For higher education, institutions must provide resources to educators and administrators about sexual assault and violence. Thirteen percent of all students experience rape or sexual assault through physical force, violence, or incapacitation — 26.4% of college women and 6.8% of college men. Higher education leaders play a vital role in preventing sexual assault on college campuses — a role so important that the actions of today will undoubtedly change outcomes for students tomorrow.

According to the U.S. Department of Justice, sexual assault is defined as “any type of nonconsensual sexual contact or behavior that occurs without the explicit consent of the recipient. Falling under the definition of sexual assault are sexual activities such as forced sexual intercourse, forcible sodomy, child molestation, incest, fondling, and attempted rape.” Sexual assault is characterized in different ways, but most importantly, it’s never the victim’s fault.

Studies show that students are at the highest risk of sexual assault on college campuses in the first few months of their first and second semesters. And women who identify as lesbian, transgender, bisexual, or gay experience higher rates of sexual assault on college campuses than heterosexual women.

College students need care and support

Sadly, only 20% of female student victims ages 18 to 24 report sexual misconduct to law enforcement, which means 80% of sexual violence cases go unreported. Why? Because victims believe it’s a personal matter, are fearful of reprisal, don’t want to incriminate the perpetrator, believe police can’t help, or they report to individuals other than the police. And while research focuses on college or university women, male victims often suffer in silence as well due to shame, humiliation, and other factors related to gender and cultural stigmas.

Higher education professionals must be proactive about preventing sexual assault and supporting victims of sexual assault on campuses. Toward that aim, it’s critical to understand Title IX, part of the Education Amendments of 1972 designed to protect people from discrimination based on sex in education programs that receive federal financial assistance.

Title IX regulations require educational institutions to operate in a nondiscriminatory manner and provide students with an environment safe from sexual harassment and sexual violence. The Final Rule, which became effective August 14, 2020, is under review by the White House. It stipulates how recipients of educational federal funding must respond to reports of sexual harassment and sexual coercion.

All students, faculty, and staff are encouraged — and in some cases federally required — to receive Title IX training. You can find resources on the U. S. Department of Education Title IX webpage, with important tools and training themes such as awareness programs, bystander intervention, ongoing prevention and awareness campaigns, primary prevention programs, and risk reduction.

While Title IX regulations provide guidance for preventing sexual assault on college campuses, faculty and staff also need to be equipped to support victims of sexual assault on a personal level.

How to care for students who have experienced sexual assault

Higher education faculty and staff cannot be the only ones responsible for supporting victims of sexual assault. However, the nature of their role puts them in circumstances in which they can provide support. The Rape, Abuse, and Incest National Network (RAINN) offers recommendations for talking with survivors. You may also find these additional recommendations for mental health support to be helpful.

1. Listen

Offer a non-judgmental ear so the victim of sexual assault can process their experience.

2. Affirm

Be supportive by using phrases like, “I believe you,” “It took courage to tell me about this,” “It’s not your fault,” “I’m sorry this happened,” etc.

3. Safety

Help the victim feel safe, making sure they reach a safe location away from the assailant.

4. Assist

Accompany the victim to the hospital or health center and ensure they meet with medical professionals who specialize in sexual assault trauma.

5. Connect

If the victim is unwilling to go to a hospital, encourage them to call the National Sexual Assault Hotline at 800-656-HOPE (4673) so they can speak with a local sexual assault service provider.

6. Be patient

Only the person you’re supporting can decide to get help. Avoid putting pressure on yourself and the person you’re supporting.

7. Follow up

Encourage the victim you’re supporting to seek counseling and support groups.

How colleges and universities can support students

Higher education leaders continue to search for effective ways to prevent rape and sexual assault on college campuses. Some institutions hire campus police to patrol the campus and provide transportation so students are not alone when they travel home or go off-campus. Some institutions publish tips and resources for students, faculty, and staff. Other colleges offer educational programs that explain sexual violence and how to reduce risk exposure.

The University of Missouri implemented one such program, Green Dot, that teaches people how to become active bystanders by interrupting situations that are imminently or potentially high-risk for violence. Danica Wolf, the former Relationship and Sexual Violence Prevention Center (RSVP) center coordinator, said, “Since its implementation over six years ago, Green Dot has become a force for change on campus, becoming a household name among staff and students alike.”

Culture of Respect was founded in 2013 by the parents of college-aged students who were alarmed by the high rate of sexual assault on campuses, the lack of comprehensive resources, and the breach in student civil rights. The program provides techniques for handling a situation without bystanders present and is used by over one hundred colleges and universities across the U.S.

Campus Survivors is an independent organization launched this spring by four Boston University students to create a supportive community for survivors of sexual abuse by inviting them to anonymously share their stories, which are posted on the organization’s social media. Their goal is to ensure victims’ voices are being heard and will not be silenced. The group welcomes submissions from students on other college campuses as well and shares a list of resources, including organizations that can offer assistance and guidance on how to prevent sexual victimization and report the crime to local law enforcement.

Some institutions have gathered resources for victims and those who support them. Colgate University published practical tips for students, parents, faculty, and staff supporting a survivor of sexual violence. Penn State University has a comprehensive site for anyone who has experienced or is supporting someone who has experienced sexual assault, sexual harassment, dating or relationship violence, stalking, or sexual exploitation.

These are a few examples of how colleges and universities are working to prevent sexual assault cases on their college campuses.

Discover how telehealth provides care and support

Make resources available to create a safe and supportive campus

Learn more about telehealth

Ensure students, faculty, and staff have what they need

Many websites have resources for sexual assault victims and their loved ones. Below are some of the leading resources for victims of sexual assault that you can reference.

National Sexual Assault Hotline

The national hotline, operated by RAINN, serves people affected by sexual violence. It automatically routes the caller to their nearest sexual assault service provider. You can call the hotline at 800-656-HOPE or search for your local center.

National Sexual Violence Resource Center

This site offers a wide variety of information related to sexual violence and includes a large legal resource library.

National Organization for Victim Assistance

Founded in 1975, NOVA is the oldest national victim assistance organization of its type in the U.S.

National Online Resource Center on Violence Against Women

VAWnet, a project of the National Resource Center on Domestic Violence, hosts a library of materials on violence against women, with particular attention to its intersections with various forms of oppression.

U.S. Department of Justice: National Sex Offender Public Website

NSOPW is the only U.S. government website that links public state, territorial, and tribal sex offender registries from one national search site.

The National Center for Victims of Crime

The mission of the National Center for Victims of Crime is to forge a national commitment to help victims of crime rebuild their lives. It is dedicated to serving individuals, families, and communities harmed by crime.

National Street Harassment Hotline

Created by Stop Street Harassment, Defend Yourself, and RAINN, the National Street Harassment Hotline is a resource for those affected by gender-based street harassment. Support is available in English and Spanish. Call 855-897-5910 or chat online.

Start the conversation on prevention efforts and support resources

In addition to these resources, TimelyCare offers comprehensive services to support the physical and mental health of college students. TimelyCare’s programs are designed to meet the exact needs of your college or university. Our team aligns the health of your college students with the objectives of your campus community to create a solution that works for you.

Raising awareness about the prevalence of campus sexual assault this month is a worthy initiative, but this is an effort that must continue every month, every week, every day. Use this article to initiate a conversation on your campus, and apply the information and resources outlined to essential collaborations for sexual violence prevention efforts.

If you’d like to discuss how telehealth services can integrate with your campus protocols for sexual assault prevention, referring to in-person care, and emergency services for students in a crisis situation, contact TimelyCare today.

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Eating Disorders in College Students: Warning Signs and How to Help

Alan Dennington, M.D. — Wed, 24 Feb 2021 20:57:19 +0000

Each year, National Eating Disorders Awareness week shines a spotlight on eating disorders and educating the public. TimelyCare supports the mission of this week promoted by the National Eating Disorders Association (NEDA) to spread a message of hope, while putting resources into the hands of those who might be struggling with eating disorders.

What is an eating disorder?

Eating disorders are serious but treatable mental and physical illnesses that can affect people of all genders, ages, races, religions, ethnicities, sexual orientations, body shapes and weights. National surveys estimate that 20 million women and 10 million men in America will have an eating disorder at some point in their lives. Although eating disorders can affect anyone, they are most often reported in adolescents and young women.

There are many reasons why eating disorders are prevalent during the college years. Most eating disorders begin among young adults between the ages of 18 and 21. Thirty-five percent of young people who diet escalate to pathological dieting, and 25% of them develop partial or full syndrome eating disorders. The increased workloads, reduced structure and focus on peers that comes with college life collide with mental health issues like anxiety, learning problems or poor self-esteem. Eating disorders develop when the need to feel control over a stressful environment is channeled through coping mechanisms like food restriction, eating large amounts of food, excessive exercise and an unhealthy focus on body weight.

What causes an eating disorder?

Environmental factors play a role. Many college students are living on their own for the first time, without parents to monitor their behavior or recognize eating disorder warning signs. Young people who have already been diagnosed with a mental illness or eating disorder face additional struggles with this new-found independence. Dining halls typically serve food in buffet-style settings and many of the available foods are unhealthy. Both of these factors can be triggers for students who are prone to binging food. Student-athletes with a history of eating disorders may also be at risk for excessive exercise, and the communal living environment can lead students to develop negative body image issues.

Another factor is genetics. Studies involving twins who were separated at birth and adopted by different families provide some evidence that eating disorders may be hereditary. This type of research shows that if one twin develops an eating disorder, the other has, on average, a 50% likelihood of developing one as well.

Personality traits are another cause. In particular, neuroticism, perfectionism and impulsivity are three personality traits often linked to a higher risk of developing an eating disorder.

Other potential causes include perceived pressures to be thin, cultural preferences for thinness and exposure to media promoting such ideals. In fact, certain eating disorders appear to be mostly nonexistent in cultures that haven’t been exposed to Western ideals of thinness.

More recently, experts have proposed that differences in brain structure and biology may also play a role in the development of eating disorders. In particular, levels of the brain messengers serotonin and dopamine may be factors.

What are common symptoms?

A college student struggling with an eating disorder generally won’t have all the signs and symptoms listed below at once, and the warning signs vary across eating disorders, as well as disordered eating.

This list is intended as a general overview of the types of behaviors that may indicate problems that needs to be addressed:

Behaviors and attitudes indicating that weight loss, dieting and control of food are becoming primary concerns
Preoccupation with weight gain, food, calories, carbohydrates, fat grams and dieting
Refusal to eat certain foods, progressing to restrictions against whole categories of food (e.g., no carbohydrates)
Appears uncomfortable eating around others
Food rituals or out-of-the-ordinary eating habits (e.g., only eats a particular food or food group, excessive chewing, doesn’t allow foods to touch)
Skipping meals or taking small portions of food at regular meals
Any new practices with food or fad diets, including abruptly cutting out entire food groups (e.g., no sugar, no carbs, no dairy, vegetarianism, veganism)
Withdrawal from usual friends and activities
Frequent dieting
Extreme concern with body size and shape
Frequent checking in the mirror for perceived flaws in appearance
Extreme mood swings
Noticeable fluctuations in weight, both up and down
Stomach cramps, other non-specific gastrointestinal complaints (e.g., constipation, acid reflux)
Menstrual irregularities — missing periods or only having a period while on hormonal contraceptives.
Difficulties concentrating
Abnormal laboratory findings (e.g., anemia, low thyroid and hormone levels, low potassium, low white and red blood cell counts)
Dizziness, especially upon standing
Fainting, syncope
Feeling cold all the time
Sleep problems
Cuts and calluses across the top of finger joints — a result of inducing vomiting
Dental problems (e.g., enamel erosion, cavities, tooth sensitivity)
Dry skin and hair, brittle nails
Swelling around salivary glands
Fine hair on the body (lanugo)
Cavities or discoloration of teeth from vomiting
Muscle weakness
Yellow skin — eating large amounts of carrots
Cold, mottled hands and feet, or swelling of feet
Poor wound healing
Impaired immune functioning

Symptoms may vary according to the type of eating disorder: anorexia nervosa, bulimia nervosa, binge eating disorder, otherwise specified feeding or eating disorder (OSFED), avoidant restrictive food intake disorder (ARFID), PICA, rumination disorder, orthorexia, compulsive exercise, diabulimia, etc. More information on each of these eating disorders can be found on the NEDA website.

Discover how telehealth improves health and wellness

Access to care means better student health and well-being

Learn more about telehealth

What can you do if you or someone you know is struggling with an eating disorder?

1. Do not wait to seek help.
Tell someone immediately: a residence assistant, trusted teacher, student health, or doctor on campus or at home. Early detection can help speed recovery and minimize negative effects on health and wellness.

2. Do not try to fix it on your own.
Eating disorder treatment involves a specially trained team of professionals including a psychiatrist, licensed therapist, and registered dietitian. The campus counseling center can provide support and referrals to the right professionals and treatment centers, if needed.

3. Look for support groups.
Find one on campus, in town or surrounding towns. The NEDA helpline is a great place to start finding resources.

4. Spread awareness.
Most college campuses have an eating disorder awareness group. If your college doesn’t, start one. Check out these ideas for starting a group.

Where can I find resources for college students?

The NEDA provides great resources for how family and friends can help, as well as links to online support groups and forums and helplines. In this Washington Post article, eating disorder experts shared ideas for treatment options, including how virtual care and telehealth have reduced barriers to access care. Alternatives to formal care options are especially critical for people who may not be comfortable with in-person treatment, or may live in rural areas where formal care isn’t an option.

How can TimelyCare help a student with an eating disorder?

With social distancing being the new normal, telehealth has emerged as a significant resource during the COVID-19 global pandemic. The Agency for Healthcare Research and Quality states that telehealth improves healthcare quality because the technology improves service delivery and diverts unnecessary emergency room visits. The technology also improves the convenience of receiving treatment by allowing patients to receive care without traveling long distances, making access to help easier for those who might be struggling with an eating disorder.

TimelyCare is focused on improving the health and wellness of college students via telehealth. To help fulfill our vision of empowering students to be well and thrive in all aspects of their lives, TimelyCare recently added psychiatry and health coaching to its virtual care service offerings. A strategic telehealth program can help optimize clinician resources and support staff in delivering quality care to the right student at the right time.

Start the conversation with our team today about how telehealth can benefit you, your students and your school.

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How Student Development Professionals Can Care for Student Health and Wellness

Alan Dennington, M.D. — Tue, 17 Nov 2020 15:55:00 +0000

If you’re a student development professional, you know firsthand that today’s students are the most racially diverse group in the nation’s history. Tweeting and texting are an everyday part of their social lives; they are the least religiously observant; they are socially conscious; and they are fiercely individualistic.

The Fourth Turning, an insightful book by Strauss and Howe that examines the cyclical nature of history, confirms the experience of many student development professionals working with this generation of college students. The authors highlight the fact that these students grew up believing “that they are, collectively, vital to the nation and to their parents’ sense of purpose.” In the book iGen, Dr. Jean Twenge’s research does the same when she writes that this generation is made up of “super-connected kids growing up less rebellious, more tolerant, less happy — and completely unprepared for adulthood.”

No matter how you characterize them, the next generation of students has arrived on campus and is changing the campus community in substantive ways. With their arrival, higher education has an opportunity to improve how we help students deal with fear and anxiety during COVID-19, as well as how we address their physical and mental health.

By reading, watching and listening to others in our industry, our collective response to this generation’s physical and mental health needs becomes increasingly clear. While each college will appeal to students in different ways, we can all integrate these principles into our plans to support student health and wellness.

Normalize the Mental Health Conversation

Colleges provide orientation sessions on drug and alcohol use, sexual violence prevention and other student health and lifestyle topics, so why not address mental health directly during new student orientation? Consider sharing mental health information with students during face-to-face orientation sessions to address the importance of mental well-being. Initiating this important conversation on day-one helps to create a compassionate culture that addresses and helps remove the stigma associated with mental illness.

Offer Health Screenings

Another way to counter the stigma around mental health is to encourage students to monitor their mental health the same way they monitor their physical health. To that end, some universities are normalizing mental health checkups by offering free, readily accessible screenings for students. Drexel University’s Recreation Center, for example, has a mental health kiosk where students can “get a checkup from the neck up.” UCLA offers a more formalized screening option — part of an interdisciplinary research project to solve major global health problems. This four-year study called the UCLA Grand Challenge features a 15-minute online assessment during which participants learn if they might have mild to severe anxiety, depression or suicidal thoughts, and then can opt-in to mental health treatment in an interactive online program called This Way Up.

Introduce Campus-Wide Initiatives

Colleges are addressing the perceived decline in student resilience in a variety of ways. Florida State University (FSU), for instance, launched an online trauma resilience training tool developed through the Institute of Family Violence Studies and its College of Social Work. The university requires all incoming students to participate in the training that nurtures student strengths and provides coping strategies. Other examples take a more preventive approach to mental health by promoting student resilience throughout the school year, such as Stanford’s Early Life Stress and Resilience Program that features personal storytelling as well as academic skills coaching.

Talk About It

Despite all the resources, students aren’t necessarily verbalizing their own mental health struggles, and many don’t know how to help peers who are lonely, sad or distant. How do they learn to have appropriate conversations? Consider these opportunities:

Over 400 colleges utilize an online simulation program called Kognito that helps students learn how to talk to friends about mental health. Upon entering Kognito’s virtual campus, students learn about mental health from virtual peers and put that education to use when they talk with virtual students in distress within the simulation.
With more than 450 campus chapters, Active Minds is a national organization dedicated to mental health advocacy. In a study by Active Minds, researchers surveyed 1,129 students at 12 universities in California three different times during the school year to assess their involvement with Active Minds and their resulting attitudes and knowledge about mental health. They found that students’ familiarity with Active Minds was linked to a decrease in stigma about mental health issues over time, while involvement with the program was associated with an increase in helping behaviors. The study was published online by the Journal of the American Academy of Child and Adolescent Psychiatry.
The Jed Foundation (JED), in partnership with the American Foundation for Suicide Prevention and the Ad Council, created Seize the Awkward. It helps students start conversations about mental health and offers guides, mental health tips and critical situation resources.

Empower Students

Help students assess their strengths and resilience. By empowering students with increased self-knowledge, they can more adeptly identify problems early and access the appropriate resources. Encourage students to monitor their progress by creating an online portal where they can access tools to promote skill development in the areas of mindfulness, time management and career reflection. Using web-based interventions for students’ self-efficacy has been found to be effective. As an example, FSU has an online portal called the Student Resilience Project that is worth exploring for student development professionals.

Provide Stress Management Resources

Create processes and provide tools for students to improve their ability to manage stress. It’s equally important that students are able to locate these support services where clear communication and helpful tools play a role. Resources may be coaches, advisers and counselors, or peer-to-peer education and skill-building groups. Virtual care and telemental services, like TimelyCare, are also critical for this digitally-savvy student population who want to access on-demand emotional support. The You at College platform is another unique resource for student mental health. After its fall 2015 launch at CSU, 81% of surveyed first-year students said they felt that they were better able to manage their stress.

The Chronicle of Higher Education recently published an article full of creative ideas to help students deal with fear and anxiety during COVID — ideas you can use with your student body. And for even more creative ideas, explore Great Value Colleges to learn how 30 other U.S. colleges are redefining how students improve their physical and mental health. If you’re not already offering telehealth services on your campus, contact TimelyCare to learn how telehealth can support the physical and mental health needs of your students.

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World Heart Day: Heart Health and Wellness Tips for College Students

Alan Dennington, M.D. — Tue, 29 Sep 2020 00:00:00 +0000

Most people don’t relate college students and cardiovascular disease (CVD). However, without intervention, students are at an increased risk of CVD. Various misconceptions exist regarding heart disease in young adults, including that heart disease only affects men and that it’s only caused by an unhealthy lifestyle. In reality, heart disease kills the same proportion of men and women each year. Problems with the heart, even heart attacks and strokes, can occur at any age. For college students adjusting to a new environment and routine, a lack of quality sleep, physical fitness, proper nutrition and heightened stress can all increase the risk for heart disease. So, what steps can college students take to keep their hearts healthy?

Know the Risk Factors and Warning Signs

Recent studies have found that college-age young adults are at a higher risk for heart disease than they may realize, especially as risk factors increase. Findings also indicate that college men are at greater risk than college women, due to lifestyle choices such as the use of tobacco and cannabis. Men are also more likely to overlook risk factors like high blood pressure.

At all ages, smoking, including secondhand smoke, is the most significant contributor to a type of heart disease known as coronary artery disease (CAD) — a buildup of fats, cholesterol and other substances in the artery wall. Even as smoking declines and overall heart attacks are decreasing, heart attacks are rising in young adults under the age of 40. The study by the American College of Cardiology found that the proportion of young adults having heart attacks has been rising by 2% each year for a decade. This silent killer has many risk factors with no signs and symptoms. The warning signs in adults include breathlessness, fatigue, chest pain and weakness or edema (i.e. swelling).

Take Preventative Steps

Though heart disease is difficult to detect, there are still preventative measures that can significantly lower risk factors for college students, including:

Exercise and fitness: Be sure to get at least 30 minutes of moderate exercise every day. Scheduling time for fitness can help you stay consistently active.
Proper nutrition: It’s easy to mindlessly eat or snack, especially while studying for a big exam. However, this can lead to unexpected weight gain and increase risk for heart disease. Use a journal or a nutrition app to keep accountability and appropriately watch your nutrition.
Stress management: Trying to power through tasks while stressed is likely to make you less productive. Take frequent breaks and connect with friends and family to support your mental health.
Sleep and rest: The recommended amount of sleep for a healthy adult is at least seven hours a night. It can be hard with a demanding student schedule, but a good night’s rest can make a big difference in keeping you healthy.

Health Coaching to Prevent Heart Disease

Health Coaching can offer helpful guidance to implement healthy behaviors while on campus, or even if you’re learning remotely. Whether your goal is to lose weight, increase energy or develop better nutrition habits, a health coach takes the time to listen to your concerns and your struggles to make a strategy for moving forward.

TimelyCare’s Health Coaching is available in all 50 states, seven days a week, at no cost to most students enrolled at a TimelyCare campus. This type of support is designed to supplement what many campus wellness programs offer, and empower students to adopt new lifestyle behaviors and prevent chronic diseases — like heart disease.

TimelyCare is focused on improving the health of student populations via telehealth, and Health Coaching supports that goal. Our programs optimize clinic resources and support clinic staff in delivering quality care to the right student at the right time. Contact us to learn how your school can provide Health Coaching on your campus.

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Suicide Prevention Month: Supporting College Students with Depression

Alan Dennington, M.D. — Wed, 09 Sep 2020 18:28:03 +0000

Disclaimer: The following blog is an information resource only. If you or someone you know is in crisis, please contact the National Suicide Prevention Lifeline at 1-800-273-TALK (8355), the Crisis Text Line by texting “HOME” to 741741, or on-demand emotional support resource, like TimelyCare.

The time following high school graduation is a pivotal moment — the excitement of becoming an adult, taking the next steps in life, and for many, starting college. The risk of suicide is the furthest thing from the mind of many college students. Yet, suicide is a leading cause of death among college students in the United States. Suicide is of significant concern for students of color and international students, who are at a disproportionately higher risk. As college students go through an unprecedented, stressful semester due to the global pandemic, it’s critical that students are informed and aware of the warning signs and steps to take if they or someone they know is considering suicide.

It’s not uncommon for some students to struggle with suicidal thoughts and mental health disorders. The additional stress of dealing with a global pandemic has resulted in social isolation, which just adds to the challenges faced by today’s college students. Experts suggest that the key to lowering the rates of death by suicide in young adults is educating students and administrators to recognize suicidal behavior, and to improve support resources for those who are at risk. Fortunately, higher education institutions are often proactive in comprehensive prevention planning to support students with many treatment options and educational resources.

Suicide Warning Signs

Suicidal thoughts don’t normally come out of nowhere. There are many risk factors that can indicate that someone may be considering taking his or her own life. Knowing these warning signs can help students support a friend in a time of need. Research shows that four out of five college students exhibit clear warning signs prior to contemplating or attempting suicide. Five notable warning signs are:

Withdrawing from friends, family and society.
Dramatic changes in mood or personality.
Acting recklessly or engaging in risky activities.
Inability to sleep or sleeping all the time.
Increased use of drugs or alcohol.

Risk Factors for Suicide

According to The Jed Foundation (JED), a number of factors may put a person at increased risk of suicide, including:

A prior suicide attempt.
Prolonged stress.
Isolation.
Recent tragedy.
A serious medical illness or disability.

Feelings of isolation are particularly hard to escape for many students as the COVID-19 pandemic continues, with ongoing social distancing and quarantine measures still in place. Additionally, several schools are continuing remote or hybrid learning models that disconnect students from friends and campus communities. (If you are reading this and feel anxious or lonely, you are not alone!) In fact, 85% of college students say they’re feeling increased stress and anxiety during COVID-19.

“Be alert to your own stress level and that of other students around you,” said Dr. Jan Hall, executive director of mental health for TimelyCare. “Suicidal thinking has become more prevalent since the pandemic. Now is the time to draw close to each other and provide support.”

What to Do if You See Warning Signs

You may be asking what you can do if someone you know is considering suicide or showing warning signs. You can follow these five action steps from the National Suicide Prevention Lifeline:

ASK: Ask the question, “Are you thinking about suicide?” in a direct, unbiased manner. This opens the door to an honest, supportive conversation.
BE THERE: It’s important to be present, whether that is in person, over the phone or via video chat.
KEEP THEM SAFE: If the person has indicated he or she is considering suicide, put time and distance between the person and the chosen method.
HELP THEM CONNECT: Connect the person with support via national hotlines and/or on campus resources, like a counseling center or virtual care through telehealth.
FOLLOW UP: Do whatever you can to follow up and check in with the person — call, text, FaceTime — to see how he or she is doing and if more needs to be done.

“If you are concerned about someone, ask if he or she is having or has had suicidal thoughts,” said Dr. Hall. “If the answer is yes, stay with that person until you get help. If it is you having thoughts of suicide, then call someone — a friend, family member, campus counseling center, RA, campus security or 911. If you have access to an on-demand telehealth service like TimelyCare, you can use it to get immediate support.”

Resources to Support Students

Students struggling with thoughts of suicide can cope with the bad days, find joy, and stay alive by seeking help during times of despair. First and foremost, be kind to yourself and others, and know that feeling broken isn’t bad. We recently shared ideas for college students to help maintain regular self-care and support personal mental health. Having a conversation about mental health might be uncomfortable, but it can make a world of difference to someone in need. Seize The Awkward is a great resource to help get the conversation started. You can also be an advocate for change through Active Minds’ “Your Voice is Your Power” campaign, which provides resources to help students push for a campus culture of caring and support specifically for students of color.

One of the positive outcomes of the pandemic has been the increased accessibility to utilize telehealth for mental health care. TimelyCare supports students with 24/7 mental health support that offers a diverse group of licensed counselors and behavioral health specialists via our TalkNow and Scheduled Counseling features. These services can be used for any kind of emotional support — from test anxiety to crisis situations.

(If you personally are thinking of harming yourself, please get help now by calling 911; going to the nearest emergency room; contacting your local health care provider, campus counseling service or campus security; or using on-demand emotional support resource, like TimelyCare)

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