Pete Blaisdell, Author at TimelyCare

Support for the Health and Well-Being of College Student Veterans

Pete Blaisdell — Fri, 03 Nov 2023 16:05:00 +0000

Nearly three million veterans of the post-9/11 generation have entered higher education after service. These students don’t fit the mold of a traditional 18- to 22-year-old college student—a majority are older than other students, married with children, twice as likely to have a job off-campus, and have considerable life experience before starting postsecondary school. How can colleges and universities tailor support for the health and well-being of college student veterans?

National University student and Marine Corps Veteran Ivy Ramos shares how TimelyCare filled the gap in care for her when she faced a three-month wait time for mental health support.

What are the characteristics of student veterans?

The Institute for Veterans and Military Families (IVMF) estimates veterans make up 3-4% of college students in America. They arrive on campus with global experiences, broad diversity, and a commitment to service. In classrooms, on athletic fields, and in student organizations, student veterans are proving resilient, resourceful, entrepreneurial, and adept at team building. And they’re mature beyond their years, honest, and fiercely loyal to the institution. They generally exercise dynamic leadership abilities tested and proven under the most stressful conditions imaginable.

Student military veterans are a diverse group, as highlighted in the demographics from the Student Veterans’ Association (SVA) Census Survey:

In keeping with overall U.S. population trends, the Pew Research Center reports that the veteran population is expected to become more racially and ethnically diverse. Projections also indicate that the veteran population will become slightly younger, with 33% of veterans being younger than 50 in 2046 compared with 27% in 2021. All of that to say, it’s increasingly important for colleges and universities to consider how to support the health and well-being of college student veterans.

What challenges do veteran students face?

While military experience has led some to academic success, it also presents unique challenges that can negatively impact grades and retention. From feeling 10 to 20 years older than everyone else in the classroom to struggling with physical disabilities, student veterans face different issues than typical students when furthering their education. These problems can be managed with strategic planning. The first step in overcoming these challenges is understanding what they are.

1. Adapting to campus life

Adapting to campus and civilian life after active duty can have a negative impact on GPA. The American College Personnel Association lists contributing factors such as starting school after a break and balancing work, school, and personal responsibilities. Adapting to campus life requires student veterans to adjust to new structures, hierarchies, and expectations. “The experience of cultural incongruence and difficulty with peers and faculty have both been shown to negatively impact academic performance as it affects student veterans’ sense of belonging. This lack of belonging can be particularly true for veterans who do not hold traditionally predominant or privileged identities in the military (white, straight, men) who may feel unseen on campus and may not utilize veteran resources.”

2. Academic Performance

The U.S. Department of Veterans Affairs (VA) reports that student veterans’ perceptions of their potential for academic success are mixed. Some report a readiness for schoolwork that’s heightened by their military experience. Other students have concerns about meeting academic standards. Military courses and training can be quite duty-specific and practical, while college classes and assignments can be more general and abstract. “Student veterans spend more time preparing for classes and talking with instructors outside of class than civilian students do. However, student veterans are less likely to participate in experiential learning opportunities, such as internships or practicums.”

3. Stigma

Despite the availability of mental health and well-being services from providers on campuses across the U.S., seeking mental health support may not feel straightforward for student veterans. Studies show student veterans perceive seeking help for mental health as stigmatized at higher rates than their non-veteran peers. They’re also less likely to believe in medication use for improving mental health. Katherine Street, a mental health provider at TimelyCare is a U.S. Air Force Veteran. She said, “In the military and afterward in college, I recognized that the culture of stoicism and mental health stigma in the military was likely worsening problems among active service and retired military members and veterans.” She adds, “Part of reversing stigma and normalizing mental health care is to ease access to services, so we can meet more veterans on their terms. Virtual care, where veterans can connect with a counselor or participate in other services from their home, is proving to be effective at expanding that access and engagement.”

4. Medical and emotional disabilities

The VA reports that some student veterans deal with physical and emotional disabilities. Nearly two-thirds of all student veterans stated that they have at least one VA disability rating. This means they had a service-connected condition that made them eligible for monthly compensation. Among these students, 75% reported that their disability impacts their educational experience. According to the VA, the two most common physical disabilities for veteran students are:

Musculoskeletal problems (e.g., amputations, joint pain, back pain)
Can cause difficulty sitting for long periods of time, discomfort in using a standard desk, an inability to hold a pen or use a keyboard, the need for frequent medical appointments, side effects from medication, and limited mobility.
Hearing problems (e.g., hearing loss, tinnitus or “ringing” in the ear)
This can mean a veteran needs special seating or equipment, misses conversations, or has difficulty participating in discussions.
Additionally, nearly one-third of student veterans deal with the invisible wounds of war like traumatic brain injury, post-traumatic stress disorder, major depression, or anxiety. These conditions can impact school performance and the ability to concentrate and complete assignments.

5. Mental Health

Government studies to assess mental health symptoms, suicidal ideation/behaviors, and treatment among student veterans found that 14.6% of student vets enrolled in a postsecondary school thought about suicide—with 36.9% screening positive for depression. Data also showed that student veterans have significantly higher rates of suicidal ideation and attempts compared to non-veteran college students. A survey of 483 veterans enrolled at 71 colleges conducted by Inside Higher Ed found:

33% of respondents had suicidal ideation
11% reported self-harm
50% have either been diagnosed or feel they suffer from post-traumatic stress disorder (PTSD)
20% believed they suffer from anxiety and depression
67% experienced moderate to severe anxiety

Additional factors include:

Hesitancy to seek mental health services due to stigma or shame
Previous suicide thoughts or attempts
Access to firearms or other lethal weapons
Feeling misunderstood
Academic problems
Conflicts with roommates and/or peers
Experiencing the loss of a partner, close friend, family member, or dependent

Take proactive measures to support college student veteran's mental health journeys

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What are support services available to Veterans?

Here are resources colleges and universities can make available to support student veteran success:

Veterans Crisis Line
The Veterans Crisis Line provides free confidential crisis support for veterans and their support networks 24/7. Veterans don’t need healthcare coverage to use this service.
National Suicide Prevention Lifeline
This prevention line connects people with counselors via phone or chat. Immediate and emergency services are provided.
Veterans Integration to Academic Leadership (VITAL)
VITAL is a free program offered through the VA to promote academic success among student vets. Counselors support veterans with ongoing treatment of mental health conditions.
Military OneSource
This Department of Defense-backed program provides help for immediate crisis situations and long-term mental health wellness. Resources include 24/7 access to crisis counselors, coping strategies, podcasts, and webinars.
VA Telehealth Services
This VA program connects veterans with doctors and therapists via telehealth, allowing vets to access medical and mental health care quickly from the convenience of their chosen location.
Student Veterans of America
This national organization advocates for veterans’ success in higher education. The organization has 1,500 college chapters nationwide.
Separating from Service: The Mental Health Handbook for Transitioning Veterans
This book considers the veteran as a whole. It provides guidance on factors that impact mental wellness, such as school, work, and personal relationships.
Make the Connection: Real Veterans. Real Stories
This podcast focuses on the mental health challenges of veterans, featuring real-life stories and advice.
JED Foundation and Bob Woodruff Foundation
A training tool that helps campus professionals understand the student veteran perspective, engage with them on campus, and provide the necessary resources to help student veterans succeed.

How can colleges and universities support the mental health of veteran students?

Many of the challenges veterans encounter with college services and health professionals are clear—either the college lacks dedicated staff knowledgeable in veterans’ issues and resources or they lack cultural awareness to interact with veterans appropriately. These issues can be solved by investing in resources, recruiting quality staff, and delivering regular training on veteran culture and service member needs. Inside Higher Ed outlines the following initiatives to address student veterans’ healthcare needs:

Provide an initial intake in the Veteran Reserve Corp (VRC) upon enrollment for all vets each semester and add free mental health screening as a standard component.
Increase access to mental health services within the VRC. Add groups, partnerships, and targeted programs focused on issues such as addiction, PTSD, and building skills and tools for acclimation from military life.
Start prevention and intervention marketing and social media campaigns to address suicidal ideation, how to assess for signs, and where to go.
Develop peer-to-peer mentoring programs that include a buddy system for veterans upon enrollment in your college. Follow up weekly and monthly to assure needs are met and questions are answered.
Build campus outreach programs to address the needs of veterans’ health. Identify campus services and individuals by name rather than just giving veterans a number to call.
Streamline access to support services and enrollment into VA health care, as well as provide advocates to assist and support students in accessing VA appointments and meeting their mental and health concerns.

Find more best practices at Blog.CampusGroups.com and BestColleges.com.

Telehealth can be especially effective with student veterans—it’s fast, easy, and efficient. It eliminates wait times, reduces the stigma of seeking mental and medical care, and is available the moment a student needs care. When students with military backgrounds don’t have to wait days or weeks for a counseling center appointment, they are bound to feel supported, helping them reach their higher education goals.

TimelyCare would like to thank our many veterans on staff for their service. For more information on how mental and physical telehealth for colleges can make a difference in the lives of your student veterans, contact TimelyCare.

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What College Students Really Think About Virtual Health Care

Pete Blaisdell — Wed, 08 Jun 2022 17:40:13 +0000

According to Inside Higher Ed, 85% of college students said they were experiencing increased stress and anxiety due to the COVID-19 pandemic. And 53% of first-year students reported a substantial increase in mental and emotional exhaustion. Colleges and universities added virtual counseling to their mental health resources in response to the increased need for services. But the question is, how do college students feel about using virtual healthcare?

The growth of virtual health care in higher education

Ten percent of colleges offered virtual mental health services in 2016, compared to 59% in 2018. The rate of virtual mental health treatment among college students increased from 19% in 2007 to 34% in 2017. From the statistics, it’s clear that telehealth and virtual care options helped address the growing public health need for mental health services on college campuses.

In an annual systematic review published by the Association for the University and College Counseling Center Directors (AUCCCD), over half of college directors reported that they needed more psychiatry clinician services and consultations than they currently had available to meet the needs of all student demographics. And, university presidents expressed the need for more tools providing an assessment of and coping strategies for mental health concerns among students.

Online platforms for medical and mental health services are quickly becoming the solution for expanding healthcare services—and with good reason. PubMed studies show that virtual health can effectively treat depression, anxiety, sleep, stress, alcohol use disorders, PTSD, and eating disorders in college and university students. It’s been used by undergraduate students through various platforms – including, but not limited to phone apps, online modules, and text messaging.

Since the coronavirus disease started to impact the world in December 2019, virtual health and well-being solutions have been especially important, given school closures and the shift to online learning, social distancing, and the risks of in-person visits. The COVID-19 outbreak caused a rapid shift toward telehealth— despite problematic government licensing restrictions for medical providers, healthcare professionals, psychologists, and psychiatrists in providing medical care and psychotherapy across state lines.

According to an Active Minds meta-analysis of 2,086 college students, 80% of college students reported that COVID-19 negatively affected their mental health, and 85% said they had difficulty focusing on school and work. Fifty-five percent of students reported that they wouldn’t know where to go if they or someone they knew with mental health issues needed professional mental health services right away.

Virtual mental health has the potential not only to deliver the care needed by college students during a global pandemic, but to also play a prominent role in serving college students in the future.

How virtual health care fills a gap in care for college students

Recent findings indicate students view telehealth and telemedicine services as a convenient and flexible alternative to face-to-face healthcare. It eliminates the concern students have about:

Coordinating schedules for an appointment.
Being on waitlists for days, weeks, or months for care.
The need to travel to a clinic for care.

And college students who use telehealth services found virtual support to be consistently available at their convenience. Students who take advantage of virtual care options, students can benefit by avoiding costs for:

Transportation
Childcare
Missed work

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 use a smartphone regularly for social media, e-learning, medical education, and other needs. Not surprisingly, students report the convenience, acceptability, and usability of mobile phone apps for mental health interventions, including those for mindfulness, drinking cessation, depression, health problems, and anxiety.

Student respondents across a variety of cross-sectional 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 help for mental health issues. This is an obstacle, particularly for minority students, who are less likely than caucasian students to utilize mental health services from primary care professionals despite experiencing similar or elevated rates of markers of mental illness such as suicidality, suicide attempt, or self-harm.

Telehealth and virtual care services can also provide college students with a sense of ownership over their psychological struggles. Survey results confirm that higher education learners feel a sense of control over the pace of the intervention and appreciate the casual nature in which they can receive help compared to seeking help at a counseling center.

The benefits of telehealth are clear to students. It’s fast, easy, and efficient. All that’s needed is a phone or internet connection to connect to care. It eliminates wait times, reduces the stigma of seeking mental and medical care, and perhaps most importantly, is available the moment a student needs care – often in just minutes. When students don’t have to wait days or weeks for a counseling center or medical clinic appointment, there is a positive effect on campus health and well-being.

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A virtual health and well-being solution helps students easily get the help they need, on their own time, all from their phone, tablet, or computer.

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Virtual health care’s impact on colleges and universities

The health of a college or university is directly related to the success of its students and the long-term viability of the institution. When care is easy and accessible, students are empowered to take control of their mental health and physical well-being. Here are five potential benefits telehealth can have on your campus:

1. Care 24/7/365

For campuses that already have healthcare services, telehealth and virtual care options provide 24/7/365 access that extends beyond business hours. “With 24/7 access to mental health resources, students can still access a supportive, knowledgeable provider even when the counseling center is closed,” said Dr. Jan Hall, TimelyCare director of curriculum development and complex manager. “At the end of the day, into the night, and even on weekends, students can receive emotional support for any need, including critical situations. The flexibility of virtual care enables students to get support anytime and anywhere, which is particularly beneficial if the student is not on campus.”

2. Increase care offerings to students

For the more than 20% of higher education institutions that don’t offer health services, telehealth and virtual care options can serve as the primary source of healthcare for students. If a student requires in-person care for student mental health care needs, a provider can refer the student to the appropriate facility based on the institution’s protocols.

3. Helps decrease overwhelmed in-person health care options

Telehealth and virtual care services accommodate surges in patient volume and can allow health centers to handle an influx by remotely accessing an expanded network of licensed, board-certified physicians, nurse practitioners, physician assistants, licensed counselors, and behavioral health specialists.

4. Reduces, or eliminates, health care costs for students

Telehealth and virtual care solutions vary, but TimelyCare’s partnerships with colleges and universities enable students to access no-cost physical and mental health visits, which removes financial and/or insurance worries.

5. Cost-effective for higher education

As budgets get tighter, higher education decision-makers are looking at how to efficiently and effectively allocate resources. Virtual health and well-being solutions provide efficient, cost-effective access that optimizes existing healthcare resources to provide care for students when and where they need it.

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 study of data collected from 650 telehealth patients confirms telehealth can expand care while reducing costs. The study is only the latest in a growing body of evidence that shows one of the value propositions of telehealth for students’ experience is a cost reduction in conjunction with simultaneous growth in patient access to needed care and support systems.

The impact of COVID-19 illuminated the efficacy of telehealth for learning environments 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 is essential for the short-term and long-term delivery of healthcare. Virtual care is a reliable, long-term solution to providing both medical and mental health care for your students—even beyond the COVID-19 pandemic.

How to meet student demand for virtual health care

With its around-the-clock campus health and counseling center resources, TimelyCare provides complete clinical care, advanced technology and expert guidance to improve student physical and mental health. And TimelyCare’s higher education experience enables it to partner with all types of institutions – from public universities and community colleges to faith-based and medical schools. With licensed providers in all 50 states, and unlimited, no-cost telehealth options, there’s no hassle over the limitations of traditional health insurance.

TimelyCare simplifies student access to quality medical and mental health care. With a diverse network of health and wellness professionals, TimelyCare’s virtual health and well-being solution makes it easier for students to care for and receive a complete care experience. Contact us to learn how virtual care can support your students.

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Faculty Support of Student Health and Well-Being

Pete Blaisdell — Mon, 20 Sep 2021 15:46:32 +0000

New research shows eight out of 10 professors had one-on-one conversations with students about mental health during the last 12 months. But, less than 30% of faculty members were trained by their institutions for such discussions, showing the need for improvement in faculty responses to student mental health issues. So, how can higher ed faculty be better equipped to support student mental health and well-being?

A recent survey conducted by Mary Christie Institute and Boston University School of Public Health (with responses from 1,700 faculty members at 12 colleges with enrollment ranging from 2,000 to 20,000 students) revealed that faculty members with four to six years of experience are most comfortable discussing mental health issues with students. Faculty members with 10 to 15 years of experience are the least comfortable. The survey also revealed that 42% of professors with one year of experience agree that they’re aware of the mental health services at their institutions, compared with 80% of faculty with 15 or more years of experience.

Simply put, faculty members need more awareness of campus mental health resources and more training in how to respond to students experiencing mental health concerns or emotional distress — especially faculty who have been in the profession longer.

What training should faculty receive to support student mental health?

The Mary Christie Institute and Boston University survey confirms that faculty mental health gatekeeper training is needed. Gatekeeper training is defined as “programs designed to enhance an individual’s skills to recognize signs of emotional distress in other people and refer them to appropriate resources.” Unfortunately, only 29% of faculty have participated in any program like this. But the good news is three out of four faculty members welcome professional development on the topic of students’ mental health. In fact, 61% believe it should be mandatory.

One such program, Question, Persuade, and Refer (QPR) gatekeeper training for suicide prevention, is an educational program designed to teach gatekeepers the warning signs of a suicide crisis and how to respond.

The process follows three steps:

Question the individual’s desire or intent regarding suicide.
Persuade the person to seek and accept help.
Refer the person to appropriate resources.

Faculty who complete QPR gatekeeper training improve their ability to identify when a student’s behavior or appearance is a sign of psychological distress, discuss the concern with a student, motivate a student to seek help, and discuss a referral to student health services and mental health support services.

In a panel discussion moderated by The Chronicle of Higher Education, Anna Gonzalez, vice president for student affairs at Harvey Mudd College, shared her institution’s approach to wellness and student engagement after shifting to online learning during the coronavirus pandemic. Harvey Mudd College, part of The Claremont Colleges consortium, pivoted quickly to provide access to telehealth services through TimelyCare. The school also used online student activities, direct outreach to individual students, and QPR gatekeeper suicide prevention training, which helped faculty identify at-risk students, understand the right questions to ask, and get the students connected to the right resources.

“Often times when students say, ’I’m so stressed,’ we’ve forgotten to ask students why they’re stressed,” said Gonzales. “It could be that they have a lot of homework, or maybe they haven’t slept in two days. Why is that?

“In those situations, a student would typically be connected to an in-person health care provider or counseling services, but because of the pandemic, that isn’t possible,” said Gonzalez. “As a community-based outreach program, QPR allows the institution to identify at-risk students both in and out of the classroom for that first-moment triage to the right resource.”

Additional gatekeeper training available for college and university educators includes At-Risk for University and College Faculty by Kognito and Mental Health First Aid.

Best practices for helping students, established by faculty during the pandemic

If COVID-19 taught higher education anything, it’s that faculty and staff members play an important role in creating learning environments that support student health and well-being, decrease anxiety, increase learning, and encourage help-seeking behavior.

Here are four best practices established by faculty to support college students:

1. Include a statement on mental health in the syllabus

Students find it helpful when faculty include a statement on mental health care in their course syllabi. It sets expectations, normalizes the need to seek help, and emphasizes the link between mental health and academic success. Including information for campus community resources, health centers, and national helplines like the Suicide Prevention Lifeline (1-800-273-TALK), Crisis Text Line (text 741741), and The Trevor Project to support LGBTQ youth, further removes barriers between students and support services.

2. Be open about your own struggles

Students need role models to learn how to cope with challenges and to recognize that seeking help is a sign of strength. When faculty members share their own experiences about struggles, failures, successes, and coping strategies, it fosters a climate that supports mental well-being. Some colleges and universities created programs to encourage faculty to speak out. For example, the Story of Failure initiative at Tulane University encourages students, staff, faculty, and alumni to share their own personal stories of failure and resilience. The project combines storytelling, events, programs, and academic skills coaching to motivate and support students as they experience setbacks that are a normal part of a rigorous education. These stories highlight for students that the road to meaningful and productive lives is often messy, frightening, uncertain, and unpredictable, but worthwhile with perseverance.

3. Establish class conditions that promote well-being, social connectedness, and a growth mindset

For example, faculty know that sleep is important to mental health and a small change to deadlines can reinforce good sleep habits. Coursework assignments can be due by 5:00 p.m., instead of midnight or 9:00 a.m. Of course, this change doesn’t guarantee students get the sleep they need, but faculty can avoid signaling an expectation that work should be done into the late hours of the night. Many institutions provide educators a growing set of resources to foster conditions for well-being in class. The University of Texas at Austin’s Well-being in Learning Environments guidebook is a good example.

4. Recognize, respond, and refer students in distress

In addition to gaining the skills and knowledge to recognize and respond to students in distress, faculty members increasingly understand the importance of being familiar with the mental health resources available at their institutions — as well as the appropriate mechanisms for raising the alert regarding students about whom they’re concerned. Institutions that train faculty and staff on student mental health protocols will be better prepared to support campus health and well-being.

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The signs that a student may need mental health support

Faculty must not only learn the signs that a student may need support, but be observant in the classroom environment, whether it is in-person or virtual.

Academic signs of a student in distress

Repeated class absences, tardiness, frequently missed appointments
Repeated requests for unusual accommodations for papers, exams, or classwork
Submission of papers that have themes of hopelessness, despair, paranoia, and/or anger
Decline in academic performance

Physical and psychological signs of a student in distress

Increase or decrease in weight
Deterioration in personal hygiene
Anxiety or panic such as sweating, hyperventilating, the need to flee from the classroom or office
Alcohol or drug use, slurred or garbled speech, dilated or bloodshot eyes, the smell of alcohol
Poor concentration or low motivation in class
Change in energy level behavior that is inappropriate for a classroom (e.g., aggressive, irritable, abrasive, crying, euphoria, non-stop talking)

Other signs of a student in distress

Disclosure of problems with family, peers, significant other, or a recent personal loss
Written or verbal statements that indicate hopelessness, depression, preoccupation with death or violence
Reference to harming, cutting, or burning oneself
Isolation from peers, faculty, or staff
Peers express concern about a student

The toll on faculty mental health

Nearly half of faculty feel that their institution should invest more in supporting faculty mental health and well-being, according to The Boston University survey. Within this group, almost 10% screened positive for symptoms of major depression, and over 20% agree that supporting students in mental and emotional distress has taken a toll on their own mental health.

The unfortunate reality is that faculty members are struggling, and institutional leadership must do better to support faculty as they communicate with students about their mental health. At a minimum, institutions should provide faculty with more training and resources on student mental health issues.

What can faculty do to protect their own mental health? Talking helps, as well as valuing self-care . Like the safety videos on commercial airlines say, faculty must secure their own oxygen masks by taking care of their own mental health before they assist the young people in their classes. But, what tools and resources are available for those on your campus that need support?

How telehealth supports faculty as they support students

As colleges and universities head into another academic year, faculty must be prepared to help students thrive. With that in mind, TimelyCare offers faculty and staff support in getting students connected to the right resources at the right time.

For TimelyCare campuses, faculty and staff can contact TimelyCare when they’re concerned about a student’s well-being, failing grades, or declining engagement. A mental health provider will collaborate with the staff or faculty member to develop a strategy for connecting the student to support services.

TimelyCare is committed to providing faculty and staff with the guidance they need to navigate whatever challenges may arise. Contact TimelyCare to explore how telehealth can support campus well-being.

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Why Telehealth for Colleges and Universities is the Right Choice

Pete Blaisdell — Thu, 29 Apr 2021 15:00:52 +0000

The prevalence of mental health problems among college students is increasing. According to a new report by the Student Experience in the Research University Consortium (SERU), about one-third of undergraduate, graduate, and professional school students screened during the summer were found to have depression or anxiety, which is a higher rate than in years past. Students also say COVID-19 has made it harder to access mental health services. Here are the facts that higher education leaders need to make sound decisions about telehealth for colleges.

College student populations are prone to stress, anxiety, and depression. The strain of living away from home for the first time, forming new relationships with peers and teachers, and academic concerns can feel overwhelming. Additionally, the mental health crisis at colleges and universities has gone from bad to worse due to COVID-19. The Centers for Disease Control and Prevention (CDC) reports 1 in 4 people ages 18 to 24 “seriously considered suicide” in the last 30 days. While college students are at a lower risk of experiencing serious symptoms caused by COVID-19, they are at disproportionately high risk for suicide.

Making matters worse, students with mental health issues aren’t always comfortable asking for help or they may not have the resources to afford in-person counseling sessions. Combine that with a shortage of healthcare providers, and higher education leaders are pressed to find new ways to support students.

What COVID-19 did for telehealth services

The college experience changed dramatically as a result of COVID-19, making telehealth more accessible than ever before. Of course, the continued broad adoption of telehealth is impacted by government policies implemented at the start of the pandemic when the federal Medicare program and private insurers loosened restrictions limiting the use of virtual healthcare services. But there are indicators this legislation will remain lax going forward. In a joint letter to Congressional leaders, the American Telemedicine Association (ATA) and a host of telehealth industry groups urged Congress to keep the relaxed changes in place after the national health emergency is declared over.

Telehealth won’t be the only way to access care in the future, but it’s becoming more commonplace. By some estimates, nearly 25% of all care in the future could be delivered remotely. The U.S. telehealth market reached around $10 billion in 2020 with an 80% year-over-year growth due to COVID-19. What’s more, the telehealth market is predicted to exceed $175 billion by 2026, suggesting that telehealth services will continue to be implemented for more populations, including college students.

The Coronavirus Aid, Relief and Economic Security Act (CARES) made telehealth more accessible than ever before. And in the past year, higher education professionals have learned much about telehealth and what it could mean for college students. As the impact of COVID-19 continues, the CDC advised, “leveraging telemedicine technologies and self-assessment tools to prevent further spread and help flatten the curve.” Telehealth can play a vital role in helping colleges return to some sense of normalcy, while providing enhanced access to high-quality, on-demand healthcare services.

How Generation Z engages with healthcare technology

Young adults born between 1995 and 2012 are gaining a more prominent voice in healthcare, prompting organizations — as well as colleges and universities — to adapt to new healthcare experiences. This segment of the population known as Generation Z accounts for 61 million new employees in the workforce. Here are three things to know about Gen Z’s attitudes toward virtual healthcare:

1. Gen Z is comfortable with telehealth services

Among millennials, Gen X, baby boomers, and the silent generation, Gen Z is most likely to choose virtual care over in-person experiences — 41% compared to 33% of millennials, 22% of Gen X, 9% of baby boomers, and 7% of the silent generation.

2. Gen Z is most likely to try virtual care

Gen Z feels most comfortable with participating in telehealth visits from tech or social media companies and retail brands. Nearly half of Gen Z said they would try virtual care from a tech company, and over one-third would try virtual care from a retail brand.

3. Gen Z wants more tech integrations in the patient experience

Because Gen Z is comfortable with digital healthcare, hospitals and health systems have tried new efforts to keep them engaged. For example, Boston Children’s Hospital rolled out interactive screens in its lobby and installed Amazon Alexa devices in inpatient rooms to create a personalized experience.

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Telehealth complements higher education’s resources

The results of the American Council on Education’s (ACE) latest Pulse Point Survey of 268 college and university presidents show higher ed leaders are increasingly concerned about the mental health of their students. Nearly 70% of presidents identified student mental health among their most pressing issues compared to 53% in the last survey. To support the mental health and well-being of their campus community, nearly 6 out of 10 college presidents report that their institutions have “invested in virtual or teletherapy services.”

Here are a few examples of how telehealth can complement college and university resources:

1. 24/7/365 accessibility

For campuses that already have healthcare services, telehealth offers 24/7/365 access that extends beyond business hours. “With 24/7 access to mental health resources, students can still access a supportive, knowledgeable provider even when the counseling center is closed,” said Dr. Jan Hall, TimelyCare executive director of mental health. “At the end of the day, into the night, and even on weekends, students can receive emotional support for any need, including critical situations. The flexibility of telehealth enables students to get support anytime and anywhere, which is particularly beneficial if the student is not on campus.”

2. Consistent care that fills gaps

For the more than 20% of higher education institutions that do not offer health services, telehealth can serve as the primary source of healthcare for students. If a student requires in-person care for health care needs, a medical or mental health provider is able to provide referrals to the appropriate facility or resource based on the institution’s protocols.

3. Patient volume management

Telehealth services accommodate surges in patient volume and can allow health centers to handle an influx of patients by remotely accessing an expanded network of licensed, board-certified physicians, nurse practitioners, physician assistants, licensed counselors, and behavioral health specialists.

4. No-cost visits

Telehealth services vary, but some partnerships like the ones with TimelyCare enable students to access no-cost medical and mental health visits, which removes financial and/or insurance worries.

5. Cost-effective resources

As budgets get tighter in higher education, decision-makers have to move beyond simply cutting budgets to looking at efficiently and effectively allocating resources. Telehealth provides efficient, cost-effective access that optimizes existing healthcare resources to provide care for students when and where they need it.

In this case study, you can see how California community colleges used telehealth to care for the needs of students when medical and counseling services weren’t available.

Telehealth increases access to care to help improve student outcomes

The connection between mental health issues and student retention has implications for the economic wellness of students and institutions alike. Specifically, the negative effects of mental health problems on student retention suggest that institutional investments in student mental health are likely to positively impact tuition revenues for institutions and the number of students who are retained and graduate.

Despite this fact, higher education leaders have given less attention to student mental health than to other comparable factors known to affect college student retention, including financial stress, social connectedness, sense of belonging, and academic preparedness. Results show that across all types of campuses, students with mental health problems are twice as likely to leave an institution without graduating. So, improving student mental health can improve academic performance, persistence, and graduation rates. Investing in student mental health makes both academic and economic sense for higher education institutions.

To help campus leaders advocate for additional investments in student mental health, the Healthy Minds Network created the Return-on-Investment (ROI) Calculator. The online ROI Calculator has parameters that can be customized with institutional details, including population size, retention rate, and prevalence of depression. Using these parameters, the ROI Calculator estimates the expected return on new investment in student health. These estimates show the tuition dollars retained as a result of averting mental health-related drop-outs, demonstrating the economic benefits of investing in student health.

Helping students manage stress will help improve student outcomes

College students are ready to use a telehealth program as a mental health resource. In a recent study of college students by TimelyCare, 75% of students said they’re open to utilizing telehealth to receive mental health care. And 20% of students shared that they “definitely would” consider using telehealth for mental health support. Of the students who had previously used telehealth services, 65% reported that they were “satisfied” or “very satisfied” with their experiences using telehealth.

Care delivered through telehealth is fast, easy, and efficient. It eliminates wait times, reduces the stigma of seeking mental, and medical care, and is available the moment a student needs care. When students don’t have to wait days or weeks for a counseling center appointment, there is bound to be a positive effect on campus health and wellness. And prospective students are evaluating mental health services at schools as a differentiator, which impacts enrollment.

Contact TimelyCare to learn how mental and physical telehealth for colleges can make a difference in the lives of your students.

The post Why Telehealth for Colleges and Universities is the Right Choice appeared first on TimelyCare.

Faculty on the Front Lines of Student Mental Health

Pete Blaisdell — Tue, 19 Jan 2021 15:19:00 +0000

You know better than most that the students in your college classrooms today are more anxious and overwhelmed than ever. Statistics back up this claim. According to the American College Health Association (ACHA), about 60% of respondents felt overwhelming anxiety, while 40% experienced depression so severe they had difficulty functioning. A Pennsylvania State University study noted that demand for campus mental health services spiked by 30 to 40% during a period that saw only a 5% increase in enrollment.

Mood disturbances represent only some of the prevalent mental health issues experienced by college students. Others include serious problems like suicide, eating disorders and addiction. Mental health professionals stress the importance of talking about such issues, but students tend to consider the more minor mood disturbances a normal part of college life. In other cases, they may lack the time, energy, will and/or money to seek the support they need.

To their credit, colleges across the U.S. are responding with a broad range of awareness campaigns, expanded counseling services, and cultivating training and peer support. It’s clear that counseling centers alone are not enough. In fact, the average university has one professional counselor for every 1,737 students. “It’s a very different job than it was 10 years ago,” says Lisa Adams Somerlot, President of the American College Counseling Association.

Now it’s time for those who already play a vital role in the development of students — those of you who are professors — to get even more involved.

Of course, there are limits to what you can do, as well as the support you can offer to students who talk to you about problems with their mental health. Some of these limits will be set by college administrators and others will be legal limitations around confidentiality. Faculty members are not trained counsellors and psychiatrists. So, while it can be hard to avoid giving advice or getting overly involved with a struggling student, it is important not to cross into areas where you have little to no training. Find out exactly what your college expects of you and the processes it has in place to support students with mental health issues. It is important not to offer help that is beyond your role and to be clear with the student about your boundaries.

That said, faculty are in a position to witness the demeanor of students, week in and week out. You are in a position to spot rising absenteeism and declining performance, to recognize signs that a student is struggling or that something isn’t right. And you often have a critical role in a student’s feelings of self-worth.

Many faculty members are happy to embrace this additional responsibility, even though spotting personal struggles and taking action isn’t usually in the job description. And, intervening doesn’t come easily. But here’s the reality: the classroom is the one place every student shows up, whether it’s in-person or virtual, and it might well be the place where we can turn the tide of mental health on campus.

Preparation can help, and most colleges are offering just that. For example, the University of Michigan publishes online advice to faculty, covering dozens of common student mental health scenarios and how to handle them. The university also invites faculty to consult, one on one, with a professional counselor for additional guidance. At Georgia Tech, a new guide to identifying and dealing with a student in distress went out to all faculty members at the beginning of the fall semester. The University of Colorado Boulder trains faculty to support student resiliency and has developed a values statement that clearly communicates to students that the faculty and staff are there for them.

Discover how telehealth creates a supportive campus

Access to virtual care means a healthier, happier campus

Learn more about telehealth

TimelyCare suggests all campuses embrace these sorts of ideas. Here are a few ways colleges and universities can engage faculty in this crucial effort:

Encourage faculty members to build skills through training programs.

The program Question. Persuade. Refer. (QPR) prepares participants to recognize the warning signs of suicide, to know how to offer hope, and to get help for the person in crisis. At Georgia Tech, QPR, as well as other training, is available anytime by request to departments or schools and to the entire campus community several times each semester through the Tech Ends Suicide Together initiative.

Talk about student mental health at new faculty orientation.

Such a dialogue provides initial guidance on what faculty may experience in the classroom and what resources are available to them. The University of Connecticut created the Connection Is Prevention program to help new faculty understand the continuum of student distress, spot students in trouble, and respond.

Continue the conversation through faculty mentoring programs.

The University of Michigan – Dearborn has a robust program in which seasoned professors provide guidance and counsel to less experienced faculty on a wide range of topics, including student mental health issues and best practices for mentoring sessions that includes discussions about teaching issues and advising students.

Remove disincentives that prevent faculty members from taking an active role.

Some faculty members are uncomfortable adding a mental health dimension to their classrooms. Leaders must continue to raise awareness among their colleagues and provide resources that reduce these friction points. For example, the University of Wisconsin Madison provides faculty with a syllabus statement about mental health as well as sample emails and tips for talking about suicide in the classroom.

While professors cannot and should not take on the full responsibility for fixing what some believe has become a national epidemic, it’s critical that faculty — the integral individuals at the front of the classroom — join existing efforts to improve student well-being and be involved in creating new ones. We encourage faculty to make student mental health a priority and to implement programs and tactics that engage their peers in the essential work of helping students thrive.

TimelyCare is doing just that, and we’re committed to finding new and innovative ways to care for student health and wellness. Our mission is to improve the well-being of college students by making virtual medical and mental health care accessible anytime, anywhere, and we’re proud to come alongside colleges and universities to help support their students. If you’re interested in learning how telehealth can help your campus thrive, let’s get the conversation started.

Faculty play an influential role in helping students cope with the rigors of education and achieve their full potential. This capitalizes on the talent within campuses and strategically brings together every resource for the common good.

Together, we can make a positive difference in student well-being.

The post Faculty on the Front Lines of Student Mental Health appeared first on TimelyCare.

Student Suicide Prevention on College Campuses

Pete Blaisdell — Tue, 22 Sep 2020 14:40:48 +0000

It’s no secret that student mental health is a top concern for many in higher ed leadership. Research from TimelyCare has found that student stress and anxiety is high, and many parents are concerned about the mental health of their students. Another recent student survey discovered that 35% of undergraduate students screened positive for major depressive disorder. Additionally, suicidal ideation is on the rise for the age group (18-24) that includes college students, according to research by the CDC. Almost a quarter (23%) of college students indicated that they know someone with suicidal thoughts since the COVID-19 pandemic started. The same survey found that 5% of the students said they had attempted to die by suicide. Clearly, this is a critical moment for colleges and universities to pause and examine what steps are being taken and what could be added to support student mental health and suicide prevention.

What Schools Can Do Now

“Given the uncertainty and continuing stress for the college community, higher education leaders need to develop proactive plans to address mental health concerns like suicidal ideation,” said Dr. Jan Hall, Executive Director of Mental Health for TimelyCare.

Organizations like EDC and The Jed Foundation (JED) offer recommendations on suicide prevention among college students:

1. Assess student needs.

According to JED, screening for depression, suicidal risk factors and suicidal ideation can be a part of every visit — not just mental health visits — for college health and counseling centers. This could take the form of questions asked by a provider or an intake survey before a visit starts. These questions help to gauge how a student is feeling, assess mental health concerns and determine the best course of support. College health and counseling centers can use this data to identify at-risk students, as well as what may be causing mental health distress on campus. Additionally, this data can be vital in making the case for additional investment in counseling and mental health services.

2. Create a comprehensive plan.

Suicide prevention for colleges and universities must address every aspect of suidical ideation — from student assessment and care, to follow up treatment and campus wellness, as well as education programs. Step one is student awareness of campus mental health resources, especially as recent data suggests that a majority of students (55%) don’t know where to go for mental health support. If a student has risk factors for suicide, it is essential that follow up care, information and resources are provided following a medical or mental health visit. Coordination between medical and mental health providers in these instances helps to ensure that no at-risk student is overlooked or missed.

Higher ed institutions can promote life skills, social connectedness and better mental health through campus wellness and education programs, such as:

Suicide prevention training for students, faculty and staff to ensure they are able to support an individual in distress.
Campus awareness campaigns to reduce the stigma of seeking mental health care, especially in critical situations. These types of campaigns help to develop a supportive community where students feel comfortable seeking mental health care.
Prescription drop boxes for unused medications.
Mental health services that are not only available on campus, but also 24/7/365 virtually to encourage students who may not feel comfortable with in-person counseling, or who may need after-hours care.
Health coaching to promote healthy lifestyle behaviors to improve mental health.

If your campus does not have a comprehensive mental health program that addresses suicide prevention, JED offers a comprehensive approach and support for colleges and universities across the country.

“When creating a plan, it’s important that campuses make mental health resources easy to access, 24/7/365,” said Dr. Hall. “Students need to know where to get help before they need it. This includes on-campus counseling centers, phone numbers, websites or apps that the institution offers for support.”

3. Develop clear protocols.

In the event of a student in a critical situation, time is of the essence. This makes it essential that schools have clear protocols for a student who is in crisis or hospitalized. According to EDC, “protocols can help counselors, medical staff, and school leadership act quickly” and know what procedures to follow. This includes considerations for:

Collaboration with external partners like hospitals for student care.
Who to contact on campus in the event of an emergency.
Processes for notifying family members of the situation.
How to transport a student for medical or behavioral support.
Procedure for involving campus security or local police, if necessary.

“TimelyCare’s mental health providers conduct a brief screening to determine if the student is in crisis — if the student is having suicidal and/or homicidal ideation and has intent and/or means to carry these ideas out,” said Dr. Hall. “In collaboration with the student, the provider matches the care to the level of concern expressed by the student. TimelyCare providers are trained to address critical situations and follow protocols put in place by our partner institutions.”

Colleges and universities must also consider protocols if a student dies by suicide. This postvention guide for campuses is a helpful resource to make sure a plan is in place.

Prioritize Student Mental Health

Suicide Prevention Month is a good time for schools to update policies and procedures as necessary, while evaluating what more could be done to support student mental health. Critical situations involving students can happen anytime and anywhere, which makes it imperative that students are informed about the resources available to them. Research published by the National Institutes of Health stated that “one out of every five suicides among college students occur the same day they are having a life crisis.” Students need resources that meet them where they are, in their moment of need. This is why access to 24/7/365 mental health resources like telehealth services can make a real impact in the lives of students. After-hours, virtual care brings mental health care directly to the student in just seconds.

“Telehealth enables students to have 24/7 access to care,” said Dr. Hall. “Programs like TimelyCare are an important piece of a comprehensive suicide prevention plan because telehealth provides easy access to emotional support when and where students need it.”

Contact TimelyCare to learn how on-demand mental health care can improve the health and wellness of your campus.

The post Student Suicide Prevention on College Campuses appeared first on TimelyCare.

3 Ways Higher Education Can Prioritize Student Mental Health

Pete Blaisdell — Thu, 20 Aug 2020 17:06:49 +0000

The list of college campuses that are reversing course on returning to fully in-person classes continues to grow. As a recent TimelyCare survey revealed, the top causes of stress and anxiety for college students are all related to the uncertainty surrounding the future of their education. With many schools welcoming students back to campus only to be forced to shift to online learning again, this uncertainty is not going away. In fact, 60% of students indicate they are struggling with remote learning. With that in mind, what is the impact on student mental health, and how can higher education institutions prioritize caring for student health and wellness?

Another recent survey conducted by the Centers for Disease Control and Prevention (CDC), discovered that individuals in the traditional age group for college students (18-24) have been hit particularly hard by mental health issues (in comparison to other age groups) during the pandemic.

The most alarming revelation from this CDC survey is that one in four (25.5%) in the 18-24 age group said they had seriously considered suicide in the past 30 days.

Clearly, the student health and wellness is under duress. While student mental health is often listed as a priority or top concern among higher education leaders, it’s critical that your campus take actionable steps to support students now, as the pandemic continues to impact schools across the country. Active Minds recently shared its position statements on recommendations for how to do this. Use these three key highlights to inform the steps your campus takes next.

1. Drive innovation in mental health services.

The status quo in mental health services is not enough. While the stigma of seeking support is diminishing, many students still don’t feel comfortable with seeking support through traditional methods. Suggestions from Active Minds include offering:

Discussion and support groups.
Continued telehealth and other technology-based options.
Peer support.
Education and programming that normalizes post-pandemic and racism-related grief and the recovery process.
Student-driven reflection activities.
Self-care practices.
Proactive, positive mental health techniques.

If your campus needs assistance in creating a comprehensive strategy for campus mental health, one place to start is The Jed Foundation (JED). This organization offers programs with proven results to create positive system changes that support and protect student mental health.

2. Don’t forget about staff and faculty.

As mentioned before, higher education faculty and staff are on the frontlines of student care. So, training is critical to ensure that faculty and staff understand how to recognize the signs of mental health issues and can triage students to the appropriate resources. However, another consideration is the health and wellness of your entire campus, including staff and faculty. The stressors of a school year and supporting students are only magnified under the pressure of remote learning.

What resources are available to support this population of your campus? How are expectations being adjusted to ease pressure? Active Minds noted that campus mental health professionals are in a difficult situation, managing an increased demand for services. Be sure that when your campus is planning for mental health resources that the entire campus population has the resources it needs to be successful and feel supported.

3. Continue to enhance access to care through telehealth.

In an interview with Inside Higher Ed, Andrew Lee, president of the American College Counseling Association, said that “continuing telehealth options for counseling will be important as the pandemic continues.” Similarly, in its position statement, Active Minds recommends that colleges and universities “maintain telehealth services and widely promote them.” TimelyCare’s survey of college students found that 75% of students are open to utilizing telehealth to receive mental health care. In fact, 20% of students indicated they “definitely would” consider using telehealth for mental health support. Of the students who had used telehealth recently for care, 65% reported high satisfaction levels with the telehealth experience.

As TimelyCare CEO Luke Hejl said in Politico, “We will see long-lasting positive effects of telehealth services, particularly mental health. [This pandemic] has forever changed human and student behavior to think through the lens of immediate access to medical and mental health care.” With students again being forced into remote learning, communication with students about how to access resources is key. In the spring, 55% of students reported not knowing where to go for care. That number must dramatically increase, and telehealth is an easy, effective way to enhance access to care.

If your campus is exploring innovative mental health solutions to meet the needs of your students, contact us to learn how telehealth meets your students wherever they are, with the care they need.

The post 3 Ways Higher Education Can Prioritize Student Mental Health appeared first on TimelyCare.

[Self-Assessment Quiz] How Prepared Is Your Campus for Fall 2020?

Pete Blaisdell — Tue, 04 Aug 2020 19:23:16 +0000

Fall 2020 is predicted to be a challenging season for higher education. For institutions planning to return to in-person learning, a COVID-19 outbreak could cause an immediate shift to an online-only or hybrid format. Is your campus ready for online learning? The following self-assessment quiz is designed to determine the preparedness of your campus.

After you complete the survey, be sure to check what your score says about your campus.

What Your Score Says About Your Campus

Score: Less than 60%

It is likely that your campus is in the early stages of planning for a hybrid or online-only learning model. Have you considered a medical and mental telehealth solution for your students if they are required to leave campus due to COVID-19? Take a look at our COVID-19 Resource Guide for Higher Ed for additional considerations.

Score: 61-79%

Your campus has best practices in place, but may need to consider additional options. Consider engaging with student leaders to discuss ideas related to maintaining engagement in student groups and activities while online.

Score: 80% and above

Your campus is well prepared! You have put thoughtful effort into developing best practices to ensure your students remain engaged and have the best possible opportunities to continue their learning with minimal disruptions.

About TimelyMD

Focused on improving the health of student populations, TimelyMD offers universities and colleges a comprehensive, custom program centered around telehealth. TimelyMD’s campus-wide solution gives students one point of contact–anytime, anywhere–to get quality care and immediate treatment for medical or mental health concerns from board certified physicians and licensed counselors. TimelyMD’s telehealth programs optimize clinic resources and support clinic staff in delivering quality care to the right students at the right times.

Our Remote-Learning Best Practice Professional is available now.

The post [Self-Assessment Quiz] How Prepared Is Your Campus for Fall 2020? appeared first on TimelyCare.

TimelyMD Launches ‘Campus.Health’ Telehealth Program for Students

Pete Blaisdell — Mon, 23 Mar 2020 21:57:32 +0000

Due to the impact of COVID-19, colleges and universities across the country have shut down campuses and transitioned to online learning. The necessity of social distancing creates a unique challenge for higher education administrators who need to determine how to best care for students who are away from campus, but need support beyond the digital classroom. In response, TimelyMD has developed “Campus.Health” — an immediate telehealth solution that enables students to access medical and mental health services anytime, anywhere.

Campus.Health is a flexible, short-term telehealth program that provides immediate access to services at a flat rate for college and university campuses, which in turn gives students access to no-cost, unlimited medical and mental health visits.

Details of Campus.Health program:

Eight to 24-week (or more) telehealth program (depending on campus needs)
Minimum program length of eight weeks
Includes unlimited Medical and TalkNow (mental health) visits
No-cost visits for students
Flat-rate program for colleges or universities
Free visits available through a code the student will use at the time of care
Program can be operational for students within 24 hours

“Campus.Health allows universities to provide immediate access to their students on and off campus, while allowing them to maintain social distancing,” said Alan Dennington, chief medical officer at TimelyMD. “This can help prevent the spread of COVID-19 on campuses and in the community. Also important is the mental health support and access the students can have from home, which becomes even more pressing as people begin to feel socially isolated.”
In addition to medical services, TimelyMD’s Campus.Health program includes TalkNow to provide mental health support, as anxiety and stress related to campus closures and online classes grows among students.

Telehealth platforms such as TimelyMD have rapidly become the first line of response to have COVID-19 symptoms assessed by a trusted medical provider. More importantly, these platforms enable individuals who may be suffering from unrelated symptoms to seek care without the potential of exposing themselves to others who may have the coronavirus. As COVID-19 continues to spread, the CDC has advised “leveraging telemedicine technologies and self-assessment tools” to prevent further spread and help flatten the curve.

TimelyMD is committed to the needs of students and higher education institutions by providing student-focused, telehealth services. Your campus can gain access to telehealth services via Campus.Health within 24 hours. To learn more about the flat rate and term structure of the Campus.Health program, visit https://timelycare.com/campushealth/ or contact us.

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