Colleges in Minnesota and across the country have experienced less demand for campus mental health services this fall, surprising counselors and administrators who expected the pandemic to accelerate a growing crisis.
Even so, leaders of the University of Minnesota and Minnesota State systems are bracing for the possibility that students might emerge from the COVID-19 pandemic with greater mental health issues because of an unprecedented stretch of isolation and disruption. The two public college systems teamed up Thursday for the first-ever statewide summit on student mental health, where leaders convened virtually to discuss strategies and the possible formation of an initiative to address the needs of Minnesota students.
“This is a critical issue. It has been for several years, but of course now more than ever,” U President Joan Gabel said. “We all assume that the more we learn about how the pandemic has affected us, this issue that certainly predates the pandemic will only be more acute.”
The Centers for Disease Control and Prevention has documented worsening mental health among adults over the course of the pandemic, with a disproportionate impact on those ages 18-24. The Healthy Minds Network and American College Health Association collected data from 14 colleges earlier this year and found more students were depressed and reported their mental health interfered with their studies.
The magnitude of this problem, leaders said, is simply too large for any institution to handle alone.
Minnesota State Chancellor Devinder Malhotra said state colleges — public, private and tribal — should share resources with one another to tackle the issue. He and Gabel are mulling an ongoing student mental health initiative where colleges would work together to establish best practices for training and outreach and make students aware of all available resources.
Gabel and Malhotra also discussed whether college curricula should evolve to accommodate students’ needs, a concept they admitted was controversial.
“We have to ask ourselves the question that as institutions and as faculty and staff, are we ready for the students who are coming to us? And stop asking the question of if our students are ready for us,” Malhotra said.
Some U faculty are already re-evaluating their teaching styles to reduce the likelihood they aggravate students’ mental health issues, Gabel said. They are weighing everything from how they describe classroom expectations to whether there is more than one way to demonstrate subject mastery during course assessments.
“Many of us came up through the educational system at a time where failing people … was the point of the course,” Gabel said of classes designed to weed out students. “I’d like to think we’ve evolved form that as a matter of quality instruction and because it is unnecessarily aggravating for students facing a variety of challenges.”
Lower demand for services
The summit was held in the midst of a fall semester where many colleges have noted less demand for mental health services.
The Association for University and College Counseling Center Directors surveyed 144 colleges in September to compare students’ use