Underserved Students Support the Mental Health of ... - EVERFI€¦ · 1.Identify and promote the...

Erin McClintock, Senior Director of Impact and Education, EVERFISofia B. Pertuz, Chief Diversity & Inclusion Officer, The Jed Foundation

Fostering Connection to Support the Mental Health of Underserved Students

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Today’s Speakers

Erin McClintockSenior Director of

Impact and EducationEVERFI

Sofia B. PertuzChief Diversity & Inclusion Officer

The Jed Foundation

Closed captioning available at: http://bit.ly/jed-everfi

25+ Million Learners

800+ Financial Institutions

Across The United States and Canada

1,500+ Corporations & Municipalities

25,000+

K-12 Schools1,500+

Higher Education Institutions

3,500

Partners 520 Employees

100+ Former Teachers/Administrators

EVERFI at a Glance

4

The Jed Foundation Comprehensive Approach for protecting mental health and preventing suicide

Source: JED / SPRC Comprehensive Approach to Mental Health Promotion and Suicide Prevention

Foster connectedness and belonging

Create opportunities and systems to notice someone in distress

Reduce shame, secrecy, stigma so people will reach out for help

Ensure high quality services

Ensure the right policies and protocols are in place to handle crises

Identify and limit accessto dangerous means

Develop independent living skills, social and emotional skills, and resilience

Mental Well-being for Students

Overview1

Key Data Findings2

3

4

Barriers and Strengths

Case Studies and Key Takeaways

Agenda

Goals for Today

• Take a deep dive into mental health issues impacting historically underserved students

• Understand how to anticipate the mental health needs of students and proactively work to support them

• Learn new ways for creating healthy and thriving campus communities for all student populations

Overview

A Brief History of Access

Source: Ethan Hutchinson, 2014

1636White, Christian men at Harvard . Native Americans for purpose of taming/conversion

1849African-American males: Avery College

Mid-1800sMen went to war, women granted access: Common School Movement

1862Funds emerged for colleges of agriculture, mechanical and military sciences

1890Hatch Act added provisions for land grants for African American schools. HBCU’s in south.

1954

Brown vs. Board of Education brought segregation of higher education into question.

1901The idea of Junior Colleges was thought of for poorer affluent students

1968-1972

- Energy crisis. Government funding is cut. African American women are admitted.- Title IX

The National Higher Education Landscape

❏ Increase in bias and hate incidents

❏ Challenges to institutional leadership

❏ Student protests and demands

❏ Negative media exposure

What Does The Media Tell Us?

Gen-Z: A Generation Poised To Lead

The most culturally accepting generation

Talk about mental health more than any other

Want honest portrayals of their experiences and authentic connections

Naturally want to help their friends

Go to friends first when in distress

Source: Cassandra Report 2015; Droga5 Point Lab interviews

28% 42% 14% 8%

Have experienced a depressive

episode in the past year

Have felt so depressed that it

was difficult to function

Have seriously considered

attempting suicide

Have made a plan for ending their life

Source: EVERFI, 2018

A Glimpse at Student Mental Health

Mental Health and Student Retention

Students with mental

health problems

found to be

more likely to leave

an institution.

Source: Lipson, Abelson, Ceglarek, Phillips, & Eisenberg (2019)

Where Students Go For Help

When you experience stress or emotional challenges, who are you most likely to talk to?


What Students Already Know


An Absence of Basic Needs

PHYSIOLOGICAL

SAFETY

LOVE/BELONGING

ESTEEM

SELF-ACTUALIZATION

Food and Housing Insecurity Increasingly Prevalent

A recent study of NY students at 100 institutions found that 45% reported experiencing food insecurity

in the past 30 days

14% of community college students and 10% of four-year college students report “couch-surfing”

Sleep Remains A Struggle55% of college students report being “too tired to do

things” at least once in a week span

Source: Hope Center for College, Community, and Justice , 2019; EVERFI, 2019

Identity

Barriers to Seeking Help

Discomfort with counseling center

?

Lack of coordinated efforts

Cultural or social stigma

Lack of representation on staff

Accessibility to care

28% 42% 14% 8%

Have experienced a depressive

episode in the past year

Have felt so depressed that it

was difficult to function

Have seriously considered

attempting suicide

Have made a plan for ending their life

Another Glimpse at Student Mental Health


67% of gender nonconforming students (n= 175)

78% of trans male students (n= 133)

55% of lesbian and bisexual students (n= 562; 3787)

28% of all students have experienced a depressive episode in the past year


84% of gender nonconforming students (n= 174)

78% of trans male students (n= 131)

77% of queer students (n= 379)

71% of bisexual students (n= 3775)

69% of lesbian students (n=379)

42% have felt so depressed that it was difficult to function


14.4% have seriously considered attempting suicide

n= 3772 n= 380 n= 73 n= 165 n= 174 n= 132

8.5% have made a plan


Do you plan to see a counselor while at school?


Insights From You:Reaching Queer-Spectrum & Trans-Spectrum Students

16%17% 18% 18%

21%23%

32%

47%

Specialized Peer Education/Outreach

Therapeutic Groups

Student-run clubs

Institution-sponsored

affinity groups

Counselors Who Specialize

Faculty/Staff Training

Physical Space/Center

Dedicated Section on

Website

Excellence in Action

Has specific section on counseling center website for queer-spectrum/trans-spectrum students, highlighting strengths of community members as well as potential challenges and specific resources

Has an entire section on website dedicated to faculty and staff education on inclusivity.Conducts support group for TGNC students.

Section on website specifically for trans/non-binary students with relevant policies, information, and resources.

Source: CPN Summit Research, 2019

Excellence in Action: Amherst College

UPDATE COLOR PALETTE

• Sponsor educational and campus community-building programs

• Resource library dedicated to books and media concerning queer issues/topics

• Student support groups including Queer & Trans People of Color, Amherst Athletes & Allies, and Pride Alliance

• Website hosts trans resource section containing legal, administrative, healthcare, housing, presentation, restroom, and community information

Queer Resource Center

Source: CPN Summit Interview, 2019

A Closer Look at Student StoriesDisability Status

BUT 60% do not plan to see a counselor at school

Source: EVERFI, 2019. n=1,423

Students With Disabilities Tell Their Stories#WhyDisabledPeopleDropOut

Insights from You:Reaching Students With Disabilities

7% 8%

12%14%

25%

30% 30%31%

Specialized Peer

Education/Outreach

Therapeutic Groups

Student-run clubs


affinity groups





Website

Mental Health by Race/Ethnicity

American Indian/Alaskan Native

Asian

Black or African American

Hispanic/Latinx

Native Hawaiian/Pacific Islander

White

Professionals in the Field

Center for Collegiate Mental Health 2017-2018 Provider Data

Insights from You:Reaching Students of Color

11%

16% 17%20% 21%

32% 33%

47%

Specialized Peer Education/Outreach

Therapeutic Groups Student-run

clubs


affinity groups





Website

Presenting The Steve Fund and JED Foundation’sEquity in Mental Health Framework

The Equity in Mental Health Framework

•

•

•

equityinmentalhealth.org

Recommendations

1. Identify and promote the mental health and well-being of students of color as a campus-wide priority.

2. Engage students to provide guidance and feedback on matters of student mental health and emotional well-being.

3. Actively recruit, train, and retain a diverse and culturally competent faculty and professional staff.

4. Create opportunities to engage around national and international issues/events.

5. Create dedicated roles to support well-being and success of students of color.

6. Support and promote accessible, safe communication with campus administration and an effective response system.

7. Offer a range of supportive programs and services in varied formats.

8. Help students learn about programs and services by advertising and promoting through multiple channels.

9. Identify and utilize culturally relevant and promising programs and practices, and collect data on effectiveness.

10. Participate in resource and information sharing (within and between schools).

EMHF Recommendation #3

Actively Recruit, Train, and Retain a Diverse and Culturally Competent Faculty and Professional Staff

- Examine whether the identities represented among the student body are also represented in the faculty and professional staff.

- Provide education and training in cultural competencies to all individuals engaged in student support roles.



Create Opportunities to Engage Around National and International Issues/Events

Current events and cultural movements (e.g. International Travel Ban) profoundly impact members of the campus community even when geographically removed from colleges and

universities.


Responding to National Incidents


Create Dedicated Roles to Support Well-Being and Success of Students of Color

- Create top level administrative positions and hire staff to oversee campus-wide diversity, multicultural, and social justice-oriented services, programs, and policies.

- Administrators should ideally report directly to the President or Provost while staff should report to the designated administrator.

- Ensure that protected time and resources are allocated to these officers and staff.


Paula JohnsonWellesley College

Prioritized curricular infusion

Applied a public health approach to mental health

Focus on historically underrepresented populations

Gregory FenvesUniversity of Texas, Austin

Created and funded “counselors-in-residence” program embedding counselors in campus spaces

Created mental health diversity coordinator position

Excellence in Leadership


Support and Promote Accessible, Safe Communication with Campus Administration and an Effective Response System

Create a well-publicized and accessible process by which any student, faculty, or staff member can alert key administrators about incidents, concerns, or issues related to

campus climate.


NATIONAL DRINKING TRENDS SHIFT

STUDENTS OF COLOR AS ABSTAINERS

Abstainer/Nondrinker

68.1%

Moderate Drinker

19.08%

Heavy Episodic/

Problematic Drinker

12.82%

Sample size 182,389

1991 2017

High risk drinker (All

college students,

MTF)

39% 32%

High risk drinkers (AEdu)

25% 18%

No alcohol in the past

year (12th graders,

MTF)

22% 44%

Non-drinkers (AEdu)

59% 65%

Source: AlcoholEdu, 2017Source: Monitoring The Future, 2017

Consider Wellness Across the Board

Meanwhile...

Source: Washington, 2015; EVERFI Sexual Assault Diagnostic Inventory, 2018

WHO WE ARE (AND AREN’T) REACHING

First year students

96% 26%LGBTQIA students

Resident advisors

94% 16% Prior victims

Athletes 81% 10%Students with

disabilities

Student leaders

68% 9%Racial/ethnic

minority students

Greek life 60% 9%Non-traditional

students

“Classes felt less competitive as a result of the campus alcohol culture”

“Academic settings felt uncomfortable because professors or TA’s discussed drinking.”

“Avoided campus environments because of harassment by drunk people”

48% of students of color said they experienced microaggressions from intoxicated students.

65% of students said that alcohol culture affected their campus experience.

OTHER STUDENTS DRINKING HAS AN IMPACT

Wait a minute!

Where have you been?


Participate in Resource and Information Sharing (Within and Between Schools)

Decentralized organizational structures on campus can create challenges in collaborating with or remaining aware of efforts across offices or departments.

Enhanced communication and the use of centralized, accessible resource-sharing repositories enable collaboration within and among schools nationwide.


Key Takeaways

Look at your data from all angles

Increase training and specialization among

faculty and staff

Communicate with your students

Institutionalize your efforts

Empower staff who already have expertise

Mental Well-being for Students

Students currently experiencing mental health challenges will

• be more likely to seek support when needed

• take actions to support positive mental health

Students not currently experiencing mental health challenges will

• seek support if mental health challenges arise

• take actions to maintain a positive state of mental health

A Population Level Approach to Promoting Mental Well-Being

All students will

● support someone experiencing mental health challenges● view mental health as an important part of physical health● know where to go to access help● identify and dismantle stigma related to mental health challenges and help seeking

behavior

Available Now!

Mental Well-Being for Students: Modules

Understanding Mental

Well-Being

Developing Healthy

Practices

Recognizing Challenges

Seeking and Offering Help

Questions?

Mental Health Considerations

Lack of representation

in wellness spaces

Negative stereotypes =

unfriendly campus

environment

Latinx = higher levels of

depression

LGBTQ+ = higher levels of depression and

anxiety

Source: The Steve Fund, 2016; Healthy Minds Study, 2017

Fear of stigma within

community Students of color

more likely to report feeling overwhelmed

Less likely to utilize counseling

services

Students of color are more likely to say that they keep

their feelings to themselves

Underserved Students Support the Mental Health of ... - EVERFI€¦ · 1.Identify and promote the...

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