In a recent faculty meeting, a policy change aimed at improving student mental health was proposed and rapidly accepted. This swift action triggered an important question from a faculty member: who is focusing on the well-being of faculty and staff? This query underscores a significant issue in higher education: while student well-being is frequently prioritized, similar efforts directed at faculty and staff often lag.
The Disparity in Well-Being Efforts
Student Well-Being Initiatives
Higher education institutions have made considerable strides in addressing student mental health. A Healthy Minds study revealed that 38% of students reported experiencing depression, 34% experienced generalized anxiety, and 50% had been diagnosed with a mental illness at some point. These alarming statistics have driven the launch of various supportive policies and programs aimed at improving student well-being. University campuses around the country have implemented initiatives such as mental health awareness campaigns, stress-relief workshops, and expanded counseling services.
While the focus on student well-being is commendable and necessary, it inadvertently shines a light on the unequal attention given to faculty and staff mental health. The Healthy Minds study underscores the critical need for mental health support among students, provoking action and policy adjustments. Yet, despite these advancements, similar efforts have been notably scarce for faculty and staff. This imbalance underscores the need for institutional leaders to adopt a more holistic approach that includes the well-being of all members within the academic community.
Lack of Focus on Faculty and Staff
Despite these significant advances for students, fewer efforts have explicitly targeted faculty and staff well-being. Existing programs often require individuals to opt-in rather than being institution-wide mandates. These optional programs frequently fail to address the broader culture of well-being or reach those who might be in the most need. This disparity highlights a gap in institutional priorities and underscores the necessity for a comprehensive strategy to support faculty and staff mental health.
With fewer resources and support systems in place, faculty and staff are left to navigate their well-being largely on their own. Teaching professionals and administrative staff face pressures such as heavy workloads, tight deadlines, and the demands of transitioning between in-person, hybrid, and online teaching models. These challenges, combined with the general stressors of everyday life, contribute to an environment where burnout and mental fatigue are common. The lack of institutional support only exacerbates these issues, making it imperative for higher education leaders to consider systematic, comprehensive approaches to faculty and staff well-being.
Promising Initiatives
Georgia Institute of Technology’s Strategic Plan
Georgia Institute of Technology stands out as an example of an institution taking a proactive approach to well-being. Their strategic plan includes ‘cultivate well-being’ as one of its six primary focus areas for 2020-2030. This forward-thinking initiative aims to foster a culture of well-being, promoting holistic learning and healthy, impactful living. The creation of separate roadmaps for students and faculty/staff underscores their commitment to addressing the distinct needs of these groups.
The faculty and staff roadmap, launched in Fall 2023, is an integral part of this initiative. It is designed to advocate for cultural change around wellness, encourage creativity in prevention and holistic well-being efforts, enhance community connections, and ensure the continuity of these efforts beyond the strategic plan timeline. This approach moves beyond standard human resources tactics like wellness emails, seeking to understand and cater comprehensively to the unique experiences of faculty and staff. It aims to build a supportive environment where well-being is not just an individual responsibility but a collective institutional goal.
Gonzaga University’s Community Building
Gonzaga University’s College of Arts and Sciences has responded to its faculty’s call for a stronger sense of community and well-being by organizing a variety of events aimed at fostering connection and playfulness among faculty members. These activities range from social events featuring adult coloring books, origami paper, bracelet making, and games, to more structured sessions such as dance-led movement and breathing exercises, and mindfulness walks through the campus’s natural settings. These events have enabled faculty members to connect on a personal level, forging bonds that go beyond professional duties.
Certain initiatives, like weekly 30-minute contemplative meditation sessions, have seen notable success among faculty members, reflecting a commitment to finding diverse and meaningful ways to engage the faculty in wellness activities. While some activities received mixed reactions, the overall endeavor demonstrates a deliberate effort to create a supportive environment where faculty well-being is valued and prioritized. This approach embodies a broader understanding of community health, emphasizing the importance of wellness in fostering academic productivity and personal satisfaction.
Actionable Steps for Institutional Leaders
Assign Well-Being Responsibilities
One way to ensure the well-being of faculty and staff becomes a core institutional priority is by integrating well-being responsibilities into the work portfolios of diverse campus stakeholders. By establishing well-being as central to the success of faculty, staff, and students, institutions can hold those responsible accountable through specific key performance indicators. This shift mandates that well-being metrics become an integral part of performance evaluations, making it clear that promoting mental and emotional health is not an optional extra but a fundamental aspect of the institution’s mission.
Assigning well-being responsibilities helps create a culture where mental health is consistently monitored and supported. It ensures that well-being initiatives are not a series of disjointed efforts but a coherent strategy embedded in the institution’s fabric. Regularly holding committees or teams accountable for their progress ensures sustained focus and continuous improvement. By defining clear roles and expectations around well-being, institutions can foster an environment that supports the holistic health of their communities, thereby enhancing productivity and morale.
Data Collection and Evaluation
Another vital step for institutional leaders is the regular collection and communication of data on faculty and staff burnout and well-being. By conducting surveys and assessments at regular intervals, institutions can gather actionable metrics and develop short-, medium-, and long-term plans to address identified issues. Continuous assessment of these metrics is crucial to maintaining a sustained focus on wellness initiatives and ensuring they evolve in response to actual needs.
Data-driven approaches provide a concrete foundation for wellness programs, enabling institutions to track the effectiveness of their initiatives and make informed adjustments. By transparently sharing this data with faculty and staff, institutions can foster a sense of trust and collaboration, ensuring that everyone feels involved in the journey toward improved well-being. Moreover, detailed data collection allows for the identification of specific stressors or issues unique to different departments, facilitating targeted interventions that are more likely to be effective.
Support for Departmental Leaders
Providing department chairs and unit leaders with the tools and training necessary to identify burnout symptoms and foster compassionate conversations about mental health is essential. Equipping these leaders with strategies and ideas for community-building activities can cultivate a supportive environment at the departmental level. This approach ensures that well-being support is localized and accessible, reflecting the unique needs of various departments.
Training department leaders to recognize and address burnout symptoms empowers them to take proactive measures in supporting their teams. This might include organizing informal check-ins, facilitating peer support groups, or providing resources like wellness workshops and seminars. By fostering open and empathetic dialogues around mental health, leaders can help destigmatize these issues and create a culture where seeking help is normalized. Such efforts can significantly contribute to lowering stress levels, enhancing job satisfaction, and promoting a more cohesive and supportive academic community.
Valencia College’s Holistic Approach
Valencia College provides an exemplary model with its provost, Isis Artze-Vega, emphasizing in her welcoming address that a key academic priority includes supporting faculty members’ full humanity and emphasizing their well-being alongside that of students. This holistic approach is rooted in the understanding that promoting well-being among faculty and staff is crucial for creating inclusive and thriving learning environments. By acknowledging the interconnectedness of student and faculty well-being, Valencia College illustrates the importance of a comprehensive approach to mental health and wellness.
This holistic stance ensures that the needs of faculty and staff are not overlooked in favor of student-focused initiatives. It promotes a balanced view of well-being where all community members are supported in their physical, emotional, and mental health. Valencia College’s approach underscores the idea that the success of educational institutions relies on the collective well-being of everyone involved. Through prioritizing faculty and staff wellness, the college sets a precedent for other institutions to follow, demonstrating that comprehensive well-being is foundational to academic excellence and institutional success.
The Call to Action
Prioritizing Well-Being in Strategic Agendas
Institutional leaders are encouraged to prioritize and systematically incorporate well-being into their strategic agendas. By establishing well-being as a critical component of their overall mission, leaders can create environments where the health and happiness of all community members are integral to daily operations and long-term planning. This approach requires a commitment to embedding well-being into institutional policies, practices, and cultural norms, ensuring that it is not treated as an afterthought but as a priority.
Incorporating well-being into strategic agendas can transform higher education institutions into more supportive and thriving communities. By prioritizing the mental and emotional health of faculty, staff, and students, institutions can foster a collaborative, innovative, and productive environment. This shift not only benefits individuals but also enhances the institution’s overall performance and reputation. It sets the foundation for a more cohesive, successful framework for fostering academic and personal growth, underscoring the vital role of well-being in achieving these goals.
Sustainable and Inclusive Wellness Initiatives
During a recent faculty meeting, a policy change aimed at enhancing student mental health was proposed and swiftly approved. This rapid implementation sparked a vital question from a faculty member: who is responsible for focusing on the well-being of faculty and staff? This question highlights a significant issue within higher education. Although the well-being of students is often prioritized through various programs and policies, similar efforts to support the mental and physical health of faculty and staff are frequently overlooked or delayed. Faculty and staff play a crucial role in the educational experience, and their well-being directly impacts the quality of education and support students receive. However, initiatives and discussions around their mental health and overall well-being tend to lag behind. This disparity can lead to burnout, dissatisfaction, and decreased productivity among faculty and staff. In order to create a truly supportive educational environment, it is essential for institutions to address the mental health and wellness needs of both students and those who are responsible for their education and support.