College instructors’ experiences with undergraduate students who have mental health symptoms: systematic review

Abstract

Objective: to synthesize peer-reviewed research exploring postsecondary instructors’ experiences with undergraduate students with mental health (MH) symptoms. Methods: English-language, peer-reviewed primary research articles published between 2010 and 2021 were included. Themes and subthemes were analyzed. Results: Ten articles met criteria. Three themes emerged: Instructor Actions in the Moment, with subthemes Talking with Students, Making Referrals, and Doing Nothing; Processing the Complex Emotional Impact, with subthemes Caring and Confidence, Powerlessness and Apprehension, Struggle with Boundaries, and Worry about Safety; and Needs Unmet by the Institution, with subthemes Wanted Disclosure, Wanted MH Training, Wanted Clear Policies, Wanted Institutional Support, and Wanted Robust Campus Counseling Services. Lack of resources was the major reported impediment. Conclusions: Several implications for institutions emerge. MH education should be provided for instructors. Institutions should ensure MH policies are clear and easily accessible. Institutions should acknowledge instructors’ efforts with students. Finally, training on applicable laws surrounding student MH should be available.

Keywords:

• College instructors
• faculty
• college students
• mental health
• systematic review

Acknowledgements

The authors would like to acknowledge Dr. Charles Antwi-Boasiako for his assistance.

Conflict of interest disclosure

The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United States.

Additional information

Funding

No funding was used to support the preparation of this manuscript.