Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.

Explores the fascinating connections between university health centers and the evolution of American health and medicine

Originating 75 years ago as a means of safeguarding students from excesses in physical activities, the student-health service has had a phenomenal development. From an examination, by the methods then at hand, of heart, lungs, and spine and the prescription of gymnastic exercises according to the findings, this examination has developed, with the development of means and methods, to the present-day thorough going looking over from head to foot, outside and in, with appropriate advice and treatment, or references to sources of treatment. From one college the establishment of such a service has extended, in some degree, to practically all institutions of higher education, especially those which have the responsibility of parental care for youth far removed from the home. These services, however, represent all degrees of development. From the crude picture painted by the statistics, the author's findings are as follows: (1) Of co-educational colleges and universities having an enrollment of fewer than 500, 10 percent employ full-time and 55 percent part-time physicians; (2) In co-educational institutions with 500 to 1,000 students there is a rise in the number having full-time physicians to at least 40 percent, while some 35 percent more have part-time doctors; (3) Of colleges for men, those with an enrollment of fewer than 500 have a high percentage with well-equipped services; (4) Of colleges for women with fewer than 500 students, roughly 25 percent employ full-time and 45 percent part-time physicians; (5) All of the colleges and universities for Negroes which furnished information employ a physician; (6) Although the junior colleges are of recent origin, a health service does not seem to have been considered essential by most of them; (7) The teachers colleges seem as a rule to take the matter of health preservation and promotion seriously, as 20 percent employ full-time and 55 percent part-time physicians; (8) Of the technical and professional schools, the polytechnic schools and schools of mines seem most interested in the health of their students; and (9) Above all, it is the United States Military and Naval Academies that place the physical condition of their students on a par with their mental condition, although it is not at all clear that the health of the soldier or sailor is of more consequence than that of the civilian. (Contains 11 footnotes.) [Best copy available has been provided.].

Schools and Health is a readable and well-organized book on comprehensive school health programs (CSHPs) for children in grades K-12. The book explores the needs of today's students and how those needs can be met through CSHP design and development. The committee provides broad recommendations for CSHPs, with suggestions and guidelines for national, state, and local actions. The volume examines how communities can become involved, explores models for CSHPs, and identifies elements of successful programs. Topics include: The history of and precedents for health programs in schools. The state of the art in physical education, health education, health services, mental health and pupil services, and nutrition and food services. Policies, finances, and other elements of CSHP infrastructure. Research and evaluation challenges. Schools and Health will be important to policymakers in health and education, school administrators, school physicians and nurses, health educators, social scientists, child advocates, teachers, and parents.