outcomes and raising awareness about difficult and challenging issues facing college students today. SWAG
Peer Educators have demonstrated that peer-based education is an effective way to influence campus culture and promote a positive and successful student experience. Moreover, SWAG’s engagement of these issues has encouraged greater levels of bystander engagement that have contributed to increased identification and reporting of gender-based violence.
Seeking to build on SWAG’s success with peer-based education, the Center for Diversity and Inclusion has proposed the creation of a Gender-Based Violence Prevention Peer Education Program that will work directly with the Center’s newly-established Advocacy and Prevention Coordinator. This new initiative would allow
SWAG to shift its focus to address a new set of critical college student issues related to wellness and students’ emotional and physical well-being.
Research on college student persistence and academic success finds that today’s college students exhibit increasing levels of emotional distress (Kognito, 2015). Consistent with these findings, in recent years Xavier has seen increases in the number of students who report high levels of anxiety, depression and stress that interfere with their academic and co-curricular goals. A WOX grant to continue SWAG’s work would enable
Xavier to promote student success by establishing strong ties between SWAG and the University’s newlydeveloping Student Wellness initiatives. The realignment of Student Wellness initiatives under the Dean of
Students organizational model provides the perfect opportunity for SWAG to broaden its prevention education efforts in a manner that complements the University’s increased commitment of staff and resources devoted to students’ emotional health.
Operationally, SWAG will be linked to Xavier’s McGrath Health and Wellness Center and supported by the professional/clinical staff in that department, while maintaining the close ties with other campus partners developed since 2014. SWAG’s model of employing 8 Peer Leaders and 1 Graduate Coordinator will remain unchanged and SWAG Peer Educators will continue to receive training from the BACCHUS Network (a nationally recognized and evidence-based Peer Educator training program) on foundational peer education principles and skills. SWAG Peer Educators will also receive content training aligned with Xavier’s multidimensional student wellness model, providing SWAG with a framework to address critical wellness topics such as nutrition, sleep, stress and anxiety. Using SWAG’s engaging and effective methods of peer education, we are confident that we will achieve similar increases in awareness, resource utilization and overall well-being in the Xavier student community, specifically as it relates to emotional and physical wellness.
BUDGET
What is the amount of funding requested?
Provide a detailed budget with justification/need for each itemized expense.
 For example, if your project requires a paid student coordinator, the role of that coordinator in the project must be specified.
 If more than 25% of a budget is allocated toward food and incentives, specific rationale for these expenses should be provided.
 Include a detailed list of supplies and equipment necessary to complete the project.
 If a project's total budget is greater than $10,000, per year, other sources of support must be stated and appropriate documentation from other funding partners must be provided.
 All costs, including student pay rates, must follow university policy. Your budget for these items should take this into account. Please contact Student Employment and other appropriate offices on campus to obtain proper pay rates.

Staffing
Peer Educators: 8 @ $1,215.00 salary per year ($9720.00 x 2 year request)
Graduate Assistant ($8,000/year)
BACCHUS Training Program
Workbooks 4 @$10 each (x 2 years)
Certification 4 @ $10 each (x2years)
Food for training ($150/year)
Ongoing Content Training
Printing and Supplies ($300/per year)
Advertising and Promotion
SWAG giveaways ($500/ year)
SWAG Peer Educator Shirts
($250/year)
Flyers ($200/year)
BACCHUS Regional Conference
Registration for 5 attendees
($300/year)
Travel & accommodations for 5 attendees ($500/year)
Total Program Budget
$19,440.00
$16,000.00
$160.00
$160.00
$300.00
$600.00
$1000.00
$500.00
$400.00
$600.00
WOX Request
$ 19,440.00
$ 16,000.00
$160.00
$160.00
$300.00
$600.00
$1000.00
$500.00
$400.00
$560.00
Student Affairs Dean of Students
$40.00
$1000.00 $1000.00
Total: $40,160.00 $ 20,000.00 $ 16,000.00 $ 4,160.00
NARRATIVE
Please answer the following questions in the associated boxes. Please limit your answers in total to no more than two single-spaced, typed pages.
1.
How does this proposed project enhance the mission and purpose of Women of Excellence?
SWAG has and will continue to enhance the mission and purpose of Women of Excellence by working to develop women students into organizational leaders. By serving as Peer Educators women will experience the value, power and impact of contributing their unique perspective to their community. While the SWAG provides both male and female Peer Educators with the opportunity to positively impact the lives of Xavier women, over the past 2 years, female students have held the majority of the Peer Educator spots and have served as leaders of the organization. Additionally, SWAG has engaged the entire student community on issues that directly and often disproportionately impact the daily lives of women including sexual violence, and intimate partner abuse. Moving forward, SWAG Peer Educators will expand their influence by raising awareness about Xavier women’s mental and physical health as key elements of comprehensive well-being.
In SWAG’s first two years at Xavier, we have witnessed the transformation of our Peer Educators into passionate leaders committed to promoting not only college student wellness but social justice and lifelong well-being. It is clear that the current SWAG PEs and the future PEs will continue to reflect Women of
Excellence's mission and purpose of honoring, extending and advancing the legacy of Xavier University's women graduates.
2.
How will this project further the mission of Xavier University to “engage and form students intellectually, morally and spiritually, with rigor and compassion, toward lives of solidarity, service and success?”
The SWAG Peer Education Program furthers the mission of the University by operationalizing Xavier’s commitment to cura personalis, or care for the whole person. Through programming focused on a range of

issues paramount to student well-being and success including emotional and physical wellness, SWAG encourages the intellectual, moral, and spiritual growth of both the Peer Educator and those with whom she or he interacts. The peer education model exemplifies solidarity, service, and success by and among students. As the program has developed, returning Peer Educators have served as experienced educators in action and mentors for newly selected Peer Educators. This is an important component of our Peer Educator program that will carry on as the program continues to grow.
3.
Why is this project important? Does it address a gap within existing University programs?
Thanks to SWAG, Peer Education has proven to be an effective model to fill existing gaps in prevention education initiatives on campus. In 2014, SWAG Peer Educators responded to a need for student lead engagement of issues related to healthy relationships, alcohol and other drugs and sexual health. Their work has led to increased awareness and reporting of gender based violence on Xavier’s campus. Today, SWAG is best positioned to facilitate a similar increase in awareness and reporting on another critical student issue – students’ emotional and mental health. Research indicates that “nearly 40% of college students report symptoms of depression serious enough to compromise their ability to function” (Kognito, 2015). At Xavier, staff in the Dean of Students area, the McGrath Health and Wellness Center and Psychological Services
Center have seen an increase in significant mental health crises within our student population. Many of the students we see in crisis have not sought out any of the available campus resources that will help them stabilize and stay on track in their studies. This trend is consistent with national data as well. In a recent study, nearly 80% of college students with a mental illness were not currently seeking treatment on campus
(Kognito, 2015). We know that students who do not receive treatment are less likely to be academically successful and more likely to pause or end their academic pursuits. We believe that peer education is one important tool that will enhance student persistence, their personal and academic success, and foster lifelong wellness.
By pivoting SWAG’s programmatic focus to emotional and physical health and aligning the Peer Educators more strategically within a comprehensive Student Wellness model, we are confident that Xavier will achieve important student outcomes related to these critical needs. Some specific outcomes we intend to attain include; an increased student awareness of campus resources designated to support student’s emotional well-being and demonstrated increase in help-seeking behaviors among Xavier students
Given the need to enhance our prevention education on emotional health and other comprehensive wellness topics, the Division of Student Affairs will continue to fund the Graduate Student Coordinator who provides direct supervision to the Peer Educators. In addition, the Dean of Students area will support the work of SWAG by dedicating 25% of a current professional staff position in the McGrath Health and Wellness
Center to prevention education, including work with SWAG. The Dean of Students area will also continue to provide operational funding for the SWAG program.
SWAG’s success had taught us how effective peer-driven education is in our community. By investing in
SWAG’s continued growth and aligning existing resources to support its work, we are confident that we’ll help make Xavier a safer, stronger and healthier community for all.
4.
What is the expected outcome of your project? How many people (faculty, staff, students) will be engaged in your project?
Expected outcomes of our project include:
1) 8 SWAG Peer Educators and 1 Graduate Coordinator trained and delivering programming annually
2) SWAG Peer Educators facilitating a minimum of 5 programs each per year in which they will be administering pre and post tests and evaluation tools to measure knowledge, attitude and behavior change
3) a minimum of 250 students per semester will engage with the SWAG Peer Education Program
4) increased student awareness of campus resources designated to support student’s emotional well-being
5) demonstrated increase in help-seeking behaviors among Xavier students

5.
How will you measure the success of your project, if funded? What are the qualitative and quantitative measures that you will use to assess impact and effectiveness?
In its initial 2 years, SWAG has developed consistent assessment techniques to measure the learning outcomes associated with student engagement in SWAG educational programs. As the SWAG program broadens the wellness issues that it addresses, we will continue to use these techniques along with proven qualitative and quantitative measuring tools and resources available through the Bacchus Network and the
Healthy Campus 2020 initiative, which is the framework being used to create Xavier’s Student Wellness model.
6.
If your project is funded, how will the WOX Giving Circle be recognized as having played a role in the success / completion of your project? Give specific examples.
SWAG has already achieved remarkable visibility on campus which has in turn raised awareness of the
Women of Excellence Giving Circle. The programs, events and workshops conducted by SWAG recognize the
WOX Giving Circle as a partner in the cross-campus collaboration embodied in each event. Should The WOX
Giving Circle continue to support the SWAG program, campus wide communication of the renewed support will be shared through a number of venues including, but not limited to, Xavier Today, Xavier Student
Weekly, and our respective websites and other social media outlets. We will utilize these same promotional and awareness-building techniques to share the program's success throughout the two years with recognition of WOX Giving Circle's funding in each. In addition, that the WOX Giving Circle provided funding for the project will be indicated on all program materials and publications (see examples attached).
ADDITIONAL INFORMATION
Use this section to add additional information or supporting arguments not covered in the sections above.
1) SWAG Programming Highlights
2) SWAG – Sample Program Descriptions and Student Learning Outcomes
3) SWAG Graduate Coordinator position description
4) SWAG Peer Educator position description
5) Kognito Report
6) BACCHUS Information

o
Student Wellness Advocacy Group (SWAG) is the Xavier University Chapter of BACCHUS, a national organization that focuses on college health and safety issues. BACCHUS was the first student organization of its kind and coined "peer education." o
BACCHUS is known for its peer education model and certification of peer educators (PE’s) across the nation. The Certified Peer Educator (CPE) Training helps PE’s develop leadership skills to be able to successfully develop and implement campus programs. All SWAG PE’s are certified in peer education. o
SWAG PE’s develop and facilitate prevention education programming on the critical wellness issues of healthy relationships, sexual violence prevention, and alcohol and/or drug use using a bystander engagement model. o
PE’s create dialogue among peers that positively impacts attitudes and behavior, and engage students in meaningful opportunities to create a healthy campus community that supports student success. o
SWAG encourages the intellectual, moral, and spiritual growth of both the PE and program participants.
Sample Program Highlights:
•
•
Healthy Relationships o o
Healthy Hearts
Escalation with One Love Foundation
Bystander Intervention o o o
Spring Break Program
• Alcohol and Other Drugs
• Sexual Violence
SOS Program
Psychology class (Dr. Weeks 3/18/16 tbd
• Don’t Cancel Class Faculty Initiative


HIST 138-01
HIST 138-02
•
•
 HIST 138-03
RA Training 2015
It’s on Us Week of Action (multiple events)
29 attendees
61 attendees
63 attendees
10 attendees
42 attendees
49 attendees
31 attendees
27 students
27 students
28 students
62 attendees

•
Alpaca My Bags: Send Depression Packing
• Week of Wellness grant-funded program - October 5, 2015 from 3:30-5:30
Students completed mental health screenings while provided with cookies and the opportunity to pet live
• alpacas!
Photos below and available at https://www.facebook.com/xuSWAG/photos_stream

SWAG – Sample Program Descriptions and Student Learning Outcomes
Bystander Engagement program
Program Description: Commit to a safer Spring Break with SGA and SWAG by becoming informed on the bystander intervention method! This includes bystander intervention tips, such as the 3 Ds (if you don't know what this is, you'll learn!) and address common issues that occur over spring break, especially drinking/texting and driving and sexual assault.
Student Learning Outcomes: o
50% of participants could identity two confidential resources to report forms of sex discrimination such as Title IX and the Advocate Program. o
50% of participants could identify strategies for reducing the harmful impact(s) of alcohol and other drugs such as keeping track of how many drinks you consume, have a friend with you, and eat a full meal before drinking.
Healthy Hearts
Program Description: The Student Wellness Advocacy Group will be presenting on what does and does not define a healthy relationship, as well as signs of abuse, types of abuse and resources. We will point out ways to identify signs of an unhealthy relationship and how to intervene or take action if someone were to be in one or know someone who was affected by one. We will also provide free smoothies to promote all around healthiness.
Student Learning Outcomes: o
100% of participants could identify a potential red flag or warning sign of an unhealthy relationship such as isolation, physical/verbal abuse, manipulation, controlling o
100% of participants could identify features of a healthy relationship such as communication, trust, support
SOS
Program Description: April is Sexual Assault Awareness Month, and SWAG is offering three seminars on the basics of understanding what sexual assault is and is not. Confusion is often associated with such a topic; especially what constitutes consent, and how to address these issues while at college.
Student Learning Outcomes: o
100% of participants could identify a confidential resource on campus, which advocates for those affected by sexual violence such as McGrath Health and Wellness, Advocate Program, Title IX,
Sycamore House/psychological services. o
When asked “What can you take away from this program?” participants replied: o
Three D’s of Intervening: direct, delegate, and distract o
How to recognize sexual assault o
Intervening is important o
April is sexual assault awareness month o
Resources to contact someone if something happens on campus o
It’s time to stop being a bystander o
When you can and cannot provide consent

SWAG Peer Educator Program - Graduate Coordinator Position Description
The Student Wellness Advocacy Group (SWAG) provides student-driven engagement opportunities to support Xavier students’ personal well-being and success. SWAG focuses on issues related to comprehensive student well-being including, emotional and physical health, relationship and sexual health, alcohol use and abuse, and bystander intervention. Through awareness-raising initiatives and programming, SWAG also addresses broader issues such as personal decision-making, risk-reduction strategies, communication skills and personal integrity. SWAG provides current information, education, and resources on critical issues; creates dialogue among peers that will positively impact attitudes and behavior; and engages students in meaningful opportunities to create a healthy campus community in which all students can achieve their personal and academic goals.
Graduate Coordinator Responsibilities:
• Coordinate SWAG initiatives including the recruitment, selection and supervision of the SWAG Peer Educators and the marketing and promotion of the program;
• Coordinate and facilitate weekly SWAG meetings;
• Assist in planning BACCHUS training programs and topical area training;
• Assist in the presentation of health and wellness programs to the university community.
• Schedule and coordinate requested SWAG programs and assign the programs to the SWAG Peer Educators;
• Coordinate SWAG programs with other campus partners and collaborate with appropriate individuals;
• Maintain accurate records of the number of SWAG programs presented, the types of programs and the attendance;
• Develop print and electronic awareness raising and marketing materials;
• Attend and coordinate SWAG Peer Educators attendance at BACCHUS regional conference
• Maintain regular office hours;
• Attend weekly supervision meetings;
• Fulfill other assigned duties;
• Requires 20 hours per week while school is in session. Some evening and weekend work required.
Qualifications:
• Must be a current student enrolled in a graduate program at Xavier. Strong preference will be given to candidates who will make a 2 year commitment to the position.
• Excellent professional communication skills in a variety of settings, including public speaking, meetings, telephone and email correspondence;
• Strong organizational and multi-tasking skills;
• Ability to be self-motivated and work independently when necessary;
• Willingness to work as a team member in student-centered environment;
• Enthusiasm and commitment to working with students from a variety of backgrounds;
• Prior experience delivering wellness focused programming preferred.
Requirements:
• 20 hours per week (this will include standard business hours as well as evening and weekend hours as required to facilitate meetings and attend trainings and programs);
• Participate in training dates during Fall Semester 2016;
• Preferred start date August 15, 2016.
Xavier’s SWAG Peer Educator Program is funded in part by a grant from the Xavier Women of Excellence program.
Additional support is provided by the Dean of Students and the Division of Student Affairs.
For more information or to apply for this position, please contact:
Jean Griffin, Dean of Students
(513)745-3166 griffinj6@xavier.edu

o
Student Wellness Advocacy Group (SWAG) is the Xavier University Chapter of BACCHUS, a national organization that focuses on college health and safety issues. BACCHUS was the first student organization of its kind and popularized peer education in higher education. o
BACCHUS is known for its peer education model and certification of peer educators (PE’s) across the nation. The Certified Peer Educator (CPE) Training helps PE’s develop leadership skills to successfully develop and implement campus programs. All SWAG PE’s are certified in peer education. o
SWAG PE’s develop and facilitate prevention education programming on the critical wellness issues of healthy relationships, sexual violence prevention, and alcohol and/or drug use using a bystander engagement model. o
SWAG PE’s create dialogue among peers that will positively impact attitudes and behavior, and engage students in meaningful opportunities to create a healthy campus community that supports student success. SWAG promotes the intellectual, moral, and spiritual growth of both the PE and program participants. o
SWAG PE’s work to reach all Xavier students through collaborative programming with RA’s, faculty, student groups, clubs, and more. This is a paid position requiring approximately 4-5 hours of work each week.
Qualifications: o
Must be a current student enrolled at Xavier and in good academic standing. Strong preference will be given to sophomore or junior students who commit to two years of the program. o
Excellent professional communication skills in a variety of settings, including public speaking, meetings, telephone and email correspondence. o
Strong organizational and multi-tasking skills. o
An established sense of responsibility and the ability to be self-motivated and work independently when necessary. o
Willingness to work as a team member in a student-centered environment. o
Enthusiasm for and commitment to working with students from a variety of backgrounds.

Requirements: o
Commit to at least one full academic year. o
Participate in BACCHUS training dates during Fall Semester 2015 (typically held evening and weekends). o
Commit 4-5 hours per week to program development, planning, and attending weekly team meeting. o
Weekly meeting - 1 ½ hour per week. o
Office hours – 2 hours per week. o
PE’s will be paid on a minimum wage, bi-weekly basis and will be required to fill out a timesheet. If hours are missing, incomplete, or not fulfilled the coordinator will not approve the timesheet. o
Assist in the development and presentation of wellness programming on relationship and sexual health, alcohol and drug use and abuse, and bystander engagement to the university community. o
Attend BACCHUS Conferences – Peer Educator attendance is mandatory unless excused by class. o
General Assembly Conference (November 12-14 in Reston, VA). o
Regional conference (Spring 2016 - TBA). o
Facilitate a minimum of 5 programs per semester in which PE will administer pre and post tests and evaluation tools to measure knowledge, attitude and behavior change.
Application Process: o
An online application can be found here (http://tinyurl.com/m8upbaw). o
Following online applications there will be a three-part interview process lasting about an hour to an hour and a half. o
Part 1: Interview with SWAG PE’s (20 minutes) o
Part 2: Interview with SWAG Coordinator and Advisors (30 minutes) o
Part 3: Prepare and present on a SWAG topic (20-30 minutes)
For more information or to apply for this position, please contact:
Megan Bowling
Wellness Peer Educator Graduate Coordinator
Bowlingm3@xavier.edu – www.xavier.edu/SWAG
513-745-3240
The Xavier Peer Educator Program is funded in part by a grant from the Xavier Women of Excellence program. Additional support is provided by the Dean of Students Office and the Division of Student Affairs.
The BACCHUS Network is a leader in providing educational, networking and programming opportunities to college peer
health educators.

WHITE PAPER | MAY 2015
M any of us look back fondly on our college days—for good reason. College life is full of opportunities for new experiences, rapid learning, and personal growth. It can be exhilarating and exciting to live in a new place, study a course of interest, and strive to achieve academic success.
But it can also cause tremendous stress. Most students need a period of adjusting to the demands of their studies, social pressures, and even homesickness; many will experience anxiety, depression, or difficulty sleeping. For some students, day-to-day college life feels like a losing battle. The everyday pressures of college life can aggravate existing mental illness, making it more severe or triggering symptomatology in those students with a predisposition.
1- 2 According to a 2012 report from the National Alliance on Mental Illness (NAMI), colleges and universities throughout the United States have reported significant increases in the prevalence and severity of student psychological distress.
3 The suicide rate among people 15-24 years of age has tripled since the 1950s, and approximately 1,100 suicides occur at colleges every year in the United States alone.
4
Now, more than ever, campuses need to address the challenge of promoting a culture of mental and emotional well-being, not just among their students, but campus-wide. To ignore this need puts an institution at risk for problems that can affect academic performance, student retention, and even campus safety.
Ninety-five percent of school administrators agree that mental health is a significant issue at their institutions.
5 Psychological distress is widespread among college students and can manifest as short-term mental health problems, temporary stress or anxiety, or more serious disorders. Nearly 40% of college students report symptoms of depression serious enough to compromise their ability to function at least once within a 12-month period.
7
Most people who struggle with persistent psychological distress experience symptoms of mental illness by the age of 24.
6
At any given time, 32% of college and university students are dealing with a mental illness, with 5% screening positive for panic disorders, 6% for anxiety disorders, 9% for major depression, and 15% for self-injuring without thoughts of suicide.
8 The rate climbs higher when substance use or eating disorders, both prevalent in student populations, are included. Less common but still occurring among college students are more serious health concerns such as bipolar disorder, schizophrenia, posttraumatic stress disorder, and personality disorders.
3
Of immediate concern are those students contemplating suicide. In any given year, 6% of undergraduate students and
4% of graduate students will have seriously considered suicide.
4

KOGNITO | BENEFITS OF INVESTING IN STUDENTS’ MENTAL HEALTH
Twenty percent of students have considered suicide at some point in their lives.
9 Suicide is considered to be the second leading cause of death for college students, behind accidents. But due to the complex distinctions separating intentional from accidental death, and the inclusion of deaths of unknown cause within the
“accident” category, suicide may actually be the leading cause.
10 emotional health on campus. Students who experience depression, anxiety and other psychological disorders tend to perform poorly in class. Depressed and anxious students are more likely to be absent, take semesters off, and/or drop out of school.
13
When students drop out due to psychological concerns, much is compromised or lost: the student and their future aspirations, the institution’s reputation and rankings, tuition and alumni dollars, and the ability to sustain a healthy campus culture.
14
Only 40% of students with mental illness seek help. Some studies have found that an important factor is the stigma surrounding mental health.
11 This stigma can result in stereotyping, discrimination,
According to the American Council on Education, those lost students are also less likely to obtain well-paying jobs and achieve productive life goals, sapping their potential to contribute positively to both society and their alma mater.
9 and ultimately the alienation of students who are already struggling.
Other studies have found stigma to be a less common reason for not seeking treatment, and that undue attention to stigma has diverted resources away from more prevalent contributing factors.
Only 40%
According to the Healthy Minds Study conducted by Daniel Eisenberg, PhD, of students with mental illness seek help.
Word of mouth is a crucial part of shaping an institution’s reputation. Students who are aware of available campus counseling and peer support, whether for themselves complete their degrees, and donate of the University of Michigan, only 12% or fellow students, are more likely to speak positively about their institutions, after graduation.
4 By fostering a campus of surveyed students agreed with the statement “I think less of someone who has received mental health treatment.” 8 culture that emphasizes wellness, the college or university may earn positive student feedback, which may improve
More than 80% of college students with their overall institutional reputation, both now and in the future.
mental illnesses who have not sought help believe that treatment would be helpful and are aware that they might need help. Students report being unwilling to seek help because they doubt the severity of their issues as compared to peers. Some students report perceiving their mental health condition as a normal byproduct of the generally high stress levels found in college environments. The most common reason cited by students for not seeking help is believing they would be “bothering mental health services” or taking resources away from those in greater need. Instead, many students try— and often fail—to deal with their mental health concerns on their own.
8
In contrast, students with mental health issues who are unaware of or feel alienated from campus resources, or who suffer administrative penalties for disclosing their conditions, may speak out about their negative experiences, either publicly or to their parents.
When a student or parent speaks out against an institution, it reflects poorly upon that institution’s quality and future prospects.
Over time, this can damage a school’s reputation, negatively affecting rankings, retention rate, and alumni giving rate.
3
When colleges promote a culture of campus wellness, students who may be reluctant to use available services can become more willing to seek out help. If the main concern of students, faculty, and staff is the welfare of others, and not stigma as previously believed, then the process of helping students to treatment needs to be altered. Students without serious or life-altering mental illnesses need to know that help is readily available for them in the wellness centers and/or therapist’s offices of their institution. They need to know that their peers, their professors, and the staff members at their school understand the importance of mental wellness and are there to support them. By creating a community that prioritizes mental and emotional wellness, colleges can help students before their problems become severe.
12
A culture of mental and emotional wellness can change students’ lives, and a strong complement of campus wellness and/or mental health services are key components of this culture. Students benefit most from services that offer convenient appointment times, central location and easy access, sufficiently trained staff, and a commitment to confidentiality.
3 Especially when intervention occurs early, mental health treatment and wellness services can make a tremendous difference to a student.
In addition to centers, hotlines, and other staff-run services, students benefit from peer mentoring programs and overall wellness promotion campaigns. Trainings for students, staff, and faculty can also improve overall campus quality of life, especially those that provide hands-on experience in how to approach students whose psychological health is of concern and to assist them in seeking help.
Promoting an environment of wellness promotes student success. It is in every college and university’s best interest to invest sufficient resources and training to promote mental and
Campus leaders—both faculty and administrators— should consider long-term benefits to the institution when deciding to invest in a campus culture of wellness.

KOGNITO | BENEFITS OF INVESTING IN STUDENTS’ MENTAL HEALTH
A school may have economic concerns associated with establishing or maintaining wellness or mental health centers, hotlines, or student-run peer groups, such as staffing, hours of service, and space. But in the long run, schools that commit to providing students with such support can reap benefits that translate into dollars. In terms of tuition alone, it is estimated that delivering treatment to 100 depressed students in a single school year could result in 6 averted dropouts. Retaining these students nets an average $240,000 in saved tuition dollars.
13
Mental illness, especially when coupled with substance use, is also a leading cause of discontinuous enrollment.
14
Students with mental health issues who were not planning to drop out of school may end up not returning after discontinuous enrollment, defined as a gap in attendance of one or more semesters. Students who have skipped semesters, especially those citing mental health issues as the cause, are less likely to graduate on time or at all. Many students who intend only to
“take a break” from college, especially after leaving for more than two semesters, often fail to return to complete their degree.
14
1. Enhance Student Performance
Yet students who participate in campus counseling services generally report improvement with their mental health or attendance problem, and report higher satisfaction with their quality of life. Quality of life is the most cited reason for deciding to drop out of school. 1,2,3,4 Student mental health affects performance in school. Mental illness affects student productivity and can negatively impact grades. Poor mental health can lead to procrastination, social withdrawal, and feelings of despair as students neglect not only their studies, but also most social functions and school events.
8
Schools that provide a healthy culture of mental and emotional wellness on campus can improve student quality of life, which can lead to greater student success and a better chance of retaining more students who might be at risk.
14
The impact of mental illness upon a student’s GPA is substantial and
3. Bolster Campus Safety immediate. Mild to severe depression leads to an average -0.2 drop in GPA during the semester of onset, and if there is co-occurring anxiety, that drop becomes -0.4.8 At NYU in 2014, 22.5% of students reported that anxiety had impacted their academic performance
IN A SINGLE SCHOOL YEAR treating
100 depressed students
>>
can possibly avert
6 dropouts
A mentally healthy campus is a safer campus. The majority of violence on campuses is committed by individuals who have screened positive for mental illness.
This is especially true for perpetrators of partner violence and sexual assault.
A generally unsafe environment or an increase in crime, especially of sexual during the past 12 months; 55% claimed emotional and mental difficulties had affected their academic performance for one or more days in the past month; and 59% of students with symptoms of depression said that saving an average of
$240,000 in tuition fees nature, not only places students at increased risk, but may also affect reputation as the required reporting of such crime statistics can result in lower enrollment for colleges and universities.
4 those symptoms had made it difficult for them to do their schoolwork.
10
Source: Data from the Healthy Minds Network:
The Economic Case for Student Health Services
By engaging in a campus-wide commitment to mental and emotional wellness, a school may alleviate the impact of some short-term anxieties and emotional and mental difficulties among their students. If it’s made clear that services and support are available not just to those with serious mental illnesses, but also to anyone who may be struggling, students
Sexual assault and gun violence on campus have received significant media attention over the past few years. Supporting students by providing adequate and readily available mental health services may help reduce these types of crimes.
And if such crimes do occur, the prompt and sensitive care of victims is essential. Due to the national attention directed toward violent and sexual campus crimes, the cost in school reputation are less likely to worry about “bothering” personnel or diverting services away from students with greater need.
8 can be high when these events are poorly handled, or when victims are inadequately supported by campus services. The cost
2. Improve Student Retention
Many college and university dropouts suffer from mental illnesses. Among students who dropped out with less than a 3.0 GPA, 25% screened positive for at least one mental illness, such as depression or generalized anxiety disorder.
9 of treating community trauma, requiring counseling services for students, faculty, and staff who have been mentally or emotionally affected by a suicide, accidental death, or other crimes or casualties, also adds to the indirect cost of treating mental illness.
9
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KOGNITO | BENEFITS OF INVESTING IN STUDENTS’ MENTAL HEALTH
4. Help Reduce Suicide Rates
Student mental health services can help
25 %
3.0
1
There are dozens of ways for campus reduce suicide rates by identifying potentially suffering, but are also in place for those who may develop a problem in the future. College attendance and campus life present multiple pressures on students, and learning to cope with stress is an important part of academic success. Resilience, or the ability to bounce back after trouble or trauma, is a key component of wellbeing. Campuses that offer students an array of available, accessible mental health services are helping to foster student resilience.
9 leaders to promote awareness of mental suicidal students early. Suicide and associated depression does not usually happen in a
5. Promote Resilience and Reduce Stress to connect more at-risk students with spur of the moment decision, but is the intervention have a greater chance at reducing student suicide rates.
12 support services. Administrators may: culmination of weeks, months, or even years of consideration and planning. 5,6,7,8,9,10,11
Suicidal thoughts are often comorbid with depression, anxiety, and/or substance use. A completed suicide is at the end of a mental illness continuum; the earlier in the
Source: Connections between Mental
Health and Academic Outcomes continuum an at-risk student is identified and treated, the more likely these suicidal behaviors and thoughts will cease.
12 College campuses with a comprehensive wellness system in place to assist in early
•
•
Increase staff at campus and community mental health centers.
Eliminate or correct obstacles such as inconvenient appointment hours, poor confidentiality, or high costs.
•
Train faculty, staff, and students about mental health and in proactive strategies, such as how to recognize signs of psychological distress in themselves and others, how to reach out to the students of concern, and how to motivate them to seek help (i.e., gatekeeper skills).
•
Provide on-campus accommodations for
Mental health services are not just for students who are already and emotional health on campus and students receiving treatment.
•
Facilitate development or continuation of peer-operated support groups.
•
Include information about available mental health resources on the school’s official website and campus materials, and at events.
•
Collaborate with student clubs to inform students about available support services.
Taking a proactive stance on stress reduction by educating students about their own mental health can have positive effects--not only in school, but also later in life. Every student should have an arsenal of ways to cope with stress, whether they are dealing with severe depression or have never suffered from a mental health issue.
Students who have been educated in how to take care of their own mental health are more likely to display higher levels of resilience.
9
Resilient students are better equipped to cope with stresses in school and more prepared after graduation and in the workforce. They take more creative risks, and are better at working with others.
9
6. Help Reduce Substance Abuse
Substance abuse is a common strategy for self-medicating mental illnesses such as depression and anxiety.
9 In some students, substance use disorders, or SUDs, may be present as the main presenting problem or may be comorbid with one or more mental illnesses.
8
While under the influence of substances, students tend to engage in risky behaviors that can lead to assaults, crimes, injuries, and in somecases, even death. By treating the mental illness and alleviating stressors that have led a student to engage in low or moderate levels of substance use, the chances that these risky behaviors will occur may be reduced.
16 (Please note that the same cannot be said for severe SUDs.)
Proactively addressing students’ mental health struggles and promoting wellness on campus is not only the right thing to do—it can also have a positive impact on an institution’s reputation, financial resources, alumni backing, student support, and overall rankings.
Since mental health conditions are so common among students, and the benefits of addressing them are so high, it is in every school’s best interest to promote mental wellness on campus. Investing wisely in the mental health of students carries numerous long and short-term benefits for students, schools, and society as a whole.
For school administrators or counseling center directors, juggling limited resources can be frustrating. Putting a priority on the need to address mental health issues on campus offers a substantial return on investment, in terms of both dollars and school reputation.
Though the process of change may start with administrators and counselors, it doesn’t stop there: supporting students involves the entire staff, faculty, and the student body itself. Reducing psychological distress, improving outreach, raising awareness about available resources, and doing a better job of supporting students, the future of our society, are causes worthy of budgetary focus.
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KOGNITO | BENEFITS OF INVESTING IN STUDENTS’ MENTAL HEALTH
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KOGNITO CONVERSATION PLATFORM TM Kognito simulations are developed and delivered using the Kognito Conversation Platform TM , a proprietary group of development, delivery, API and analytic technologies integrated with principles of neuroscience, social cognition, and applied game mechanics.
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” NYU University
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K. E. (2013). T he academic opportunity costs of substance use during colleg e.
College Park, MD: Center on Young Adult Health and Development.
5 info@kognito.com
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