Becky Laman, Author at TimelyCare https://timelycare.com/blog/author/becky-laman/ Higher Ed's Most Trusted Virtual Care Provider Tue, 03 Feb 2026 16:50:07 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.1 https://timelycare.com/wp-content/uploads/2024/04/cropped-timelycare-site-icon-512x512-1-32x32.jpg Becky Laman, Author at TimelyCare https://timelycare.com/blog/author/becky-laman/ 32 32 The Hidden Costs of Unproven Well-Being Strategies in Higher Education https://timelycare.com/blog/the-hidden-costs-of-unproven-well-being-strategies-in-higher-education/ Tue, 27 Jan 2026 23:12:51 +0000 https://timelycare.com/?p=28663 Woman working at a computerOverview Investments in student well-being are essential, but not all care strategies deliver results. When care lacks evidence, continuity, or cultural relevance, hidden costs can arise across campus. Those costs rarely appear in a single budget line. Instead, they surface in diminished student outcomes, strained staff capacity, and growing institutional risk. This blog explores how […]

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Overview

Investments in student well-being are essential, but not all care strategies deliver results. When care lacks evidence, continuity, or cultural relevance, hidden costs can arise across campus. Those costs rarely appear in a single budget line. Instead, they surface in diminished student outcomes, strained staff capacity, and growing institutional risk. This blog explores how unproven care models affect student success, staff capacity, and institutional outcomes, and what proven care can do instead.

Higher education leaders are doing the right thing by investing in student well-being.

Demand is rising. Expectations are higher. Counseling centers are stretched. And institutions are being asked by students, families, boards, and policymakers to respond with urgency and care.

Not every well-being strategy delivers reliable, high-quality care. When that happens, the impact is felt beyond the counseling center. Students fall through gaps, staff absorb additional workloads, and limited resources are diverted from higher-value work.

Tools that look efficient on paper can create real friction in practice, from fragmented handoffs to inconsistent clinical quality. Over time, institutions find themselves cycling through vendors, managing workarounds, and carrying operational burden that undermines both effectiveness and trust.

When good intentions aren’t enough

Over the past several years, campuses have expanded access to mental health resources at unprecedented speed. Digital tools, wellness platforms, referral networks, and crisis support systems have all become part of the landscape.

On the surface, this progress looks promising. But is it really what it seems? Are students actually getting the care they need? Are these investments reducing strain on campus teams or redistributing it? Can institutions demonstrate that these strategies are improving outcomes that matter, including persistence, engagement, academic success, and overall well-being?

When well-being initiatives aren’t built on proven care models, the consequences emerge over time, in ways campuses know all too well.

What are the hidden costs of ineffective care strategies?

1. Unresolved Need

Access to care is essential, but it doesn’t ensure meaningful support.

On many campuses, students technically “access” care without ever receiving the sustained, clinically appropriate support that actually changes outcomes. They may download an app, attend a session, or receive a referral, but never fully connect with ongoing support.

Symptoms don’t resolve. Students come back again, often to different offices, with the same or worsening concerns. What looks like utilization on a dashboard shows up in practice as repeat conversations, escalating needs, and growing frustration on all sides.

The result is a growing gap between what’s offered and what actually helps. Campuses feel that gap later, when cases are more complex, more urgent, and harder to support.

2. Preventable stop-outs and withdrawals

Mental health challenges are a leading contributor to leaves of absence and non-completion.

When care is fragmented, inconsistent, or difficult to navigate, students who might otherwise persist can fall off track. These decisions rarely show up as a single data point tied to a specific program, but the pattern is familiar to anyone reviewing enrollment trends.

Over time, campuses may see:

  • Increased stop-outs are tied to unresolved well-being needs
  • Delayed time to degree
  • Lost tuition revenue that surfaces long after the original investment looked “cost-effective.”

Ironically, strategies intended to support students can unintentionally undermine persistence when they don’t work end-to-end.

3. Burnout, role strain, and support whiplash

When students don’t receive effective care, campus teams become the backstop.

Advisors, residence life staff, faculty, conduct officers, and student support teams spend increasing time coordinating referrals, managing repeat concerns, and supporting students in distress without adequate clinical backup. The work expands quietly, but relentlessly.

This constant triage takes a toll. Staff burnout rises. Roles blur. Teams move from proactive support to reactive crisis management just to keep up.

Even the most dedicated teams can’t sustain that pace indefinitely.

4. Reactive care and reputational exposure

Crisis response is more expensive than prevention.

Unproven well-being strategies often lack clear escalation pathways and continuity of care. When early support doesn’t work, students are more likely to reach crisis points that require after-hours response, emergency coordination, and leadership oversight.

Crisis response is not just emotionally taxing, it’s resource-intensive.  It also pulls senior leaders into urgent situations that displace long-term planning and strategy.

Prevention is always more sustainable than reaction, but only when care works early and consistently.

5. Uneven outcomes and eroded trust

Generic, one-size-fits-all solutions often fail the students who need support most.

Students of color, first-generation students, international students, and those with complex needs may encounter cultural mismatches, language barriers, limited continuity, and more.

When students don’t feel seen or supported, engagement drops and trust erodes.

Over time, this contributes to:

  • Widening gaps in persistence and belonging
  • Lower utilization among high-need populations
  • A perception that support exists “in theory,” but not in practice

In other words, your institution is paying for a solution that students don’t trust or return to.

6. Renewal risk and vendor churn

When a solution can’t demonstrate meaningful value, budgets tighten quickly.

Many well-being solutions generate activity data, such as logins, visits, or session counts, but stop short of showing whether students actually improved, stayed engaged, or received sustained care. Without that clarity, leaders are left trying to justify continued investment based on volume rather than impact.

In renewal conversations, that distinction matters. Solutions that can’t show outcomes are harder to defend, especially when budgets are constrained and scrutiny is high.

The cycle that follows is familiar:

  • Vendor changes
  • Awareness resets
  • Adoption drops
  • The same challenges reappear under a new name

Each reset costs time, trust, and momentum. For students who rely on support, repeated changes feel less like innovation and more like instability.

Fragmented care compounds costs

When well-being strategies are layered without integration, fragmentation grows. That fragmentation introduces gaps where care may suffer or where students’ true needs may slip through the cracks.

Each new fragment may have differing standards of care, inconsistent access methods, and a lack of centralized accountability.

And when fragmentation fails students, the institution absorbs the consequences and the extra costs.

The issue isn’t effort or intent. It’s whether care is designed to work all the way through.

What proven care changes for campuses

When care is built on evidence, continuity, and partnership, the impact looks different.

Proven care helps campuses:

  • Move students from access into meaningful engagement
  • Address needs early, before they escalate
  • Reduce strain on campus teams instead of shifting it
  • Demonstrate outcomes leaders can confidently stand behind

Most importantly, it allows institutions to do what they set out to do: support students with compassion, consistency, and care that actually makes a difference.

Because when care works, everything else works better, too.

The care model is the strategy

Student well-being outcomes are not driven by the number of tools on campus. They are shaped by whether care actually works when students need it, and whether support holds from first contact through resolution.

Campuses don’t need another layer of fragmented solutions. They need care models that are clinically sound, culturally responsive, and designed to reduce risk rather than redistribute it. The question is no longer whether to invest in student well-being. It is whether the care model in place is delivering outcomes the institution can stand behind.

If your campus is ready to move from access to impact, we should talk.

Key Takeaways

  • Access alone does not resolve student need; sustained, effective care does
  • Students with higher needs are often the first to disengage when care lacks fit or continuity
  • Solutions that cannot demonstrate outcomes create renewal risk and operational churn
  • Proven care models can improve engagement, protect staff capacity, and deliver measurable value

FAQs

If students cycle through support without meaningful improvement, or campus teams are increasingly acting as clinical backstops, the care model may lack depth, continuity, or accountability.

Fragmented care creates gaps at the moments that matter most. It delays effective intervention, increases crisis escalation, and places additional burden on non-clinical staff to manage complex needs.

Clear evidence of student improvement, continuity across touchpoints, culturally responsive care, and data that connects well-being support to outcomes such as persistence, engagement, and reduced staff burnout.

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]]> Raising the Bar: Why Accreditation Should Be the Minimum Standard for K12 Virtual Mental Health Care https://timelycare.com/blog/raising-the-bar-why-accreditation-should-be-the-minimum-standard-for-k12-virtual-mental-health-care/ Wed, 14 Jan 2026 18:31:45 +0000 https://timelycare.com/?p=28590 Child working on laptop with headphones onOverview As K12 schools face mounting mental health challenges, many have turned to virtual care to meet student needs. But not all virtual mental health programs are built to support school environments. Accreditation ensures that virtual care models meet national clinical and safety standards, giving schools the consistency, trust, and accountability they need to support […]

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Overview

As K12 schools face mounting mental health challenges, many have turned to virtual care to meet student needs. But not all virtual mental health programs are built to support school environments. Accreditation ensures that virtual care models meet national clinical and safety standards, giving schools the consistency, trust, and accountability they need to support student well-being and learning outcomes.

When student safety, staff capacity, and instructional time are on the line, quality matters.

The Reality Facing Schools Today

District leaders and school counselors are being asked to solve for rising absenteeism, increased behavioral disruptions, and growing mental health needs, often with fewer staff and shrinking margins for error. When mental health support fails, the consequences show up quickly: missed instructional time, overwhelmed educators, and students who are not emotionally ready to learn.

In this environment, the question is not whether schools should offer mental health support, but whether that support is reliable enough to protect students, staff, and schools alike.

To meet these demands, many districts have expanded their use of virtual mental health care. What began as a short-term solution has become a permanent extension of school-based support as counselor shortages persist and Tier 2 and Tier 3 needs continue to rise (National Center for Education Statistics).

Not All Virtual Mental Health Care Is Built for Schools

Virtual mental health care can look similar on the surface. Many programs promise faster access, shorter wait times, and expanded reach. What is harder to see is whether those services can consistently support students when needs escalate or situations become complex.

Key differences across providers include:

  • How clinicians are are trained to work with children and adolescents
  • Whether care follows consistent clinical protocols
  • How student progress is measured and monitored over time
  • How risk is identified, escalated, and communicated back to schools
  • What safeguards exist for privacy, safety, and continuity

Under pressure, these differences surface quickly. Inconsistent models can lead to fragmented care, unclear escalation pathways, and additional strain on school counselors who are already stretched thin.

In school environments, variability does not stay contained within a vendor’s platform. It shows up in classrooms, counseling offices, and administrative response. This is where quality standards matter.

What Accreditation Means for Schools

Accreditation is not a marketing label. It is independent validation that a virtual mental health provider can deliver care consistently, safely, and responsibly, at scale (URAC).

In healthcare, accreditation signals that an organization meets established national standards related to:

  • Clinical quality and safety
  • Provider credentialing and oversight
  • Data privacy and security
  • Use of evidence-based practices
  • Ongoing quality improvement

For K12 schools, accreditation reduces ambiguity. It aligns virtual care with established healthcare and education privacy expectations, rather than leaving districts and counselors to interpret compliance on their own.

Most importantly, accreditation creates consistency. In systems serving minors, consistency is what protects students and allows schools to integrate care with confidence.

Why Accreditation Matters for Districts, Schools and Counselors

1. Student Safety and Trust

Accredited virtual care models operate under defined clinical and operational standards that guide every interaction. This includes protocols for risk assessment, escalation, documentation, and follow-through.

For families, it reinforces trust. For counselors, it provides reassurance that referrals lead to dependable follow-through.

2. Consistency Across Providers

Many virtual care models rely on loosely connected provider networks, which can result in wide variation in student experience. Accreditation requires organizations to maintain consistent expectations, training, and oversight across clinicians.

This matters when students need ongoing support and when school counselors must trust that care will not reset with each session.

3. Outcomes that Support School Readiness

Access alone does not improve attendance or engagement. High-quality care helps students regulate emotionally, re-engage with learning, and remain present in school.

Accredited care models emphasize measurement-based care, using validated tools to track progress over time. This allows providers to adjust care plans and helps schools understand whether interventions are making a meaningful difference.

When outcomes are measured, districts can move beyond assumptions and make decisions grounded in evidence.

4. Reduced Risk for Districts

District leaders are accountable for the services offered to students. Accreditation demonstrates that a provider has been independently reviewed against established clinical and operational standards (URAC).

As virtual mental health care becomes more embedded in MTSS frameworks and long-term planning, this level of assurance becomes increasingly important. Accredited providers are evaluated against recognized healthcare and education privacy frameworks, including HIPAA and FERPA, giving districts confidence that student information is protected in ways that align with both clinical responsibility and school system requirements (U.S. Department of Health and Human Services; U.S. Department of Education).

Virtual Care Should Strengthen, Not Replace, School-Based Teams

High-quality virtual mental health care is designed to extend the capacity of school counselors, social workers, and psychologists, not replace them.

When care operates under clear standards, it becomes a reliable partner within MTSS, supporting Tier 2 and Tier 3 needs while allowing school-based teams to focus where they are most needed.

Accreditation reinforces this partnership by ensuring virtual providers integrate responsibly into school workflows and communicate clearly with student support teams.

Why Accreditation Should Be the Baseline

As districts evaluate virtual mental health options, some providers will emphasize speed, scale, or cost. But choosing a model without proven standards is not a neutral decision; it introduces avoidable risk into already strained systems.

Accreditation sets a minimum expectation that care is:

  • Clinically sound
  • Consistently delivered
  • Measured for impact
  • Accountable to recognized standards

For schools responsible for student well-being and instructional continuity, these are not enhancements. They are requirements.

Moving Forward With Confidence

District leaders and school counselors deserve clarity when evaluating virtual mental health care. Accreditation provides a shared framework for setting expectations and asking the right questions.

When quality standards are clear, virtual care becomes more than an access solution. It becomes dependable infrastructure, supporting students, protecting staff capacity, and helping schools stay focused on learning.

Because when it comes to student mental health, how care is delivered matters just as much as how quickly it begins.

Key Takeaways

  • Not all providers offer the same quality: differences in training, protocols, and risk management directly impact student safety and school operations.
  • Accreditation validates that a provider meets rigorous clinical, privacy, and safety standards aligned with education systems.
  • Accredited providers offer consistent, measurement-based care that supports emotional regulation, learning readiness, and sustained engagement.
  • Districts carry legal and ethical responsibility for student services. Accreditation reduces risk by aligning care with HIPAA, FERPA, and MTSS frameworks.
  • Virtual care should extend, not replace, school-based teams and must integrate into school workflows to be effective.
  • Accreditation should be the baseline for any district evaluating virtual mental health partners.

FAQs

Accreditation is an independent evaluation that confirms a provider meets national clinical, safety, and privacy standards. It ensures consistency, reliability, and accountability, especially when serving minors in school settings.

 

Accredited providers follow evidence-based practices, standardized risk protocols, and strict privacy safeguards. This helps ensure student safety, builds trust with families, and reduces liability for schools.

 

No. High-quality virtual care is designed to extend the reach of school-based teams, not replace them. It supports Tier 2 and Tier 3 needs so that school counselors can focus on prevention and in-school support.

 

Districts should prioritize providers with third-party accreditation, clear escalation protocols, consistent clinician training, and tools for tracking student progress over time.

 

References

Centers for Disease Control and Prevention. (2022, June 3). Data and statistics on children’s mental health. https://www.cdc.gov/childrensmentalhealth/data.html

National Center for Education Statistics. (2024). Over half of public schools report staffing and funding limitations to effectively provide mental health services. U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/learn/press-release/over-half-public-schools-report-staffing-and-funding-limit-their-efforts-effectively-provide-mental

The Joint Commission. (2023). The value of accreditation. https://www.jointcommission.org/accreditation-and-certification/the-value-of-accreditation/

U.S. Department of Education. (2023). Family Educational Rights and Privacy Act (FERPA). https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U.S. Department of Health and Human Services. (2023). HIPAA privacy rule. https://www.hhs.gov/hipaa/for-professionals/privacy/index.html

URAC. (2024). Telehealth accreditation standards. https://www.urac.org/accreditation-and-measurement/accreditation/telehealth/

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]]> 5 Signs It’s Time to Reevaluate Your Student Virtual Health Provider https://timelycare.com/blog/5-signs-its-time-to-reevaluate-your-student-virtual-health-provider/ Tue, 27 May 2025 22:11:26 +0000 https://timelycare.com/?p=27782 Overview Virtual mental health providers should be true partners in student well-being, not just scheduling platforms. This blog outlines five warning signs that it may be time to reevaluate your current provider, from negative student feedback to limited integration with campus services. Use these insights to assess quality, accountability, and alignment with your campus needs. […]

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Overview

Virtual mental health providers should be true partners in student well-being, not just scheduling platforms. This blog outlines five warning signs that it may be time to reevaluate your current provider, from negative student feedback to limited integration with campus services. Use these insights to assess quality, accountability, and alignment with your campus needs.

Student mental health is a growing priority across campuses, but the strength of your support system depends heavily on the provider behind it. As colleges and universities increasingly adopt virtual mental health platforms in addition to their existing campus services, many are beginning to uncover critical gaps reflected in student feedback, administrative concerns, and online discourse.

Too often, college and university leaders believe they are partnering with a comprehensive virtual health provider when, in reality, they are contracting with a scheduling tool that waives all clinical responsibility. These platforms hide behind disclaimers, acting as intermediaries with no accountability for care quality, continuity, or outcomes. They do not treat students; they simply route them.

This distinction is not semantics. Institutions have a fiduciary and ethical responsibility to ensure student safety and well-being, not to delegate it to a scheduling service. A true partner does not just schedule care; it stands behind it, delivering oversight, accountability, and measurable results.

If you oversee student affairs or counseling, ask yourself: Are we aligning with a partner that takes ownership of student health, or handing off one of our most critical obligations to a platform built to deflect it?

Here are five key signs it may be time to reassess your current virtual mental health provider.

1. Are students giving negative feedback?

The clearest indicator that your provider is not meeting institutional needs is direct feedback from students. Are they expressing disappointment with care quality, citing a lack of progress, or simply not returning for follow-up sessions? Negative reviews on campus surveys are red flags that engagement is low or the service is failing to address core needs.

Several university administrators have noted in public forums that some virtual platforms present a revolving door of clinicians, making it challenging for students to work with the same professional over time. This fragmentation disrupts the therapeutic process and can lead to student frustration and drop-off.

According to a report by Active Minds, students overwhelmingly value mental health services that are accessible, personalized, and responsive to feedback.

2. Are sessions too short or ineffective?

Therapy isn’t one-size-fits-all, nor is the time it takes to build trust. Yet many virtual mental health platforms rely on 30-minute sessions, limiting students’ ability to process emotions, explore complex issues, or establish a strong connection with their provider. Students notice the difference, too. On Reddit and other online forums, and in focus groups, they’ve voiced frustration with short, surface-level appointments that feel rushed or impersonal. When students don’t feel heard, they’re less likely to stay engaged in care and more likely to fall through the cracks.

While brief check-ins can be helpful in some cases, meaningful progress often requires more time and a nuanced approach to build a trusted relationship with a provider.

“By having the proper time with a trained professional, patients can gain insight into what they are thinking and how they are thinking. Rooted in evidence-based practices and backed by scientific evidence, weekly hour-long therapy sessions are among numerous treatment structures that can help patients achieve clinical gains,” said Dr. Jerry Walker, PhD, Executive Director of Mental Health Services, TimelyCare. Research published in the Journal of Counseling Psychology underscores the value of longer, in-depth sessions for achieving better therapeutic outcomes.

3. Is there limited provider choice or continuity?

Continuity and consistency are critical for students seeking mental health counseling, particularly as they strive to establish trust and rapport with a therapist. Research from the American Psychological Association underscores that therapeutic alliance is one of the most significant predictors of successful treatment outcomes.

Finding the right therapist isn’t just about availability; it’s about connection. Students often feel more comfortable opening up to someone who understands their lived experience, whether that’s related to race, gender identity, culture, or other aspects of who they are. However, on many virtual platforms, choice is limited. When you’re matched at random or given a narrow pool of providers, it can feel like students are being asked to share their personal story with someone who may not fully “get it.”

Students deserve the option to choose a provider who reflects their values, identities, and communication style. That kind of alignment can make all the difference in whether someone sticks with therapy or walks away feeling more isolated than before.

4. Are technical issues affecting access?

While virtual care breaks down many barriers, the technology itself can become a roadblock. Reports from campus professionals and Reddit users alike highlight recurring issues, including failed video connections, the absence of a mobile application, confusing user interfaces, and difficulties accessing support during peak demand periods.

Students with limited digital literacy, spotty internet connections, or disabilities may find themselves excluded from reliable access. According to the U.S. Department of Education’s Office for Civil Rights, virtual mental health platforms must ensure that services are accessible to students with disabilities to comply with federal standards.

An effective mental health provider should prioritize user experience and ensure platforms are accessible and responsive for all students.

5. Is your provider disconnected from campus resources?

Virtual mental health platforms should work with your campus, not around it. Yet too often, counseling center leaders report that these providers operate in isolation, detached from university health services, residence life, and academic support teams. This fragmentation is more than a missed opportunity for collaboration. It creates dangerous gaps in care, undermines continuity, and leaves vulnerable students navigating a disconnected system at precisely the moment they need coordinated support.

The Jed Foundation’s Campus Framework recommends a comprehensive, integrated approach to campus mental health to support early intervention, crisis management, and continuity of care. Without integration and communication, critical safety concerns or clinical updates may not reach on-campus stakeholders, increasing institutional risk and potentially leaving at-risk students unsupported during moments of crisis.

Hear from Seli Fakorzi, director of mental health, TalkNow, Client Liason, about how TimelyCare partners with campus clinics to enhance student support through clinical collaboration. By relieving overwhelmed clinic teams, they allow staff to focus on delivering quality care.

How to take ownership of your campus mental health strategy

If any of these signs resonate, it is time to take a closer look at your current virtual mental health provider. These are not just operational concerns. They speak to the heart of your institution’s responsibility to support student well-being and safety.

Here are three meaningful actions to help you reassess and strengthen your approach:

Listen to your students

Launch anonymous surveys or focus groups to gather candid feedback on their experiences. What they say or do not say about mental health services is one of the most honest indicators of effectivenes.

Audit the data

Review your utilization metrics, wait times, session durations, and continuity rates. Are students staying engaged? Does the diversity of the provider network align with your campus? Patterns in the data can reveal whether your partner is delivering meaningful care or simply checking boxes.

Ask the hard questions

Is your current provider truly accountable for care quality, integration, and outcomes, or are they a technology platform that avoids clinical responsibility? If the answer is unclear, it is time to explore options that offer both access and accountability.

Virtual mental health solutions are only as strong as the partnerships behind them. Your students deserve a provider that shows up, integrates fully, and stands behind the care it delivers. If you are ready to evaluate your current model or explore a partner committed to measurable outcomes and campus integration, our team is here to help.

Ready to strengthen your support system? 

TimelyCare partners with campuses to deliver high-quality, integrated mental health care that students trust.

Danielle Ward, EdD, is an Abilene Christian University graduate who said she found extreme value in working with a consistent TimelyCare counselor throughout her program.

“I would look forward to our sessions together. Because I had an ongoing relationship with her in terms of, you know, I had seen her more than once, she would go back and say, well, a few sessions ago, you mentioned X, Y, and Z. How is that or how does that situation relate to what you’re currently going through and experiencing?”

Hear from former Abilene Christian University student Danielle Ward on her transformative experience with a genuine and authentic TimelyCare counselor. Growing up in a household skeptical of therapy, she found it challenging to embrace the idea of seeking help. However, the counselor’s realness made a profound impact, leading Danielle to become an advocate for therapy.

TimelyCare has clinical outcomes data to back up the effectiveness of its scheduled counseling and psychiatry sessions, showing that those who entered care with severe depression or anxiety symptoms achieved clinically significant improvement by their third visit.

If you’re ready to reassess your current model or explore a partner committed to outcomes and accountability, we’re here to help. Contact us to learn how we can help your campus thrive.

Key Takeaways

  • Student feedback is the most honest indicator of provider effectiveness.
  • Short, impersonal sessions limit student progress and engagement.
  • Consistent relationships and identity-matching matter.
  • Accessibility issues can widen equity gaps in care.
  • Integration with campus resources is essential for safety and continuity.

FAQs

A digital service offering counseling and support through telehealth methods, often via app or online portal.

Check for metrics on outcomes, continuity of care, and campus integration. Ask if they take responsibility for clinical quality.

Yes, for brief check-ins or ongoing maintenance, but deeper concerns typically need more time.

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]]> Building a Sustainable Model for School Wellness Initiatives https://timelycare.com/blog/building-a-sustainable-model-for-school-wellness-initiatives/ https://timelycare.com/blog/building-a-sustainable-model-for-school-wellness-initiatives/#respond Tue, 30 Jul 2024 21:53:25 +0000 https://timelycare.com/?p=26854 Hispanic College Girls HuggingIn a July 2024 survey of college and university students, 65% said they are experiencing mental health issues such as stress, anxiety, and depression. Additionally, 76% of students said mental health services made available by their colleges and universities impact the likelihood of getting a degree. Providing easy access to comprehensive mental and medical health […]

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In a July 2024 survey of college and university students, 65% said they are experiencing mental health issues such as stress, anxiety, and depression. Additionally, 76% of students said mental health services made available by their colleges and universities impact the likelihood of getting a degree.

Providing easy access to comprehensive mental and medical health care during critical times can be life-saving. Offering resources to help increase student retention is also beneficial for the financial health of the campus and local economy.

Despite the clear need and strong business case for funding mental health and student success resources, securing the necessary funds can be challenging. However, when campus leaders explore various paths to funding, institutions can often find the funds needed to add these essential programs.

With a strategic mix of federal, state, and local funding, along with private donations, schools can create a sustainable model for wellness initiatives. Here’s a closer look at each funding source.

Private donations

Parents, alumni, and community members often want to see mental health support services be expanded for students, wishing they had similar resources during their college years. Early adulthood is a challenging time, and support for stress, anxiety, depression, and relationship issues can significantly aid students on their educational journeys.

Alumni, parents, and students are some of the biggest champions of mental health and well-being initiatives. Private donors often feel a deep connection to the mission of supporting a new generation, relating to students’ struggles and remembering how few resources were available during their collegiate experience.

Examples from higher education show how private donations can help increase campus mental health resources. Institutions like Butler University, the University of New England, and the University of Texas have had successful fundraising programs for student mental health support. In 2024, The Larry H. & Gail Miller Family Foundation announced a $850,000 challenge grant for Southern Utah University to inspire and encourage additional donations and partnerships to support mental health initiatives for all students, whether on campus or online. Elon University alumni Mark and Kim Tyson made a $3 million gift to their alma mater to help build the HealthEU Center, a new hub for holistic health and well-being initiatives

A donor-funded Nass Mental Health Initiative gift to Syracuse University’s Martin J. Whitman School of Management supports “students’ personal and professional development at the intersection of business and mental health.” The programming from this initiative addresses issues such as work-life balance, stress, anxiety, dealing with rejection, and burnout.

If you’re considering when to conduct donor outreach, start planning to launch in the month of May. With Mental Health Awareness Month and Mental Health Action Day, this is a perfect time to launch a private fundraising or crowdsourcing campaign to fund mental health support services.

Create a sustainable model for wellness initiatives today.

Learn more about funding options for your virtual care program.
Bring TimelyCare to Your School

Foundations

Several non-profit foundations such as The Jed Foundation (JED) and Active Minds offer grants to colleges and universities looking to launch or expand mental health initiatives. The American College Health Foundation’s (ACHF) Stephan D. Weiss, PhD, Mental Health Fund for Higher Education supports programs that improve student mental health and retention. ACHF also has a College Well-Being Award to create or make improvements to campus infrastructure to support the well-being of students.

The Boris Lawrence Henson Foundation (BLHF) was established by actress Taraji P. Henson and her friend Tracie Jade Jenkins to destigmatize mental health within the Black community and enhance accessibility. In 2023, BLHF launched Self-Care Wellness Pods under their ‘Meeting You Where You Are’ initiative to provide resources in spaces where African Americans convene.

BLHF partnered with kate spade new york to launch SHECARE Wellness Pods to reach more than 25,000 Black women on HBCU campuses. Alabama State University, Hampton University, and Bennett College were among the first schools to receive the SHECARE Wellness Pods. The structures house resources such as free therapy, support space, and programming designed to support women and girls.

Identify the organizations that best fit the mission of your institution and the goals of your health and well-being initiatives.

Government programs

A search for federal grants can start online at grants.gov through a database with eligibility filters. Grants like those from The Substance Abuse and Mental Health Services Administration (SAMHSA) provide awards that aim to improve mental health services for students.

Colleges and universities nationwide have also leveraged state grants to support mental health and student success initiatives. The Ohio State University used a $2.5 million award from the state of Ohio to bring specialized teletherapy, academic accommodation support, and more mental health and well-being resources and programs to students.

The University of North Carolina system 2022-27 Strategic Plan identified improving student mental health as a key priority. In 2023, the state announced $7.7 million in new funding to support postsecondary institutions with additional student mental health services.

The Michigan Sixty by 30 strategic plan aims to increase the number of adults with a skill certificate or college degree to 60% by 2030. The grant program represents more than $45 million to grow student success at the state’s community and tribal colleges and universities.

Look for government programs like these to help fund mental health and wellness initiatives that can help drive student success.

Student-led initiatives

Mental health is important enough for many students to take action on their campuses to grow access to support services. Student government leaders have been instrumental in bringing 24/7 virtual care to their campuses. The Associated Students of Diablo Valley College (ASDVC) in California sponsors TimelyCare for medical and mental health care including the TalkNow service, scheduled counseling, and psychiatry.

Lake Washington Institute of Technology student government association leaders made mental health a top priority and decided they couldn’t wait to see if state funding would come through. They voted to use the institution’s reserve fund to add access to free 24/7 virtual medical and mental health care. Later, the student body voted to add a fee to indefinitely cover the cost of services.

The cost of inaction

Kerry Greenstein, dean of student life at Sweet Briar College, shares how an investment in TimelyCare is worth the money to help break down barriers to mental health support for students.

Nicholas Ladany, president of San Francisco Bay University wrote in an Inside Higher Ed opinion piece, “Providing the necessary resources—expanding mental health services and sessions, paying more counselors a competitive salary, and making mental health and wellness a larger part of the campus culture—is expensive. But the cost is a poor excuse not to provide students with what they need and, like many effective higher education practices we assume are essential such as technology, the cost of inaction or keeping the status quo is far more expensive.”

When students have nowhere to turn on campus due to long wait times, limited resources, or the stigma of care, students suffer in silence. At TimelyCare, 52% of those using our mental health service lines said they would have done nothing if our app were not available to them.

The cost of inaction—or insufficient action that doesn’t fully meet students’ needs—is high. And the impact on student engagement and retention is real. Still, the wait time for a first therapy appointment is between one and two weeks at most counseling centers across institutions of every size, according to the Association for University and College Counseling Center Directors’ (AUCCCD) 2022-2023 Annual Survey. Additionally, The State of Higher Education 2024 Report found that, among all currently enrolled college students, 1 in 5 (22%) have considered stopping out due to mental health challenges or emotional stress.

How is your school responding to this need? By digging into the funding resources available to colleges and universities, you can expand mental health resources to make accessing comprehensive mental health resources easy.

More information about funding for mental health and student success initiatives is available here, or reach out to a TimelyCare representative today.

Get in Touch

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]]> https://timelycare.com/blog/building-a-sustainable-model-for-school-wellness-initiatives/feed/ 0 Battling Burnout: The Urgency of Prioritizing Mental Health for Faculty and Staff https://timelycare.com/blog/battling-burnout-the-urgency-of-prioritizing-mental-health-for-faculty-and-staff/ https://timelycare.com/blog/battling-burnout-the-urgency-of-prioritizing-mental-health-for-faculty-and-staff/#respond Mon, 29 Jan 2024 15:21:10 +0000 https://timelycare.com/?p=26152 The issue of retention in higher education is not limited to students; faculty and staff are becoming more disenchanted and disengaged with the industry’s standards of professional support, especially when it comes to their mental health. According to a Healthy Minds study specifically focused on higher ed faculty and staff, nearly two-thirds (64%) of faculty […]

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The issue of retention in higher education is not limited to students; faculty and staff are becoming more disenchanted and disengaged with the industry’s standards of professional support, especially when it comes to their mental health.

According to a Healthy Minds study specifically focused on higher ed faculty and staff, nearly two-thirds (64%) of faculty reported “feeling burned out because of work” either somewhat (30%), to a high degree (19%), or to a very high degree (15%). Faculty at four-year institutions (68%) felt burned out more than those working at community colleges (54%).

While higher ed most certainly has – and continues to – respond to the critical need for mental health support among students, it is time to devote some of that support to the very employees who play a crucial role in higher ed’s efforts to support students.

Working in higher ed: Losing its luster?

According to a survey by TimelyCare, higher education’s most trusted virtual health and well-being provider, more than half (53%) of the faculty and staff surveyed have considered leaving their job because of burnout, increased workload and stress, underscoring continuing concerns about employee retention in the aftermath of the pandemic. What’s more, over three-quarters (82%) said they’re experiencing the same or more levels of stress and anxiety than last year.

There are many reasons why supporting faculty and staff mental health should be a priority for colleges and universities including, but not limited to:

  • Higher retention and better recruitment
  • Decreased burnout
  • Improved job satisfaction
  • Decreased stigma
  • Positive impact on student success

Retention and recruitment

Supporting faculty and staff should be a key component of an institution’s retention and persistence strategy. According to the TimelyCare survey, 75% of those surveyed said more mental health support would improve job satisfaction.

If faculty are not doing well, students are not doing well either. Faculty and staff are experiencing stress like never before. Every day, colleges are closing, courses are being cut, tenure is being challenged across the country, college presidents are under public scrutiny – all adding to the already prevalent stress of the classroom.

A CUPA-HR survey warns of a higher education retention crisis, as many staff, professionals, and administrators are considering other employment.

Increased support can contribute to higher retention rates and make the institution more competitive in recruiting top talent. For example, Dr. Ellie Sturgis, former director of the Cook Counseling Center at Virginia Tech, said that the university’s partnership with TimelyCare drastically changed the dynamic of their on-campus counseling center’s office by giving their counselors a daily refresh from overwhelming student demand.

Ellie Sturgis, Former Director of Cook Counseling Center at Virginia Tech, shares how partnering with TimelyCare enabled them to retain more of their campus counselors. 

“Having access to TimelyCare to help what we’re doing, our ability to retain our counselors has improved significantly. They’re able to go home, refresh, come back ready the next day,” she said. “TimelyCare is a way to expand services, help take care of staff, help take care of students, and help us to do our jobs in a more effective way.”

Regina Ray, an embedded counselor at Virginia Tech, is grateful for the added support and said it makes a difference in the day-to-day.

 

Regina Ray, Embedded Counselor at Virginia Tech, talks about how using TimelyCare’s services better helps her serve her students.

“To feel supported as an employee is to feel heard. I think Virginia Tech does a really good job of providing support beyond just the workload, acknowledging that our work is very hard at times,” she said. “Giving us TimelyCare, where they’re acknowledging that our students need mental health services, but we also know for you all to fully serve our students, you need them as well.”

Decreased burnout and improved job satisfaction

The demanding nature of higher education jobs, including teaching, research, and administrative responsibilities, can contribute to burnout. Half of higher ed employees work additional hours beyond full-time expectations, according to the latest CUPA-HR survey. Nearly a quarter (21%) of employees who work additional hours put in between one and five extra hours a week.

Another major contributing factor to employee burnout is the mental health of students. The TimelyCare survey found 76% of higher ed employees feel supporting students’ mental health is a job expectation.

The New York Times took an in-depth look at the mental health crisis at a New England college that saw incredible tragedy. A faculty member is quoted saying faculty and staff members “felt as if they were the ‘first line’ responders to students in crisis, but they weren’t trained or equipped for the level of distress.” After the school hosted town hall events for faculty and staff members, a major focal point began to emerge: faculty and staff were burned out. A faculty member who was a member of the school’s emergency task force is quoted saying, “We heard from a lot of faculty that they were just very overwhelmed by the need for students to find a sympathetic ear and some guidance.”

“Faculty and staff are concerned about the level of anxiety and stress that they see that our students are coping with and are always looking for resources for dealing with the stress,” said Dr. Jeanne Natali, director of the Student Resource and Empowerment Center at Tidewater Community College. “I think at the same time, that is starting to burn out the faculty, because it’s becoming more and more prevalent across our students.”

By changing the way faculty and staff can seek and find mental health support, institutions will see enhanced productivity and performance. Employees who feel supported in their mental health are more likely to be engaged and productive at work with better concentration, creativity and problem-solving skills.

Additionally, employees who feel their mental health is supported are more likely to be satisfied with their jobs. This can lead to increased morale, motivation and positive work attitude. Three out of four faculty and staff said more mental health support would improve job satisfaction, according to the latest TimelyCare survey.

Faculty & staff need access to 24/7 mental health care

Virtual health care helps your entire campus community thrive.
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Decreased stigma

Higher education institutions have a role in breaking down the stigma associated with mental health. By openly supporting employee mental health, colleges and universities contribute to a culture that normalizes seeking help and talking about mental health issues.

“Offering TimelyCare to employees is normalizing the need for mental health care for them and makes it easier for them to talk to students about mental health care,” said Erica Coates, assistant director of partnership initiatives, Cook Counseling Center at Virginia Tech. “Opening that line of conversation has a reverberating effect, that is a community-wide, campus-wide, safe conversation. We can’t begin to fathom the impact of that.”

Saad Kahn, a mental health initiatives coordinator at Virginia Tech, said promoting self-care among employees is essential, and ensuring that employees are using these skills all the time, not just in times of crisis.

Saad Khan, Mental Health Initiatives Coordinator at Virginia Tech, talks about how important it is for faculty and staff to have access to virtual care so they can support students to the best of their abilities.  

“We need these channels and avenues to take care of ourselves throughout the week so that when the tough situations are coming, we are presenting the best version of ourselves that we possibly can,” he said. “We want to present our best selves to students because when we’re presenting our best selves, we’re able to support them in the best way that we can.”

Positive impact on student success

Supporting employee mental health in higher education is not only beneficial for the well-being of employees but also for the overall success and effectiveness of the institution. A healthy and supported faculty and staff find enhanced job satisfaction, better positioning them to provide effective teaching, mentorship, and support to students – ultimately contributing to greater student success and retention.

Addressing all of these various and complex challenges takes commitment and require the necessary and appropriate resources and support systems:

Promote a healthy work-life balance

Encourage reasonable working hours and discourage excessive overtime. Promote the use of vacation time and ensure that faculty and staff feel comfortable taking time off.

Flexible work arrangements

Allow flexibility in work schedules when possible. Consider options like remote work, compressed workweeks or flexible hours to accommodate personal needs.

Promote community building

Foster a sense of community among faculty and staff and organize social events, team-building activities and support groups to promote connections and a sense of belonging.

Address workload issues

Regularly assess and adjust workloads to prevent burnout. Ensure realistic expectations for work tasks and deadlines.

Leadership support

Encourage leadership to prioritize mental health and model healthy behaviors. Provide training for supervisors on recognizing signs of mental health issues and offering support. Offer regular check-ins and regularly review and update policies related to workload, leave, and mental health support to ensure they are effective and relevant.

Provide mental health resources

Offer access to on-campus counseling services and invest in partnerships, like TimelyCare, that support employee mental health 24/7. Share information about the resources available and encourage employees to seek help when needed.

Davien Armstrong, Case Manager in the Student Resources & Empowerment Center at Tidewater Community College, shares why Faculty and Staff Care helps improve campus health and well-being by expanding access to support.

Training and awareness programs

Conduct workshops and training sessions on stress management, resilience, and mental health awareness. Provide information on recognizing signs of mental health issues and how to support colleagues and students. Most of all, reiterate the resources available to the entire campus community so that faculty and staff feel comfortable and confident relaying that information to students, should the need arise.

Recognition and appreication

Recognize and appreciate the hard work and accomplishments of faculty and staff regularly. Celebrate achievements and milestones to boost morale.

“Our faculty and staff, my colleagues, need to know that there’s someone in their corner who is qualified to help our students navigate these difficult situations. It’s been amazing to have TimelyCare for that exact reason,” said McKenzie Mathewson, associate director of Community Wellness, Western Colorado University. “The fact that they’ve been willing to invest in a service that does have professional mental health providers, both for our students and our faculty and staff, lets us know that they care.”

Prioritizing educators’ mental health and well-being by providing 24/7 accessible mental health resources is critical to creating a supportive campus environment. Contact TimelyCare now to improve the health and well-being of your faculty and staff.

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]]> https://timelycare.com/blog/battling-burnout-the-urgency-of-prioritizing-mental-health-for-faculty-and-staff/feed/ 0 Why Basic Needs Support is Essential for College Students https://timelycare.com/blog/basic-needs-support-college-students/ https://timelycare.com/blog/basic-needs-support-college-students/#respond Wed, 03 Jan 2024 17:20:05 +0000 https://timelycareprod.wpengine.com/?p=20683 Basic needs support for college studentsOnly four in 10 college students graduate from a four-year college. And while there’s no shortage of reasons for that fact, most are rooted in financial difficulties. Nearly 80% of students delay graduation due to lack of financial resources — and over 50% drop out due to lack of money. This makes sense when you […]

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Only four in 10 college students graduate from a four-year college. And while there’s no shortage of reasons for that fact, most are rooted in financial difficulties. Nearly 80% of students delay graduation due to lack of financial resources — and over 50% drop out due to lack of money. This makes sense when you consider that 60% of students don’t get any financial help from their parents.

Students facing basic needs insecurity are at colleges and universities across the country. A Hope Center Survey found nearly three in five higher education students experienced basic needs insecurity. And more than half did not apply for any support because they didn’t know how. Three out of four community college students said a lack of basic needs such as housing, food, and childcare caused them emotional distress, stress, and/or anxiety in a national TimelyCare survey.

TimelyCare began providing basic needs support in 2021, based on feedback from partner schools. Basic needs must be met for students to thrive in other areas of their lives such as school, work, health, and relationships. Financial help, food, and housing were the top requests for basic needs support through TimelyCare In the first three-quarters of 2023. Other support areas include transportation, childcare, and legal services.

How insecure students were impacted by the pandemic

It’s impossible to ignore the impact of the COVID-19 pandemic. In The Hope Center’s report entering fall 2020, it found that among 200,000 college students surveyed:

  • 41% had a close friend or family member who contracted COVID-19
  • 7% became sick with COVID-19
  • 39% at two-year institutions and 29% at four-year institutions were affected by food insecurity
  • 48% were affected by housing security issues
  • 14% were affected by homelessness

Financial resources are critical to students who face basic needs security. Of these students, 32% of the students surveyed received emergency aid, and 18% received SNAP. Perhaps the most shocking statistic from this report is that 52% of students did not apply for support services due to a lack of knowledge on how to do so.

A report from the U.S. Education Department’s National Center for Education Statistics (NCES) supports The Hope Center’s findings. During spring 2020, over 100,000 students were surveyed on their experiences with food and housing insecurity. It confirmed that college students face higher rates of food and housing insecurity than the general population. The NCES data found that 22.6% of undergraduates and 12.2% of graduate students experience food insecurity, while 8% of undergraduates and 4.6% of graduate students experience homelessness.

As told to Inside Higher Ed, Kevin Kruger, president and CEO of NASPA: Student Affairs Administrations in Higher Education said, “I think it’s easy to assume where you think these problems are, what the issues are. But it’s really a national problem. There may be more depth to it at certain kinds of institutions … [but] this cuts across all institutions.”

This is where TimelyCare’s basic needs support comes in to impact student health and wellness. This support service was created to address the barriers caused by financial difficulties by connecting students with free or reduced-cost programs based on need and location.

Discover how telehealth supports student basic needs

Increased access to care means more successful students 
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Questions about basic needs support at colleges and universities

To learn how basic needs support works for colleges and universities, Patient Care Advisor Laura Kennemer shares more information about the service and the impact already made with this type of support.
What is basic needs support and why start it?

Basic needs support was TimelyCare’s response to a need we saw with the college students at partner institutions. There was a trend that community college students were being referred to patient care advisors because they had problems getting their basic needs met, such as food and/or housing. TimelyCare acknowledges that social determinants of health are conditions in these students’ communities that affect their ability to be healthy and successful in school. We want to improve student access to:

  • Health care and mental health care
  • Career placement and employment
  • Healthy foods
  • Stable housing options
  • Transportation

The National Center for Education Statistics reports that “low-income students are less likely to complete their study programs than other students. In 2015, the center reported that just about 16% of the poorest students were able to graduate college. By comparison, about 60% of the wealthiest students graduated.”

We want to support community college students, along with students at four-year public and private colleges and universities, by helping them get their needs met so they can then be successful students and achieve academic success. Connecting students with community and campus resources is a win for the students and their colleges.

How does basic needs support work?

Students can access services under the guidance of a social worker or our staff the same way they can access a physician or counselor. Students refer themselves to basic needs support or can be referred by a medical or mental health provider. The social worker looks for resources in the students’ communities to refer them to the appropriate organization.

What is your role in students’ basic needs support?

I am a social worker and work with my team to help students find resources in their community that will help them with their in-the-moment needs. The role of our team is to be a friendly, supportive voice that listens, understands, and then works to help them connect to the right resources to stay on track and in class.

How does basic needs support benefit students?
Basic needs support helps students get their basic needs met so they can be successful in the classroom and reach their educational goals.
What are some examples of how you engage students?

I had the opportunity to provide support to a community college student who lives in California. She was studying accounting and had recently started a job in an accounting position. She was living with a family member, but they got into a fight that led to her moving out. She relocated to a hotel that cost $1,000 per week. After using TimelyCare’s TalkNow service for on-demand emotional support, the provider referred her to me for basic needs support. I called her, listened to what was going on in her life, and then helped identify housing options in her community. I was able to connect her to a housing access center in her town that is managed by the county, housing resources on her college’s website, and a property management company in her community that had affordable housing options.

Another community college student in Texas shared with me that she needed counseling services for her young daughter. In that instance, I found several counseling centers in her community that provide pediatric counseling and referred her to them.

At TimelyCare, we use a program for text message outreach to all students who use our care provider services. A community college student in California, who had used TalkNow for on-demand mental health service, sent the following text:

 

I called this student, and we talked for a long time. I identified a Women’s Safe Shelter in her community and encouraged her to connect with that organization so they could support her as she made decisions about her safety, housing, and restraining orders.

What are the organizations with which you connect students?

I connect students with government and county agencies, non-profit organizations, and campus resources that will help them get what they need. Examples of these resources include food pantries on or near their campuses, county housing assistance programs, and mental health providers in their communities that use sliding-fee scale payment methods.

Why would a college or university want basic needs support for college students?

Colleges and universities can benefit from TimelyCare’s basic needs support because it is a powerful resource that connects students to the resources they need to stay in school. It helps them meet their basic needs for housing, food, employment, transportation, and safety. Once a student has basic needs security, they are far more likely to see improved academic performance.

What are the long-term benefits of basic needs support for students and schools?

The long-term benefits of basic needs support are healthier communities and economies. Students who are gainfully employed in careers they find rewarding will be engaged members of our society and better able to connect with others in meaningful, healthy, and productive ways.

The health of your college campus has a direct impact on student success. When college students’ basic needs are met, they are empowered to take control of their education and academic success. To learn more about how to support students, customize a health and well-being solution for your students, and integrate it with your campus healthcare resources, contact TimelyCare.

Let's eliminate barriers to student success

Our experts are ready to learn more about your school and share how basic needs support can be a key part of a telehealth program that helps students thrive.

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]]> https://timelycare.com/blog/basic-needs-support-college-students/feed/ 0 5 Actions Community Colleges Can Take to Improve Student Mental Health https://timelycare.com/blog/5-actions-community-colleges-can-take-to-improve-student-mental-health/ Thu, 12 Oct 2023 19:35:24 +0000 https://timelycare.com/?p=25432 Community colleges are vital in providing accessible higher education opportunities to diverse student populations in rural, suburban, and urban communities alike. In this blog post, we draw insights from Tidewater Community College leaders to outline five practical actions community colleges can implement to improve students’ mental health and overall well-being that support institutional efforts to […]

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Community colleges are vital in providing accessible higher education opportunities to diverse student populations in rural, suburban, and urban communities alike. In this blog post, we draw insights from Tidewater Community College leaders to outline five practical actions community colleges can implement to improve students’ mental health and overall well-being that support institutional efforts to boost student success.

What is a community college?

A community college is a two-year school, with open admissions, that offers reasonably priced higher education, often as a pathway to a four-year degree. Nationwide, millions of students have the options of seeking certifications, improving workforce training, experiencing dual enrollment, completing a two-year associate’s degree, saving money doing general coursework before transferring to a four-year college or university, or, in some cases, even completing a bachelor’s degree. Community colleges are often the educational hub and significant workforce development driver in the regions they serve.

However, community college students often face unique challenges, such as juggling work, family, and academics, which can take a toll on their mental health. Community college students are also more likely to be first-generation college students, non-traditional students, or exposed to financial insecurity than their four-year school counterparts. Data from the Healthy Minds Study found more than 50% of community college students screened positive for symptoms of mental health conditions — but fewer than one in three sought treatment.  Nearly one-third of community college students surveyed by TimelyCare identified medical and mental health care as a pressing basic need.

Tidewater Community College (TCC) in Virginia has taken a layered approach to supporting its students’ mental health, increasing in-person and online service offerings to meet students where they are. “We have a holistic approach to helping our students succeed in life because that’s part of their goal, to move forward academically so they can improve their situation in life,” said Melvilyn Scott, Lead Case Manager for Student Resources and Empowerment Center.

A model of TimelyCare

TCC is the second largest of 23 Virginia community colleges, with four campuses in Chesapeake, Norfolk, Portsmouth, and Virginia Beach, plus five regional centers. For TCC, focusing on student well-being is central to a broader strategy to boost engagement, retention, and completion figures. Its more than 27,000 students have equitable, on-demand access to virtual mental health and basic needs assistance through the TimelyCare platform, which serves as a 24/7 virtual extension of campus resources.

Roselinda Quinn-arreza, a student at TCC, shares how important on-demand self-care content is for her to thrive in her life and classes.

Drawing insights from leaders at TCC, higher education leaders can implement five practical actions to address challenges facing community college students and improve their overall well-being:

1. Expand access to mental health services

One of the first steps community college leaders can take to support student mental health is to expand access to mental health services on campus. According to Dr. Karen Campbell, VP for Student Affairs, the COVID-19 pandemic highlighted the urgent need for mental health support in community colleges. An internal TCC survey revealed that 37% of students reported moderate anxiety and 34% reported moderate depression. To address this, leaders should collaborate with mental health organizations and implement counseling services, workshops, and support groups that cater to the specific needs of their student population. These services can help students manage stress, anxiety, and depression effectively.

“Access to mental health is something I think a lot of people take for granted. Having access to virtual care means students, faculty and staff do not have to go into an office, they don't have to take off work or set an appointment.”

Davien Armstrong, Case Manager, Student Resource and Empowerment Center
2. Foster a holistic approach to student support

Dr. Thomas Chatman, Dean of the Norfolk Campus and Dean of Student Support Services emphasized the importance of a holistic approach to student support. Community college leaders should recognize that students’ mental health is directly connected to student success. As such, they should create an environment in which students’ academic, emotional, and basic needs are addressed comprehensively. This may include initiatives such as financial literacy programs, childcare support, and access to affordable housing options. By adopting a holistic approach, community colleges can help students thrive both academically and personally.

“If you are not well mentally, it is virtually impossible to reach your full academic and career potential, so we cannot push to the side the importance of addressing mental health. It’s part of the equation.”

Dr. Thomas Chatman, Dean of the Norfolk Campus and Dean of Student Support Services
3. Go beyond traditional counseling

Higher education leaders must also prioritize mental health awareness and education within the college community. Melvilyn Scott, Lead Case Manager in the Student Resource and Empowerment Center, stressed the importance of engaging, empowering, and enabling students to succeed in all aspects of their lives. To achieve this, leaders should offer workshops and training programs that promote mental health literacy among students, faculty, and staff. These programs can help destigmatize mental health issues and encourage open conversations about mental well-being. Additionally, leaders should disseminate information about available resources, making it easier for students to seek help when needed.

“My goal is to be like a first responder, just to give them information and send them to the expert so they can get what they need with regards to their mental wellness… We do a warm handoff, suggest TimelyCare, and they get the services that they need.”

Melvilyn Scott, Lead Case Manager, Student Resource and Empowerment Center

Drive Student Success With Holistic Support

Learn more about how you can transform your community college campus with virtual health care.
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4. Implement telehealth services, such as TimelyCare

Access to mental health care can be a significant barrier for community college students, as many may lack insurance or affordable options for acute care and ongoing therapy. To bridge this gap, community college leaders should explore partnerships with organizations like TimelyCare to provide equitable, on-demand access to virtual care with provider sessions, peer community and self-guided resources that are available 24/7. TimelyCare offers students access to licensed mental health professionals via scheduled counseling, making mental health support more accessible and convenient. By implementing such services, colleges can ensure that students receive the care they need, when they need it, to address mental health challenges effectively.

“By eliminating the barriers of access, cost, and inequity that exist in the traditional healthcare system, TimelyCare empowers our students to take care of themselves.”

Dr. Karen Campbell, Vice President for Student Affairs
5. Create a supportive campus culture
Community college leaders must work to create a campus culture that prioritizes mental health and well-being. This involves promoting a supportive and inclusive environment where students feel comfortable seeking help without fear of judgment or stigma. Leaders should encourage faculty and staff to be mindful of students’ mental health needs and provide training to recognize signs of distress. Additionally, hosting events, workshops, and awareness campaigns can foster a sense of community and encourage students to take proactive steps toward better mental health. Faculty and staff also find comfort in knowing students have after-hours access to care as an extension of their campus team.

“I believe that our students are really in the best position to be successful, more so than they have ever been since I've been here at Tidewater Community College.”

Dr. Thomas Chatman, Dean of Norfolk Campus

Equip community college students for success

Improving mental health support for community college students is crucial. By expanding access to mental health services, adopting a holistic approach to student support, increasing awareness and education, implementing telehealth services like TimelyCare, and creating a supportive campus culture, community colleges can equip their students to overcome the unique challenges they face to have a more successful community college experience. By providing students with resources they would not have access to otherwise, community colleges have the opportunity to change not only their students’ lives but the trajectory of the communities they serve for generations to come.

Many colleges used allocations from the Higher Education Emergency Relief Fund to invest in expanded mental health resources. In a recent Washington Post article, Dr. John Maduko, President of the Connecticut State Colleges and Universities explained his system’s continued partnership with TimelyCare.

“It was a no-brainer to make that institutional investment. The numbers speak for themselves. The mental health challenges and insecurities had already existed. COVID-19 exacerbated them but also forced higher education, higher education leaders, and practitioners to pay closer attention. We cannot simply ignore what our students are facing.”

Dr. John Maduko, President, Connecticut State Community College

Contact TimelyCare to learn how mental health care delivered through telehealth can make a difference in the lives of your students.

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]]> Why Colleges and Universities Should Address Faculty and Staff Mental Health https://timelycare.com/blog/why-colleges-and-universities-should-address-faculty-and-staff-mental-health/ Mon, 07 Aug 2023 16:32:22 +0000 https://timelycare.com/?p=25015 While much attention has been given to the mental health challenges faced by college students, it’s crucial for higher education leaders to recognize the personal and professional hardships experienced by faculty and staff as well. According to a study by Academic Matters, a consortium of 17,000 university faculty and academic librarians, “Almost two-thirds of academics […]

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While much attention has been given to the mental health challenges faced by college students, it’s crucial for higher education leaders to recognize the personal and professional hardships experienced by faculty and staff as well.

According to a study by Academic Matters, a consortium of 17,000 university faculty and academic librarians, “Almost two-thirds of academics reported experiencing mental health issues, such as anxiety, psychological distress, depression, and burnout, at some point in their career.” Apart from focusing on student support, colleges and universities must also prioritize resources to ensure the well-being of their faculty and staff.

Challenges faced by faculty and staff

A 2022 survey by CUPA-HR found that more than half of higher ed professionals were likely to seek employment outside the sector in the following year. Subsequent studies and news reports have revealed a decline in faculty and staff mental health. Several factors contribute to this situation:

  • Work-related stress: Faculty and staff face high levels of stress due to demanding workloads, deadlines, and academic pressure. Balancing teaching, research, administration, and student support can lead to burnout.
  • Emotional depletion: Dealing with diverse student populations and academic pressures can take an emotional toll. Faculty and staff constantly navigate challenging situations, leading to emotional exhaustion.
  • Limited resources and support: Faculty and staff may have limited access to mental health resources tailored to their needs.
  • Work-life balance: Maintaining a healthy work-life balance is challenging due to long hours and irregular schedules, leading to chronic stress and mental health problems.
  • Occupational hazards: Constant exposure to sensitive or traumatic topics can impact mental well-being, especially for those in psychology, social work, or healthcare education.
  • Job insecurity: Many faculty and staff face job insecurity and work on precarious contracts, contributing to stress and anxiety.
  • Organizational culture and support: Unsatisfactory organizational culture, lack of recognition, and inadequate communication can lead to mental health challenges.
  • Increased involvement in student mental health: Faculty members often support student well-being but lack proper training, affecting their mental health.
  • Need for training and resources: Faculty express a desire for training from mental health professionals to handle student mental illness effectively.
  • Inclusivity and belonging: Inclusive environments are essential, especially for faculty of color, to refer students to support resources.

Resources for faculty and staff well-being

To address these challenges, colleges and universities must provide appropriate resources and support systems:

Increase investments in mental health services
Allocate more resources for mental health services, extend counseling office hours, and provide funding for mental health support services. Ensuring access to telehealth options and creating partnerships with community-based mental health professionals can also enhance support.
Establish a culture of caring on campus

Promote a culture that prioritizes well-being and self-care through workshops, seminars, and initiatives. Encourage faculty and staff to engage in self-care practices and seek support when needed.

Develop faculty and staff toolkits and surveys

Conduct mental health surveys specifically for faculty and staff. Create comprehensive toolkits that provide information about available mental health services tailored to their requirements. These toolkits can include resources for self-assessment, meditation activities, reflection materials, and both on- and off-campus resources.

Promote equity, diversity, and inclusion in mental health services

Schools should ensure mental health services are equitable and accessible to all faculty and staff, particularly those from underrepresented groups. Offering on-campus counseling services and providing employee assistance programs can be instrumental in supporting their mental health. It’s important to address any disparities and create a safe and inclusive environment.

Normalize mental health conversations and empowerment

Institutions should acknowledge and discuss faculty and staff mental health concerns. This includes recognizing everyone’s experience is unique and understanding that “normal” looks different for everyone. Schools can encourage open dialogue, create virtual platforms for anonymous sharing, and provide support that aligns with the diverse needs of faculty and staff.

Prioritize faculty and staff mental health

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Examples of positive initiatives

Several institutions, like Virginia Tech, the University of Notre Dame, and Barnard College, have implemented initiatives to support faculty and staff mental health. Virginia Tech offers valuable resources for developing support systems tailored to the specific needs of faculty and staff. “We have dozens of programs to provide health education to employees and flexible work options. We have a mental health first aid training that we offer to employees, so it teaches them the skills they need to be able to recognize and respond to mental health or substance use challenges amongst their colleagues,” stated Julie Carlson, Health Educator at Virginia Tech.

Similarly, the University of Notre Dame and Barnard College provide inspiring examples of initiatives such as the “Fail Forward Dinner,” creating safe spaces where faculty and staff can share their experiences and emotions with others who understand their challenges. Additionally, virtual meetings with HR, as seen in institutions like Barnard College, provide faculty and staff with the necessary tools to navigate challenging conversations and offer effective support.

Colleges and universities have an opportunity to prioritize the mental health of their faculty and staff by implementing practical steps and fostering a culture of support. By creating environments that encourage seeking support and promoting mental well-being, institutions can build a healthier and more resilient educational environment.

Reach out to TimelyCare

To expand access to mental health care for faculty and staff, consider partnering with TimelyCare. We offer innovative solutions to ensure easy access to mental health care on campus. Prioritizing the well-being of educators can create a supportive environment where mental health care is readily available.

Like Gary Pierson, Dean of Students at Western Colorado University, said, “Our faculty senate were very appreciative to have mental health support as a resource. Just knowing you have it provides a sense of comfort that you just don’t have without knowing it’s there.

“I have to take a moment to really give Virginia Tech credit for being leaders on that front and providing TimelyCare for employees,” said Saad Kahn, Mental Health Initiatives Coordinator at Virginia Tech. “It’s important that employees have their own self-care practices so we can serve students in the best way possible.”

Contact TimelyCare now to make a positive impact on your institution’s faculty and staff mental health.

The post Why Colleges and Universities Should Address Faculty and Staff Mental Health appeared first on TimelyCare.

]]> Community Colleges’ Essential Role in Workforce Development https://timelycare.com/blog/community-colleges-essential-role-in-workforce-development/ Tue, 09 May 2023 19:43:42 +0000 https://timelycare.com/?p=24681 Students in class raising hands.The 1,038 community colleges in the U.S. play an important role for students and communities, providing a quality education that prepares students for jobs or to transfer to four-year colleges and universities. Given that over 40% of undergraduate students in the U.S. are pursuing an Associate’s Degree and the percentage of job openings that require […]

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The 1,038 community colleges in the U.S. play an important role for students and communities, providing a quality education that prepares students for jobs or to transfer to four-year colleges and universities. Given that over 40% of undergraduate students in the U.S. are pursuing an Associate’s Degree and the percentage of job openings that require a four-year degree declined from 51% in 2017 to 44% in 2021, the significance of community colleges in shaping the next generation of workers can’t be overstated.

Community colleges support underserved student populations

The 2023 demographic breakdown of community college students from the American Association of Community Colleges (AACC) shows how these schools provide opportunities for underserved student populations:

Hispanic
27%
Black
12%
Asian Pacific Islanders
6%
Two or more races
4%
Other/Unknown
4%
Native American
1%
Nonresident aliens
1%
White
45%

Additionally, 30% of community college students are first-generation, 16% are single parents, 9% are non-U.S. citizens, and 5% are veterans. The average age of a community college student is 27, and 35% of students are between the ages of 22 and 39. These stats show that community colleges are a diverse hub for developing and strengthening our economy’s ever-changing workforce, as well as increasing representation in the workforce for those typically underrepresented.

The impact of community colleges on workforce development

Community colleges are critical in preparing individuals and addressing the skills gap for in-demand local jobs, making them key contributors to our workforce. These educational institutions and technical colleges offer affordable and accessible education, which is often tailored to meet the needs of the local job market. This not only prepares students for available job opportunities, but also contributes to the economic growth and development of local communities—especially low-income and underserved populations.

Some key ways that community colleges contribute include:

  • Offering degree programs and education programs that lead to certificates and Associate of Arts (AA), Associate of Science (AS), and Associate of Applied Science (A.A.S.) degrees in fields with high demand for skilled workers, such as healthcare, information technology, and manufacturing. And in states such as California, four-year bachelor’s degree programs at community colleges are expanding for in-demand jobs. Data suggests that nearly 98% of students who complete these degrees find employment in the same field of study as their degree.
  • Collaborating with local businesses to create training programs that meet specific industry needs. A study by the Aspen Institute found that partnerships between community colleges and businesses lead to increased program quality, student success, and job placement rates. The study also found that these partnerships help address workforce shortages in high-demand industries.
  • Providing career counseling and job placement services to learners to enhance career readiness and employability. In fact, people with some college or an associate’s degree have made up the largest share of the U.S. civilian labor force compared to all other major categories of educational attainment since 2012.
  • Partnering with local employers to offer internships, apprenticeships, and other work-based learning experiences that provide students with real-world experience and job training. Findings by Strada Center for Education and Consumer Rights found “paid internships are linked to getting paid more after graduation” and with “greater confidence they will be successful in the job market.”
  • Serving as employers, creating job opportunities, and investing in residents’ education, ultimately leading to the economic development of the community. For example, community colleges contribute $809 billion to the U.S. economy each year and create 13 jobs for every $1 million spent. Moreover, community college grads pay $6,200 more in taxes each year than those with only a high school diploma.

With research and statistics like those above, it’s easy to see why community colleges are vital in promoting economic growth and increasing opportunities for American workers. The $500 million Good Jobs Challenge from the EDA is a great example of how strategic partnerships can support workforce development and create opportunities while promoting equity and diversity.

How community colleges create opportunities for underserved populations

Community colleges are particularly important resources for low-income students—58% of community college students have low-income backgrounds compared with 42% of students at private four-year colleges. And, over 70% of Black and Native American community college students and two-thirds of Latinx students are low-income students.

For many of these students, one of the greatest barriers to academic success is a lack of basic needs support. Access to resources such as food, housing, childcare, mental health care, financial assistance, and transportation is critical for ensuring strong academic performance, increasing persistence and graduation rates, and improving health and well-being among community college students.

In response to community college partners’ needs and data that showed 71% of community college students experienced stress due to the lack of basic needs, TimelyCare launched basic needs support. Care coordinators connect students to free and reduced-cost resources through local government agencies, non-profit organizations, and campus programs to help with their needs.

As the cost of college has increased, so have the economic benefits of earning a degree. The Georgetown University Center on Education and the Workforce estimates that graduates with associate degrees make $2 million in lifetime earnings, compared with $2.8 million for bachelor’s degree holders and $1.6 million for full-time workers with a high school diploma. For this reason, it’s crucial to ensure all people, particularly those from low-income backgrounds, can access and afford higher education and the basic needs to achieve their academic goals.

Take proactive measures to support students' mental health journeys

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Challenges that community colleges face

There are various challenges that community colleges face that can impact these institutions’ ability to effectively serve students and communities. Community college leaders must navigate a complex landscape to fulfill their mission of providing accessible and quality education. Consider these four community college challenges.

1. Basic needs insecurities among students

The Center for Community College Student Engagement’s (CCCSE’s) recent study Mission Critical: The Role of Community Colleges in Meeting Students’ Basic Needs found that over one-quarter of community college students, particularly students of color, face basic needs insecurity. While the report also found that those struggling with food and housing were more involved and engaged in their academic studies, this resilience shows that students can often do more with less. However, this doesn’t set students up for long-term success, when nearly a third (29%) reported running out of food and 14% are housing-insecure.

2. Lack of funding for institutional needs

The Federal Government established the Higher Education Emergency Relief Fund (HEERF) under the Coronavirus Aid, Relief, and Economic Stability Act (CARES) on March 27, 2020. But now that those resources are depleted, additional strain is being placed on community colleges. And, according to the Association of Community College Trustees (ACCT), community colleges across the country face tight budgets that are caused in part by states reducing their investments in them and chronic underfunding at the federal level. This fact makes it difficult for community colleges to provide the resources that students need to thrive.

3. Limited resources at rural institutions

There are 1,087 rural-serving institutions (RSIs) in the U.S. which serve communities facing socioeconomic disparities. For some communities, these institutions may be the primary or sole providers of essential resources (e.g., mental health counseling, food banks, Internet access, transportation, etc.). Of the higher education institutions located in low-employment counties, 83% are RSIs. With decreased access to basic needs that may prevent students at RSIs from accessing care, RSIs face many challenges such as inadequate broadband connectivity, lack of public transportation, limited access to affordable childcare, and more.

4. Access to student health and well-being services

Comprehensive support services play a crucial role in the success and retention of community college students. Many students may not have access to physical and mental health care beyond what’s offered by the school, which may come at a cost to the student. Many institutions may lack the necessary resources to provide these services, affecting persistence rates. The CCCSE’s report noted that students of color and low-income students are more likely to face challenges accessing or paying for physical and mental health care. According to a Gallup-Lumina poll, 55% of associate degree students who considered dropping out cited emotional stress as the primary reason. Without access to student support services that address basic needs and mental health, students are at heightened risk of dropping out of college. According to a recent study, over 50% of community college students screened positive for symptoms of one or more mental health conditions, and among these students with symptoms, fewer than 30% used mental health treatment in the past year. The study found that the cost of care is the most significant barrier to treatment for community college students in need.

How community college leaders can respond to institutional challenges

Despite these challenges, community colleges remain resilient and continue to provide essential services to their students and communities. Even so, policymakers and stakeholders must prioritize support for these institutions to ensure they can continue to serve as a pathway to success for students. Community college leaders must look for solutions to overcome challenges.

1. Form partnerships and take appropriate steps to support needs

Both the CCCSE and ACCT recommend that community colleges build stronger partnerships with community organizations to support students’ basic needs. To adequately care for students, community college leaders must also be aware of students’ needs, identify or develop the necessary resources to meet those needs, and actively connect students to services for support. Virtual resources, such as TimelyCare, can provide basic needs assistance to connect students to the resources they need.

2. Identify new sources of funding for student services

With HEERF funding no longer available, it’s essential that community college leaders look to new state and federal funding opportunities for student services. For example, California’s Budget Act of 2021 included $30 million in ongoing local assistance funds to support expanding the availability of mental health services available to California community college students. The combination of this funding allocation and a partnership with The Foundation for California Community Colleges (FCCC) means that one-third of California’s community college students have equitable access to care anytime, anywhere, through TimelyCare.

3. Expand mental health resources

An essential part of any community college’s strategy to prepare students for the workforce must include investing in their health and well-being—it’s good for the student, it’s good for the community college, and it’s good for America’s workforce. However, TimelyCare’s recent survey of college graduates found that, for associate-degree-seeking students, the negative impact on their mental health stemmed primarily from COVID-19-related factors that made them feel less prepared to enter the workforce. To equip academic communities to achieve these ends, virtual care platforms, such as TimelyCare, can partner with community colleges to extend the reach of campus health resources.

Additional resources that support community colleges

Community colleges play a critical role in providing access to higher education, but many students face significant challenges that can impact their mental health and academic success. Fortunately, there are solutions to these challenges. Data-informed approaches, peer support initiatives, and programs that help underserved student populations formulate a sense of belonging can all be effective approaches to address these challenges. Here are a few organizations that can assist:

Achieving the Dream
A national nonprofit helping community colleges improve student outcomes through coaching, technical assistance, and professional development opportunities, with a focus on equity and student-centered reforms. Their resources help community colleges improve the retention, graduation, and transfer rates of their students.

American Association of Community Colleges (AACC)
A national advocacy organization representing nearly 1,200 community colleges. They offer professional development, policy advocacy, research, and other services to help community colleges navigate legislative and policy changes, improve institutional effectiveness, and enhance student success.

Lumina Foundation
A private foundation that partners with community colleges to increase the number of Americans with high-quality degrees, certificates, and other credentials. They provide grants, research, and technical assistance to community colleges, prioritizing equity and student-centered approaches in their work. Community colleges can benefit from their resources to improve student outcomes and increase graduates in their communities.

National Council for Workforce Education (NCWE)
A professional organization supporting community colleges in providing workforce education and training programs. They offer resources and professional development opportunities to align programs with local workforce needs and help students acquire the skills and credentials needed for success in the labor market.

Community College Research Center (CCRC)
A research and policy center that conducts research on community colleges and provides guidance on how to improve their outcomes. They offer resources to implement evidence-based reforms, with a focus on topics such as student success, developmental education, and guided pathways.

TimelyCare’s Basic Needs Support service connects students with free or reduced-cost programs that provide support for services like food assistance, transit support, childcare, and in-person health care, helping to bridge the gap community colleges face. Contact TimelyCare to learn how we can provide your campus with complete clinical care, advanced technology, and expert guidance to develop a hybrid model of care designed to keep community college students engaged—and in school.

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