Luke Hejl, Author at TimelyCare https://timelycare.com/blog/author/luke-hejl/ Higher Ed's Most Trusted Virtual Care Provider Wed, 19 Nov 2025 20:21:22 +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 Luke Hejl, Author at TimelyCare https://timelycare.com/blog/author/luke-hejl/ 32 32 Fueling Digital Transformation and Student Success through Virtual Health and Well-Being https://timelycare.com/blog/fueling-digital-transformation-and-student-success-through-virtual-health-and-well-being/ Thu, 20 Oct 2022 20:11:21 +0000 https://timelycareprod.wpengine.com/?p=23071 A Timely Conversation about Mental Health, Technology and Student CareOne trend that keeps coming up for campus IT leaders is the need to link institutional digital transformation (Dx) with individual student success. As demographic and economic threats loom for higher education, colleges and universities need clear Dx strategies that impact how to recruit, enroll and retain students. Fall 2022 enrollment data from the National […]

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One trend that keeps coming up for campus IT leaders is the need to link institutional digital transformation (Dx) with individual student success. As demographic and economic threats loom for higher education, colleges and universities need clear Dx strategies that impact how to recruit, enroll and retain students.

Fall 2022 enrollment data from the National Student Clearinghouse Research Center show that undergraduate enrollment continues to decline, even if at a slower rate than over the last two years. Increasingly, forward-thinking campus leaders are linking the health and well-being of their students – with an emphasis on mental health and basic needs – with the health and well-being of their institutions.

How can Dx help?

According to EDUCAUSE, not only can digital transformation (Dx) improve the student experience and course performance, it can also boost retention rates while reducing time to degree completion. Doing Dx right requires cross-institutional collaboration, planning, and communication that goes beyond IT and academic leadership, particularly as the pandemic has forced colleges and universities to be more agile and accountable for meeting students where they are, with the resources they need.

In a recent article, EDUCAUSE President & CEO John O’Brien noted the widening intersection between digital and cultural transformation, particularly as it relates to creating a culture of care throughout the student experience, on campus and online.

“Given the need for a culture of care for students, faculty, and staff alike, it’s worth noting that the #2 top trend in the EDUCAUSE 2022 Trend Watch report was not, as in years past, a technology trend but was ‘awareness of campus health,’” O’Brien wrote. “As digital ways of connecting become ubiquitous across higher education, new opportunities for addressing how we care for students emerge, and these, in turn, add fuel to Dx efforts, demonstrating another way that technology addresses institutional grand challenges.”

How can TimelyCare help?

Campus leaders count on TimelyCare to bolster the critical health and well-being component of their Dx, with the only all-in-one, integrated virtual care technology that helps students be well and thrive without cutting corners on quality, services and security.

Trusted to care for more than 1.5 million students at nearly 250 colleges and universities, TimelyCare offers a range of virtual medical and mental health care services, as well as care navigation, basic needs assistance and peer support, available 24/7 at no cost to students. Its advanced technology and data-driven approach connect the Dx dots between how health and well-being solutions are integral to improving the student experience, academic success, and campus retention efforts. It has also created an ecosystem of campus support that supports Dx, including:

Platform integrations that increase access to care

TimelyCare makes it easy for students to get care wherever they are, including within their learning environment. Integrations with Instructure and Vector Solutions ensure students have one-click, single sign-on (SSO) access to much-needed medical and/or mental health care, reducing friction and increasing opportunities for care at moments that are likely to increase stress. Among the schools that have implemented the Canvas integration, 14% of students have accessed the TimelyCare platform directly through their LMS. By providing convenient and equitable access to care that includes the ability to access directly from their learning environment, students are equipped to overcome their challenges and focus on their academic journey.

Seamless care coordination and EHR sharing

The headache of keeping track of analog or incompatible visit records is a thing of the past. TimelyCare is fully integrated with best-in-class EHRs, including PyraMED and TITANIUM, to ensure all virtual visit records are seamlessly and securely shared with campus clinical teams. Additionally, TimelyCare’s student-centered care collaboration solution provides the administrative tools and transparency campus providers need for an unparalleled hybrid model of care that can improve student health, engagement, and retention.

Advanced technology and security measures

As one of the nation’s fastest-growing health services company, TimelyCare has invested heavily in building and enhancing its own technology to provide the highest quality of care, ensure the safety of all patient information, and innovate to meet students’ evolving needs in the age of TikTok. In addition to providing accessibility and scalability features, the award-winning TimelyCare platform is HIPAA compliant and SOC 2 Type II certified, giving learners and campus leaders peace of mind that personal health information is secure and protected. Becoming the first virtual care provider focused exclusively on college and university students to earn prestigious URAC accreditation in Telehealth further differentiates TimelyCare as a best-in-class partner.

Digital transformation has allowed institutions to provide the high-quality, rigorous education students have come to expect no matter how or where they choose to learn, and TimelyCare partners with colleges and universities to provide health and well-being support across all learning modalities. As the student mental health crisis continues to impact student performance, enabling seamless access to care through an integrated platform provides students with the support they need to remain engaged and on track to achieve their goals.

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]]> The Impact of Virtual Care on College Students in Rural Communities https://timelycare.com/blog/the-impact-of-virtual-care-on-college-students-in-rural-communities/ Wed, 06 Jul 2022 14:30:00 +0000 https://timelycareprod.wpengine.com/?p=22483 College students in rural America need accessible mental health services now more than ever. In fact, the Association of American Medical Colleges notes that people living in rural areas received lower-quality health care and had worse health outcomes compared with residents of more populated areas. How can rural-serving institutions (RSIs) of higher education close the […]

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College students in rural America need accessible mental health services now more than ever. In fact, the Association of American Medical Colleges notes that people living in rural areas received lower-quality health care and had worse health outcomes compared with residents of more populated areas. How can rural-serving institutions (RSIs) of higher education close the mental health support gap?

Identifying rural-serving higher education institutions
RSIs play a vital role in supporting educational opportunities, social development, and the well-being of rural residents, and communities.

The Alliance for Research on Regional Colleges (ARRC) identified 1,087 rural-serving institutions including: 

High Native-enrolling (nontribal) institutions
94%
Tribal Colleges and Universities (TCU)
93%
Public two-year colleges
53%
Public four-year institutions
46%
Private four-year institutions
33%
Historically Black Colleges and Universities (HBCU)
33%
Hispanic-enrolling institutions
18%

College students in rural communities face a scarcity of resources

ARRC data confirms that RSIs serve communities facing socioeconomic disparities. Of the higher education institutions located in low-employment counties, 83% are RSIs. More than two-thirds of the institutions located in persistent poverty counties are RSIs, as are 53% of institutions in persistent child-poverty counties.

With smaller average enrollments and a focus on undergraduate education, RSIs also enroll a greater share of low-income students who receive Federal Government Pell Grants, as well as a higher percentage of Native American/Alaska Native students. These institutions are reliant on state appropriations, and public RSIs receive a greater share of their revenues from state appropriations than non-rural-serving institutions.

Two- and four-year colleges and branch campuses that identify as RSIs face common challenges, including:

  • Inadequate broadband connectivity.
  • Lack of public transportation.
  • Limited access to affordable childcare.

There is a struggle at many rural community colleges to fill faculty and staff positions, and many rural college leaders find that their concerns are not always reflected in the national conversation on higher education issues.

While the ongoing public health crisis due to the COVID-19 pandemic increased attention to many of the issues in rural areas, it has unfortunately also increased the severity of those challenges and increased health disparities.

Barriers to care impact student health and well-being in rural communities

Rural barriers to mental health services are commonly summarized within three categories:

Accessibility

Rural students often have limited access to mental health care due to cost, health insurance coverage, and lower behavioral health literacy, which allows mental health concerns to go unrecognized and untreated. And, the remote nature of rural living typically requires students to travel long distances to meet with clinicians and health care providers for consultation and to receive services.

Availability

County-Level Estimates of Mental Health Professional Shortage in the U.S. report that higher levels of unmet need for mental health care exist in counties that are more rural and have lower income levels.

Acceptability

It’s common for rural students to experience self-stigma, fear, or embarrassment related to seeking out mental healthcare due to personal beliefs. Additionally, evidence suggests that rural populations have a more difficult time recognizing the signs and symptoms of various mental illnesses, which amplifies access issues.

The culture of RSIs is shaped by many factors including weather and climate, options for employment, heritage, access to health and behavioral healthcare, and proximity to urban areas for access to goods and services.

Decrease barriers to health care in rural communities

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Why rural institutions can struggle to support student mental health

Obstacles faced by rural school systems and educators in serving students with mental health concerns include:

  • Distance between school and services
  • Lack of available healthcare professionals, healthcare services, and specialty care
  • Lack of funds, insurance, Medicaid, Medicare, etc.
  • Isolation
  • Lack of instructional time for students
  • Breadth of the curriculum
  • Recruitment and retention of the school staff
  • Lack of high-speed internet for internet access
  • Parent involvement
  • Lack of basic needs support

Research shows that rural areas have significantly fewer mental health professionals relative to urban areas. In fact, many rural areas don’t have psychiatrists and about half don’t have a psychologist. One study found a significant lack of access to specialty mental health care (like psychiatry) in rural areas across the U.S. As many as 65% of nonmetropolitan counties lack psychiatrists, and over 60% of rural Americans live in designated mental health provider shortage areas.

In addition to the realities of the economic, social, mental, and physical health stresses of the pandemic, rural college student success increasingly hinges on wraparound services, support, and healthcare systems provided by their schools. For rural students, college can be a key part of the response to the mental health crisis occurring at colleges and universities across the country. Their institutions’ support systems can help them cope with the stress caused by the coronavirus and find academic success.

How virtual health care can benefit college students in rural communities

There’s no singular challenge that rural colleges face. So, there’s no singular solution. But, an immediate response and intervention are critical to the well-being of all students. And while leaders at rural schools may not have as many resources at their disposal, they can consider using virtual health care solutions to address both physical and mental health needs.

Primary care delivered through high-quality telehealth services is fast, easy, and efficient. Virtual care delivered through telehealth and telemedicine visits eliminate wait times, reduce the stigma of seeking mental and medical care, and are available the moment a student needs care. There are positive effects on campus health and wellness when students don’t have to wait days or weeks for a counseling center appointment, delay a medical visit at the campus health center, or leave campus to wait for care at the local hospital’s emergency department.

For example, following the launch of a telehealth initiative one institution’s overall student healthcare utilization increased by 36%, while improving the flow and availability of campus clinic resources. Since the telehealth program is accessible 24/7/365, students use videoconferencing and virtual visits to access medical care and mental health support, whenever and wherever it’s most convenient.

“Adding TimelyCare to the mix so our campus clinic can accommodate same-day appointments has made students, parents and family members, and clinic staff very happy,” said the institution’s medical practice manager.

TimelyCare helps rural-serving institutions improve student health

With virtual care, students can be treated using telehealth and telemedicine for a variety of common health conditions, as well as mental health concerns. And TimelyCare enables campus medical and mental health providers to see students who require an in-person visit for more acute or severe conditions. Working hand-in-hand with on-campus healthcare resources, TimelyCare optimizes available resources and provides students in rural areas with real-time care when other options may be limited or unavailable.

Contact TimelyCare to learn how mental and physical virtual health care for rural-serving institutions can make a difference in the lives of your students.

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]]> The Impact of Peer-to-Peer Support on Campus Health https://timelycare.com/blog/the-impact-of-peer-to-peer-support-on-campus-health/ Tue, 28 Jun 2022 15:00:00 +0000 https://timelycareprod.wpengine.com/?p=22473 One in five college students said they had received some form of peer support in the prior year, and almost 60% of them said it was helpful. Nearly seven out of 10 college students tell a friend they’re struggling with their mental health before telling anyone else. Clearly, peer interactions in higher education impact the […]

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One in five college students said they had received some form of peer support in the prior year, and almost 60% of them said it was helpful. Nearly seven out of 10 college students tell a friend they’re struggling with their mental health before telling anyone else. Clearly, peer interactions in higher education impact the way students get healthcare while they’re in school.

Educational research of more than 2,000 U.S. college students was conducted by Born This Way Foundation and the Mary Christie Institute. The report concluded that the COVID-19 pandemic is a major cause of increasing student stress, isolation, and difficulty in maintaining social connections. TimelyCare’s research also found that nine out of 10 students say there is a mental health crisis on college campuses. Clearly, there is an urgent need for additional student support.

Peer-to-peer support is a critical resource for minority students

A significant number of students turn to peers first when experiencing mental health and emotional challenges. This is especially true for students from minority communities. While nearly half of all students reported that disruptions caused by the pandemic make them more likely to seek out peer counseling, that number was higher among minority student populations.

Transgender students
61%
Black students
58%
Latinx students
54%
First-generation college students
54%

Students are willing to talk to their peers about a variety of issues – 55% said they’d discuss stress with a peer, 48% said anxiety, 43% said depression, and 35% said loneliness. These numbers show the potential effects of peer networks to positively impact retention and student success.

Scaling campus mental health resources with peer-to-peer support

Colleges and universities should consider utilizing positive peer influence through peer-to-peer mental health programs to expand the reach of campus mental health services. A peer-to-peer program can be a valuable complement to existing campus mental health services, potentially increasing an institution’s capacity for mental health care. Therapy can be scary for some students, but peer counseling provides an option to confide in classmates, roommates, and friends who they may be more comfortable talking to about issues like relationships, loneliness, managing stress, and academic concerns.

A peer counseling program can remove a barrier to support for students who may not feel comfortable visiting their campus counseling center. Of the students who used peer counseling services, nearly 60% called it helpful. And, eighty-two percent of students who have peer counseling at their institutions understand that it’s able to serve students of various backgrounds and identities.

Using peer-to-peer support as an on-ramp to mental health support

Peer relationships on college campuses transcend barriers that typically keep students from beneficial support services. Peer-to-peer support programs operate with lower costs than models solely reliant on professional mental health staff, while offering one-to-one support to increase student success, health, and well-being. They also help to destigmatize the perceived complexity of mental health services, making care easier for students to access anytime, anywhere.

Peer-to-peer models expand the network of student support simply because of the number of peers available to help one another, in addition to full-time mental health staff. The value of a human relationship, whether with a peer or a licensed therapist or counselor, can make a significant positive impact on a student. However, student affairs professionals should recognize that while leveraging the benefits of peer support systems can alleviate the challenges students face getting the emotional and mental health care they need, that doesn’t mean these programs can undertake complex mental health challenges.

Rather than replacing staff roles with student workers, higher education leaders must constantly assess where peers have a distinct advantage as either messengers for key information, educators about resources, or providers of direct support. Where that advantage is absent and whenever students face particularly difficult challenges, peer support should remain supplemental to professional mental health care.

The qualitative study by Born This Way Foundation and the Mary Christie Institute found that 80% of peer counselors say they received, at minimum, a fair amount of training. Nearly half said they received a great deal of training. Fifty-four percent received training through their campus counseling center, while 29% said they received peer counseling training through an outside program. A smaller percentage (16%) underwent a mix of on-campus and off-campus training. These wide-ranging stats demonstrate the importance of developing clear policies and procedures around training so peer counselors are well-equipped to understand their support role, know how to respond to students who are in distress, and know when a student may need to be referred to a professional.

One example of an effective student learning program is offered by The Jed Foundation (JED) – a nonprofit that protects emotional health and prevents suicide for our nation’s teens and young adults – giving them the skills and support they need to thrive. They offer a peer learning experience called You Can Help a Friend – a workshop that equips students to recognize and respond to signs of distress in their peers.

Peer-to-peer support is critical for students

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Bringing virtual health care and peer support programs together

With the pandemic, issues of racism, balancing school work, and increasing hate crimes, there is a greater need for support for student mental health. And students are turning to each other to augment services provided by schools. Research shows that peer-to-peer support is an effective intervention among college students. So, it makes sense that it can be an even more powerful tool when supported by virtual care services. A partnership by Active Minds and TimelyCare is one example of how peer support and virtual care can come together to enhance campus mental health support.

Active Minds, the nation’s premier nonprofit organization supporting mental health awareness and education for young adults, partnered with TimelyCare to expand the conversation about mental health and help create lasting change in the way mental health is talked about, cared for, and valued.

The Active Minds and TimelyCare partnership includes:

Grants for student organizations

To further peer-led advocacy and education efforts, TimelyCare will award grants to Active Minds chapters at colleges and universities nationwide where both organizations already have a presence.

Student-drive awareness

Grants will support student ambassador programs at each campus to generate visibility for and build student participation in the use of campus mental health resources, including TimelyCare’s 24/7 virtual care solution that is as easy and convenient as making a video or phone call.

Promotion of mental health

Together, Active Minds and TimelyCare will cross-promote, amplify and collaborate on content, programming, and allyship to raise awareness of student mental health and mental health resources, including peer-to-peer support and peer mentoring.

TimelyCare aims to improve the well-being of college students by making virtual mental health and medical care accessible. TimelyCare’s virtual care platform includes a range of services, including mental health counseling, on-demand emotional support, medical care, psychiatry, health coaching, basic needs support, faculty and staff guidance, and digital self-care content.

Contact TimelyCare to learn more about how we can support your peer-to-peer counseling initiatives and how we’re inspiring the digital transformation of campus health and the future of student care.

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]]> Postvention: Campus Support After a Student Suicide https://timelycare.com/blog/campus-support-after-student-suicide/ https://timelycare.com/blog/campus-support-after-student-suicide/#respond Wed, 29 Sep 2021 15:07:00 +0000 https://timelycareprod.wpengine.com/?p=21196 campus support after student suicideApproximately 1,100 college students take their own lives each year, making suicide this population’s second leading cause of death. This fact keeps student development professionals up at night, dreading the day it potentially happens on their campuses. But in addition to suicide prevention plans, it’s important for higher education leaders to prepare for those days […]

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Approximately 1,100 college students take their own lives each year, making suicide this population’s second leading cause of death. This fact keeps student development professionals up at night, dreading the day it potentially happens on their campuses. But in addition to suicide prevention plans, it’s important for higher education leaders to prepare for those days and potentially prevent additional student suicides — by creating a postvention plan.

What is a postvention plan and why should a campus have one?

Suicide postvention is the provision of psychological support, crisis intervention, and other forms of assistance to those affected by a campus suicide. In the aftermath of a suicide, postvention efforts help the campus community get back to their pre-crisis level of functioning and develop new skills for dealing with challenges.

Postvention should effectively:

1. Facilitate the grieving and adjustment process

Postvention helps those impacted by suicide deal with the trauma and grief, as well as reduce the intensity of emotional, mental, physical, and behavioral reactions. An effective plan will encourage the expression of difficult emotions and help students, faculty, and staff process what happened.

2. Stabilize the environment

Postvention should stabilize the campus community, restore order and routine, and help the community return to its pre-crisis level of functioning. An effective plan will avoid institutionalizing grief (i.e. when the memory of suicide becomes ingrained in the campus culture).

3. Reduce the risk of negative behaviors and further suicides

Postvention should limit the risk of suicide contagion, as other students in the community struggling with psychological pain may be influenced to act in a similar way. An effective plan will also leverage lessons learned to improve future prevention, postvention, and response efforts.

It’s critical that postvention planning be done in advance. The plan should be specific enough to be useful, while flexible enough to apply to various circumstances. Postvention efforts and responses should also be reviewed within one or two weeks of the crisis and a month or more after the crisis to examine the effectiveness of the response and explore issues that could have been handled better.

This postvention guide created by a Higher Education Mental Health Alliance (HEMHA) Project is a helpful resource to make sure a plan is in place.

Reduce the stigma of seeking mental care on campus

Telehealth provides on-demand, 24/7 support when students need it
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Protocols to follow immediately following a suicide

The following guidance from the Centre for Suicide Prevention is a helpful start for college and university leaders as they create a postvention plan.

First 24 hours
1. Contact family members of the students who died

Offer condolences on behalf of the school community. Determine if the parents of the deceased student want the suicide disclosed. Recommend that the cause of death be acknowledged, without releasing specific details. Maintain a culturally sensitive approach, being aware of the background of the family of the deceased student and their beliefs and attitudes toward suicide.

2. Inform school staff, school district administration, and board

Educate your internal stakeholders so that they understand what has happened and have the resources needed to support students. Read more about developing a communications plan.

3. Inform all school families that a student has died with an official communication from the college president

It is important to recognize the death as a suicide, if permission is given by the deceased student’s parents. Provide reassurance that the school is returning to a normal routine. Offer assurance that counseling services will be made available for the school community and that more information on how to access these services will follow.

4. Operate the school as normally as possible, maintaining a stable environment

The purpose of this isn’t to ignore the death or minimize its significance in the lives of students. It instead is meant to provide stability for the overall campus, while giving students, faculty, and staff space to process what has happened and utilize available mental health resources.

5. Consult existing school policies or protocols regarding crisis management, student deaths, and suicide deaths and work with your district to implement them

If your campus has a crisis plan prepared, this is the time to make sure all policies and protocols are being followed. Review this thorough After Suicide Toolkit.

The days following a suicide

It is critical to follow up to ensure people receive the proper care after a suicide or suicide attempt. Those who have been exposed to suicide are at greater risk of suicide themselves. Here are some steps to consider to help people affected by suicide work through their grief.

  1. Arrange for group-based grief and loss counseling and make these services available to the entire school community. Clearly communicate session availability to students, staff, and the families of all students.
  2. Immediately identify students at risk of suicide and monitor them. A suicide death can be a triggering event for others.
  3. Meet with the deceased student’s closest friends and emphasize to them that they’re not responsible for the student’s death.

While this list is not a comprehensive plan, it is an example of the sort of considerations that should go into creating your campus’ own postvention plan.

Typical ways that students respond in the wake of a suicide

College students are particularly vulnerable to adverse effects of exposure to the suicide of a peer. In fact, it can potentially lead to memorialization, which can be triggering, and lead to what is referred to as suicide “clusters” or “contagion.” Suicide contagion is when multiple suicides occur in a short period of time or defined location. Examples of this type of situation from higher education institutions include Rowan University and Appalachian State University. Contagion is rare, but young people are more vulnerable to it than any other age group. Those who may have higher risk factors include:

  • Close friends of the person who died
  • Witnesses of the death
  • Students who had contact with the person shortly before the death
  • Those with mental illness who already experience thoughts of suicide
  • Those who have experienced suicide loss in the past

Studies of suicide clusters indicate that up to 5% of suicides may be related to other similar deaths. One study of adolescents found that the suicide deaths of classmates predicted suicidal ideation and attempts two years and longer after the death of the peer. Similarly, in a large longitudinal study of adolescents in the U.S., data revealed that among teens, having a friend who died by suicide increased both suicidal thoughts and attempts for at least a year following the loss.

The elevated risk for suicidality is not the only adverse effect of exposure to suicide. Many studies have also found elevated rates of mental health problems — particularly depression, but also including social difficulties and continuing grief reactions — in the bereaved when compared with other types of loss survivors or population-level norms. Survivors of suicide loss experience greater rates of:

  • Bipolar disorder
  • Depression
  • Substance abuse
  • Psychiatric morbidity
  • Complicated grief disorder

Suicide grief responses often include:

  • Shock and numbness
  • Profound sadness
  • Anger and blame
  • Guilt
  • Shame
  • Relief
  • Denial
  • “Why?” questions
  • Fear and depression
  • Questioning religious beliefs
  • Suicidal ideation

An effective postvention plan will ensure the student body, staff members, and faculty exposed to suicide or suicidal behaviors are evaluated by a mental health professional, and referred for additional mental health services as needed.

Resources to support your campus after a student suicide

Student development professionals should be mindful of their limitations and consider bringing in trained trauma responders and staff from local mental health resource centers to help. Often, college employees working directly in the situation are also impacted by a suicide death. Consequently, it’s important that they respond in ways that protect the school community while not diminishing or ignoring their own reactions to the death.

Colleges and universities should consider bringing in local or national experts in school suicide postvention for consultation and assistance. Consider these national organizations that provide crisis response and postvention consultation and training:

  1. The National Association of School Psychologists’ School Safety and Crisis Response Committee (NASP) provides phone, e-mail, and onsite consultation.
  2. The National Institute for Trauma and Loss in Children (TLC) provides names of local TLC-certified trauma practitioners. TLC also has certified trauma trainers who can come on campus to provide training on suicide crisis response and postvention, as well as other trauma-related topics.
  3. The Dougy Center: National Center for Grieving Children & Families provides onsite training as well as both phone and onsite consultations.
  4. The Suicide Prevention Resource Center (SPRC) provides suicide prevention contacts in every state who can assist in identifying local experts. Check with your state’s office of education.
  5. American Foundation for Suicide Prevention (AFSP) provides the latest statistics on suicide and guidance for reporting safely and accurately about suicide. The organization also provides a complete After a Suicide Toolkit with comprehensive emergency action checklists.
  6. National Suicide Prevention Lifeline hotline: 800-273-8255

A postvention plan can be a key to preventing suicide on your campus. A part of every plan should include how your college will provide around-the-clock counseling and on-demand support. Telehealth is one effective way to deliver such care. Telehealth eliminates wait times, reduces the stigma of seeking mental and medical care, and offers in-the-moment student care. When students don’t have to wait days or weeks for a counseling center appointment, there is a positive effect on campus health and wellness.

At TimelyCare, care is available 24/7/365 for any type of emotional support need, including crisis situations and grief support. As a strategic partner, TimelyCare providers support students and follow campus protocol in both crisis and postvention situations. Contact TimelyCare to learn how telehealth can make a difference in the lives of your students and support your college campus’ suicide prevention and postvention plans.

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]]> https://timelycare.com/blog/campus-support-after-student-suicide/feed/ 0 Equipping College Students for Success Through Basic Needs Support https://timelycare.com/blog/basic-needs-college-students/ https://timelycare.com/blog/basic-needs-college-students/#respond Fri, 30 Jul 2021 19:53:29 +0000 https://timelycareprod.wpengine.com/?p=20761 basic needs support, college students workingThe Hope Center defines students’ basic needs as access to nutritious and sufficient food; safe, secure, and adequate housing; healthcare for mental and physical well-being; affordable technology and transportation; resources for personal hygiene; and childcare and related needs. When there is an ecosystem in place to ensure that students’ basic needs are met, students can […]

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The Hope Center defines students’ basic needs as access to nutritious and sufficient food; safe, secure, and adequate housing; healthcare for mental and physical well-being; affordable technology and transportation; resources for personal hygiene; and childcare and related needs. When there is an ecosystem in place to ensure that students’ basic needs are met, students can meet their academic potential. But basic needs insecurity means students don’t have what they need to succeed.

To further the conversation on basic needs support for college students, TimelyCare hosted a session of the Gen Ztressed webinar series on Basic Needs Insecurity and Your Students.

Rates of basic needs insecurity

The Hope Center #RealCollege report revealed the types of institutions and demographics with the highest rates of basic needs insecurity:

  • 67% of students at HBCUs
  • 62% of students at urban two-year colleges
  • 57% of students at rural four-year colleges

TimelyCare’s research found that three out of four community college students reported a lack of basic needs caused them emotional distress and/or anxiety. While medical and mental health care were the top two most pressing needs cited by the students surveyed, lack of time and being unsure where to go were the most often-cited barriers to accessing care.

Basic needs insecurity and college students

In TimelyCare’s Gen Ztressed webinar series, higher education student affairs leaders shared strategies and resources to use to support the basic needs of college students. The panel discussion focused on how institutions can break down common barriers to help students stay safe, focused, and on track to graduate.

Attendees from higher education institutions to the session were asked three questions about basic needs support for their students.

1. How equipped do you feel your campus is to care for the basic needs insecurities of your students?
Very equipped
10%
Somewhat equipped
70%
Somewhat unequipped
18%
Very unequipped
2%
2. In the past 12 months, what percent of your students do you think experienced emotional distress, stress, and/or anxiety due to lack of basic needs?
0-20%
6%
21-40%
18%
41-60%
34%
61-80%
42%
81-100%
0%
3. What do you think are your students’ biggest barriers to accessing the medical or mental health care that they need? 
 
The top responses were:
Not knowing where to go for services
74%
Cost of care and/or treatment
70%
Stigma
54%
Lack of transportation
54%
Lack of availability when they have time
54%
Discomfort talking about medical/mental health needs
54%

Over 80% of the higher education attendees felt that their campuses had room to grow the basic needs support for their students. Approximately three out of four of those surveyed thought that between 41-80% of their students experienced some amount of stress and/or anxiety due to lack of basic needs support. This aligns with TimelyCare’s research on community college students and falls in line with the Hope Center’s research on how basic needs insecurity impacts students at different types of institutions.

Students from five University of California campuses echoed that transportation and not being able to pay are common barriers to basic needs. And an Active Minds student survey concluded that students not knowing how to access needed mental health services is a common problem as well.

Basic needs means more than food and housing

The study of University of California students also revealed that students define basic needs as more than food insecurity and housing insecurity. Lack of financial aid and financial aid guidance were also noted as barriers to basic needs. Students also indicated that they believe basic needs are the responsibility of students and the institution. TimelyCare’s Gen Ztressed panel of higher education experts discussed this topic in more detail.

We’re past the point where basic needs is only food and housing, said Iris Aguilar, senior director of health equity at the Foundation for California Community Colleges (FCCC). Basic needs include access to technology; healthcare, including mental health; transportation, jobs, and networking.

“Schools are providing access to social capital. We don’t want students to just come to school. We want them to thrive. We want to empower them”

Aguilar noted that it’s important to center the basic needs conversation around equity vs. equality.

“There will be students who need more. We’re talking about students who may not have access to public benefits like Healthfresh or SNAP. We’re talking about undocumented students.

“We want things to be equal, but that’s not reality. There are inequities. The intersectionality of all of this is that students have different needs.”

The stigma associated with basic needs can’t be ignored, said Aguilar. In most cases, the resources exist, but students can’t access what they need. Confusing applications and lack of awareness are common barriers. With recent news around DACA, Aguilar also talked about how important it is to communicate with students about the changes to that program.

“Equity means that we’re creating resources and solutions and breaking down barriers to ensure that students have access to resources,” said Aguilar.

Discover how telehealth can support basic needs

When basic needs are supported, students can thrive
Find out more about TimelyCare

Peer-to-peer support for basic needs

To help break down the barrier of confusing applications and lack of awareness of how to access needed resources, students are starting to take matters into their own hands.

“We see students getting creative,” said Aguilar, who noted that she sees students offering peer-to-peer support, posting on social media about basic needs and public benefits, and hosting virtual gatherings for other students that need help accessing basic needs resources.

Another Gen Ztressed panelist, Dr. Emily Stone, dean of counseling and student services at Diablo Valley College (DVC), discussed the FCCC’s student ambassador program that empowers students to use on-campus advocacy efforts to build awareness of important student resources. One of these student ambassadors helped lead an initiative to expand access to medical and mental health resources through TimelyCare for DVC students. The student was provided with support from leadership at the college to “exercise leadership and develop leadership skills to make something significant happen” for the campus, which was to implement DVC’s telehealth platform with TimelyCare.

The DVC campus also provides opportunities for students to share their experiences through different events and activities, said Dr. Stone. One example is a “listening circle” that allows students to speak, share, and be present to hear what students are saying. It’s in this type of community with students that DVC leadership has an opportunity to hear what students need, which helps inform decisions about student programming.

Leveraging peer networks for supporting students has many considerable benefits, but, as Chelsea Waite notes in EdSurge, schools considering peer-to-peer models should recognize that peers may not always be best positioned to tackle complex challenges on behalf of their fellow students. For particularly complex student challenges, peer supports will need to remain supplements, not replacements, to professional staff. This is one of the ways that TimelyCare’s basic needs support plays an important role in ensuring that students get connected to the community and campus resources they need to help them thrive.

Connecting college students to the resources they need

For Dr. Leroy Durant, vice president for student development and services at Claflin University, the majority of the student population is eligible for Pell grants. Claflin, an HBCU in rural South Carolina, found itself supporting insecure students’ basic needs during the pandemic.

Students didn’t have the technology they needed for remote learning. And many students didn’t have internet access to complete assignments at home. Students would sit in the parking lots of local restaurants to get coursework completed.

“You assume that students probably have [technology] they use, whether it was an iPad or laptop or something like that,” said Dr. Durant. “That was not the case. The majority of our students did not have that. We had to find a way to get that to them and let them keep it so they can move forward.”

He also said that campus leadership discovered how much students rely on the school’s meal plan for food security. Claflin created a hotline to hear what students needed, and the school made investments to help meet those challenges.

“To hear the kinds of things the students deal with, it really hits me that I have to find ways to provide services that help students to be successful, get an education, and improve their quality of life,” said Dr. Jenkins.

In addition to technology and food, healthcare was another investment that Claflin made during the pandemic. By partnering with TimelyCare, Claflin provided 24/7/365 medical and mental health care for students. “I knew that, for some of our students, this is the only healthcare they get,” said Dr. Jenkins.

How basic needs support impact college campuses

While the rate of basic needs insecurity may be higher at certain types of higher education institutions, there are students at all types of institutions who struggle with basic needs insecurity. If you’re looking at how to best equip your campus with the resources it needs to support all students, watch the latest session of the Gen Ztressed webinar series, Basic Needs Insecurity and Your Students.

While food security and housing security are significant basic needs to cover, what students need to be successful goes beyond just these necessities. Technology, healthcare, and transportation can keep students from being able to achieve academic success. Barriers like these remain for many students. And your campus must make sure steps are taken to help students have basic needs security.

Listening to the needs of students, providing opportunities for peer-to-peer support, and offering support services to connect students with resources are all ways to ensure student success. When students have the resources they need to be able to focus on academics, retention and graduation rates increase.

“To be successful academically and in the classroom, you need your fundamental needs met, and that’s what basic needs are,” said Dr. Stone.

Basic needs support from TimelyCare can help students get connected with assistance programs (i.e. campus food pantries, student outreach and nonprofit programs, and transportation), determine the student’s eligibility, and support students through any necessary enrollment. To learn more about basic needs support and how it can help your students thrive, contact TimelyCare.

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]]> https://timelycare.com/blog/basic-needs-college-students/feed/ 0 How Colleges Can Avoid a ‘Twindemic’ On Campus https://timelycare.com/blog/warding-off-a-twindemic-student-health-during-flu-season/ Tue, 01 Dec 2020 18:18:51 +0000 https://timelycareprod.wpengine.com/?p=15789 Warding Off a Twindemic: Student Health During Flu SeasonConcern about a “twindemic” — the potential for severe flu outbreak on top of COVID-19 — is so great that officials around the world are urging people to get a flu shot as soon as possible. The Centers for Disease Control and Prevention (CDC) encourages business leaders to implement a flu vaccine program for their […]

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Concern about a “twindemic” — the potential for severe flu outbreak on top of COVID-19 — is so great that officials around the world are urging people to get a flu shot as soon as possible.

The Centers for Disease Control and Prevention (CDC) encourages business leaders to implement a flu vaccine program for their employees. And Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases, implores people to get the flu shot “so that you could at least blunt the effect of one of those two potential respiratory infections.”

The CDC historically purchases 500,000 doses for uninsured adults. This year, however, it ordered an additional 10 million doses. Of course we don’t know what degree of severity to anticipate, but even a mild flu season could overwhelm hospitals already coping with COVID-19 overload.

In a recent article in University Business, Chief Medical Officer at TimelyCare Dr. Alan Dennington urges colleges to guard against an outbreak by taking the following precautions:

  • Make flu vaccines readily available to students for longer periods of time at a convenient location on campus.
  • Continue with hygiene and public health campaigns that emphasize not only preventative steps like hand washing and wearing masks, but also the importance of getting a flu vaccine.
  • Be prepared to test for both influenza and COVID-19.
  • Send out reminders to students that if they get sick, they should not go to class and expose others to the illness.
  • Communicate with faculty and staff that they too should stay home if they think they are getting sick.
  • Be mindful that students are feeling stressed and anxious.

Of course, many of the same precautions that protect against COVID-19 also protect against the flu. “It’s the fact you’re keeping your distance, wearing a mask, washing your hands more, that you’re attentive that someone might have the illness and not know it,” said CNN Medical Analyst and emergency physician Dr. Leana S. Wen, professor of public health at George Washington University. Encouraging students to adhere to these public health measures will help minimize the spread of both COVID-19 and the flu.

What else can your campus do?

1. Urge students to get a flu shot.
According to the CDC, the flu vaccine reduces the risk of flu by 40% to 60%. While the vaccine won’t prevent COVID-19, it will place the flu lower on the list of possible viral illnesses students may contract this year. So, help students learn where they can get a flu shot and visit the CDC website to learn more.

2. Continue gathering outdoors.
Indoor gatherings will likely replace outdoor gatherings as we head into the winter months, creating a higher risk of airborne transmission. So, continue to move formerly inside gatherings to the outdoors as long as the weather allows. When you must move assemblies inside, aim for large locations that allow for social distancing and encourage students to wear face masks with two or more breathable layers. Learn about the latest recommendations for selecting, wearing and cleaning a face mask on the CDC website.

3. Prioritize mental and physical health.
A good foundation for success in higher ed starts with the health and wellness of the campus. Help your students understand how to practice self-care. Encourage them to turn off social media notifications for the weekend, bake with their roommates (check out these delicious things students can make in a microwave), go for a run, hike or spend time with friends without discussing homework or the pandemic.

4. Encourage students to practice healthy habits.
The following acts of social responsibility fundamentally slow and reduce the spread of COVID-19, and work equally well against the flu:

  • Wear a mask.
  • Keep social distancing.
  • Wash your hands frequently.
  • Avoid touching your eyes, nose and mouth.
  • Stay away from people who are sick.

5. Tell students to be mindful of peers.
Ask students to support one another and encourage those who are sick to get care as soon as symptoms are evident. And as Dr. Dennington said, “In addition to taking care of their physical symptoms, it is vital that colleges address students’ continuing mental health issues. Given that these anxieties can kick in at any time of day or night, it is important to have someone available 24/7 to handle these issues.”

To ensure students always have someone to turn to, consider offering 24/7 access to mental health services, like TimelyCare. Contact TimelyCare to learn more about how you can meet your students where they are with telehealth.

There is reason to hope.

One indicator of the level of seasonal flu activity comes in cases seen in other parts of the world prior to the U.S. flu season. In August 2020, the World Health Organization reported that global influenza activity was at “lower levels than expected for this time in the year,” with the caveat that the influenza season has not yet started in the temperate zones of the southern hemisphere, and that countries like Australia have stricter social distancing guidelines.

But staying safe this fall isn’t a matter of optimism or pessimism. It’s a matter of taking all health risks seriously. By wearing masks, washing hands, avoiding enclosed public places and practicing social distancing on your respective college campus, you and your students will help reduce the spread of respiratory infections. Encourage your students to get a flu shot and engage in acts of social responsibility, and help avoid the impact of a potential twindemic on your college campus.

Contact TimelyCare to learn more about how you can meet your students where they are with telehealth.

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]]> 5 Considerations for Higher Education Leaders When Responding to Change https://timelycare.com/blog/responding-to-change-5-considerations-for-college-leaders/ Tue, 10 Nov 2020 15:48:00 +0000 https://timelycareprod.wpengine.com/?p=15562 Responding to Change: 5 Considerations for College LeadersAs the world continues to battle COVID-19, colleges are challenged to rethink retention strategies and their approaches to teaching. Complicating matters more, researchers warn of an abrupt reduction of full-time freshmen expected to arrive in 2025–26 due to the drop in birth rates between 2008 to 2011. And, according to U.S. Census Bureau projections, older […]

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As the world continues to battle COVID-19, colleges are challenged to rethink retention strategies and their approaches to teaching. Complicating matters more, researchers warn of an abrupt reduction of full-time freshmen expected to arrive in 2025–26 due to the drop in birth rates between 2008 to 2011. And, according to U.S. Census Bureau projections, older people will outnumber children by 2034 for the first time in U.S. history.

As if these challenges weren’t enough, COVID-19 has exposed flaws in the ability to deliver a remote education equitably and inclusively. The persistent achievement disparities across income levels and between white students and students of Black and Hispanic heritage are troubling. School shutdowns cause disproportionate learning losses for these students, compounding existing gaps and leading more of them to drop out. This will have long-term effects on students’ economic well-being, as well as on the U.S. economy as a whole.

These realities threaten the status quo in higher education, calling into question a way of life that has historically promised economic growth and sustainability.

According to a survey of 97 college presidents, unbudgeted financial costs associated with COVID-19 is the number one concern for higher education leaders. The disproportionate impact of COVID-19 on students from disadvantaged backgrounds is their second-highest concern. Although many leaders felt confident their colleges could deliver remote instruction, the survey revealed doubt about whether colleges will effectively engage virtually with their student populations.

What can college leaders do?

Students are questioning the value of their learning experiences and are responding in revolt by not enrolling in and, in some cases, even suing colleges. Given the increasing number of students taking advantage of gap year opportunities and the question of just how long COVID-19 will last, colleges must commit resources to ensure high-quality learning for those who brave the unchartered waters of remote education during the pandemic. Of course, online programs predated COVID-19, but in smaller numbers and not to the extent that we see today.

The spread of artificial intelligence technology, micro-credentials, and online education means institutions must redesign their academic programs and learning experiences — and better prepare faculty to deliver them. Colleges that streamline credentials, incorporate workplace-relevant curricula and try creative teaching strategies will help students be more invested in their academic careers. Why? Because programs will align with their job pathways, improving student retention and persistence.

Shifting market demands require higher education to pivot in alignment. Failure to do so will not only lead to fractured relationships between colleges and employers but will most likely result in industries designing their own curricula, ignoring traditional higher education altogether. At this critical moment, college leaders have the opportunity to embrace these changes so students can thrive in this new environment.

Here are five opportunities for college leaders to consider:

1. Empower faculty to innovate through online collaboration.

Higher ed cannot force students to be innovative if it refuses to reinvent itself. It must develop long-term strategies to promote faculty learning.

Southern New Hampshire University’s Sandbox Collaborative found a way to do just that with its Sandbox internal consultancy and collaborative workspace initiative. While the lab has a physical presence, faculty learning and interactions happen virtually, as educators participate in an array of exercises to devise solutions to evolving classroom needs.

Colleges must rethink their approaches to faculty preparedness going forward to ensure relevance. These difficult days are an opportunity for colleges to question whether they have properly invested in the faculty charged with delivering innovative programs. Without investing in human capital, colleges will fail to achieve their mission and student success.

2. Increase the flexibility of instruction, learning, and assessment.

Lewis-Clark State College provided faculty with a range of learning approaches and resources designed to help vulnerable students persist during COVID-19. Their resource page acknowledges for faculty the difficulty of the times, but also provides resources for them to use.

This example demonstrates the point: rather than waiting to see how students will succeed through online instruction, college leaders should proactively plan for their success. College leaders must ask deeper questions about how they have traditionally assessed learning and whether their approaches are irrelevant and possibly even barriers to student success.

3. Advance workforce development through the integration of virtual reality.

The Alabama Community College System developed JumpStartAL — a private-public partnership that uses virtual reality training modules to teach workplace skills such as reading blueprints and using precision measuring tools. The program was developed with local industry partners to ensure learning outcomes directly align with what manufacturing and other fields need.

This is a prime example of an institution creating an academic pathway in sync with student career pathways. And as institutions look to become more efficient in how they use physical space, AI technology requires less infrastructure overhead, while expanding learning capabilities. Not only does JumpStartAL promote learning in the midst of COVID-19, but it advances workforce training and development beyond traditional brick-and-mortar structures.

4. Revolutionize adult education and develop flexible online learning to address skill gaps.

As America retools its workforce, colleges must get creative about how to approach adult and continuing education. Streamlined learning experiences promote student engagement and program completion, improving student retention and persistence. Offering micro-credentials can streamline education and address immediate skill gaps.

The Interactive Competency-Based Online Micro-Credentialing Academy set to launch this fall at San Diego Community College District will provide adult learners with interactive career education related to small business, entrepreneurship, and information technology. This program is designed to quickly equip adults with current employment opportunities.

5. Prioritize student mental health.

Data confirms that more U.S. adolescents and young adults in the late 2010s versus the mid-2000s experienced serious psychological distress, major depression, and suicidal thoughts, and more attempted suicide and took their own lives. In fact, 37% of Gen Zers report fair or poor mental health, compared with just 15% of millennials. Suicide is the second-leading cause of death in Gen Z.

In its issue entitled The Post-Pandemic College, the Chronicle of Higher Education asserts that “a lasting legacy of COVID-19 will be wider adoption of telehealth. With many campuses likely to be closed into the fall or beyond, colleges have turned to virtual counseling, helping break down barriers for both patients and clinicians to remote therapy and identifying platforms that comply with privacy laws.”

College leaders need to respond quickly and substantively to the growing mental health needs of students. We must meet students where they are — when it comes to academics, financial aid, healthcare services, student services, etc. — as COVID-19 continues to impact every part of their lives.

COVID-19 has accelerated trends. Colleges experiencing financial hardship pre-pandemic are experiencing more financial hardship now. People looking for learning opportunities to secure their financial futures pre-pandemic are now looking for more learning opportunities that are fast, engaging and creative.

As higher education evolves, our colleges must be fiercely devoted to innovation — and not just in theory. The growth and sustainability of our country depend on our ability as college leaders to transform postsecondary education.

If you’re interested in learning how telehealth can support your college community through COVID-19 and beyond, contact TimelyCare to learn how 24/7 access to mental health can help you meet students where they are.

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]]> Mental Health Coaching: Tips for Creating Healthy Habits https://timelycare.com/blog/mental-health-coaching/ Tue, 14 Jul 2020 15:20:00 +0000 https://timelycareprod.wpengine.com/?p=14261 Managing Health & Wellness During (and after) COVID-19 with Health CoachingTo many college students, nutrition and exercise may seem unimportant, especially as academics are prioritized over creating healthy habits. Research shows that by the time they graduate, 70% of students gain weight and body fat. This weight gain is attributed mainly to unhealthy habits like late-night studying, poor nutrition and lack of activity. Implementing healthy […]

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To many college students, nutrition and exercise may seem unimportant, especially as academics are prioritized over creating healthy habits. Research shows that by the time they graduate, 70% of students gain weight and body fat. This weight gain is attributed mainly to unhealthy habits like late-night studying, poor nutrition and lack of activity. Implementing healthy behaviors can help students avoid the most common health concerns such as lack of sleep, poor eating habits and increased stress. With proper nutrition, physical fitness, stress management and quality sleep, students are able to find their best selves – physically, mentally and academically.

“Establishing healthy habits early in life can lead to good lifelong habits and promote overall, long-term wellness,” said Dr. Alan Dennington, chief medical officer at TimelyCare. “The quality and amount of sleep that a student gets have repeatedly shown to be important factors in maintaining health. What you put into your body has both short- and long-term effects on your physical well-being, and research has consistently shown the link between exercise and improved physical and mental health.”

As institutions continue to make plans for the upcoming semester in response to COVID-19, some students will return to classes on campus, continue with online courses from home or participate in a hybrid program. No matter the choice, students can incorporate these tips for staying healthy in college and beyond.

  1. Listen to your body. When something doesn’t feel right (mentally, emotionally or physically) acknowledging it is the first step to overcoming. Use the campus resources available to you to seek support, if needed.
  2. Stay hydrated. Staying properly hydrated with water is just as important as eating healthy. A good habit is to always have water with you wherever you go. Avoid sugary drinks and alcoholic beverages, which can cause spikes in blood sugar that can increase hunger.
  3. Practice healthy sleep habits. Eight hours is the recommended amount of sleep per night. The quality of your sleep impacts mental clarity, blood pressure and immunity. Sleeping less than six hours can affect your hormone levels and metabolism.
  4. Exercise and stay active. Deep breathing, muscular exertion and regular movement can help improve your well-being, immunity and focus.
  5. Eat healthy meals and snacks. Adopting healthy eating habits involves making mindful decisions and avoiding processed foods as much as possible. If you have a long day of class and studying ahead, make sure you have healthy, nutritious and protein-rich snacks on hand. These types of foods and snacks help optimize your brain and body, and can help minimize the stress that comes with hunger and low energy.
  6. Prioritize stress management. Stress is normal, but living with it constantly is unhealthy and can become debilitating to your well-being. Long-term stress can contribute to obesity, heart disease and high blood pressure. Utilize campus resources for mental health care (like in-person counseling and emotional support via telehealth) to ensure that stress doesn’t stand in the way of your health and academic performance.

Health and wellness looks different for each person. Each student needs to define what well-being looks like to them — both socially and emotionally. This can begin with self reflection and identifying the biggest struggles or obstacles that a student experiences. Additionally, talking to a health coach can help a student to develop strategies to overcome bad habits and obstacles. Once a plan is in place, students should identify college resources to help form and reinforce healthy habits.

To help college students create strategies for and maintain a healthy lifestyle, TimelyCare recently introduced Health Coaching to our growing menu of services that support the physical and mental health of college students. Since many students lack the knowledge and strategies to maintain a healthy lifestyle, this service provides a way for them to stay on track with nutrition, exercise, stress management and weight loss for a comprehensive wellness approach. Health coaches are available in all 50 states, seven days a week, at no cost to students. Guidance from health coaches is designed to supplement what many campus well-being programs offer, empowering students to adopt new lifestyle behaviors and helping them prevent chronic diseases by making healthier choices. Sessions will address exercise, nutrition, mindfulness, sleep habits, weight management and body image.

“Students don’t always know exactly how they should be eating, sleeping, or exercising,” said Dr. Dennington. “Speaking with an expert to help coach them on how they can reach their personal wellness goals can help get them on the right track.”

TimelyCare is focused on improving the health of student populations via telehealth, and adding Health Coaching expands that offering. Our programs optimize clinic resources and support clinic staff in delivering quality care to the right student at the right time. Contact us to learn how your school can provide Health Coaching to your students.

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]]> Access to Higher Education for Students with Disabilities https://timelycare.com/blog/access-to-higher-education/ Wed, 10 Jun 2020 14:00:50 +0000 https://timelycareprod.wpengine.com/?p=13742 One out of four adults have disabilities. That’s more than 60 million Americans. Two out of 10 undergraduate students report having a disability. With almost 20 million students expected to attend college, this means almost 4 million students with disabilities will show up this fall on campuses across the U.S. While college is an exciting […]

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One out of four adults have disabilities. That’s more than 60 million Americans. Two out of 10 undergraduate students report having a disability. With almost 20 million students expected to attend college, this means almost 4 million students with disabilities will show up this fall on campuses across the U.S.

While college is an exciting time for incoming students, it can be especially stressful for those with disabilities. Without the right support, these students could become overwhelmed with adjusting to new faculty, classmates and challenging coursework. Ninety-four percent of high school students with disabilities receive assistance; however, only 17% of disabled college students take advantage of disability resources. And for those who didn’t receive accommodations in college, 43% wished they had.

Challenges faced by college students with disabilities

Students with disabilities face dramatic shifts in learning expectations and independence when they start college. Their education is no longer anchored in the protections of the Individuals with Disabilities Education Act (IDEA). In keeping with the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990, they have to ask for accommodations and navigate challenges without the same assistance they had in high school. While students with disabilities can thrive in higher education, they need support as they exercise new levels of agency.

“For a student who’s in his or her first year of college trying to fit in – trying to be successful – it’s tough to go to a professor and say they need accommodation, especially if the student is smart and ambitious and the need isn’t readily apparent,” said Mitch Baum, board member for several charter schools for students with disabilities in New Jersey and New York. “The difference between success and failure for students with disabilities can be the difference between a professor being open to requests for help and that same professor proactively reaching out to students so that they understand the professor actively welcomes requests for help.”

Resources for college students with disabilities

Disabled students are frequently unfamiliar with the resources available at their colleges and often feel embarrassed to reach out for help, resulting in higher dropout rates than those of their counterparts. Only 34% of students with a disability complete a four-year degree. While students with disabilities face added hurdles, using modified teaching techniques, technological enhancements and dedicated professionals, means they don’t have to be part of this statistic.

The National Center on College Students with Disabilities (NCCSD) conducted research to learn about the perspectives of students with disabilities. The 2019 study focused on barriers, supports, and recommendations for students with disabilities to access and participate in higher education. Participants were asked to share what an ideal college campus could be for students with disabilities. The insights from students included:

“When I think about what a good campus would look like for college students with disabilities, it is a campus that embraces and works with a presumption of student competence.”

“A good campus for disabled students would be one where there’s not any extra work that comes with being disabled, that we are students just like any other student.”

“A good campus is asking people to also consider disability in a different way, because it really does come down to access, like can I access the curriculum, can I access the building, can I access these events in meaningful ways, and then it’s not just about who I am and what my disability is, but, my access to things.”

Ensure your campus is supporting students with disabilities

While postsecondary education for the disabled has advanced over the last 40 years, the NCCSD Access and Participation in Higher Education: Perspectives of College Students with Disabilities Volume 2, Issue 2 (April, 2019) study found that students continue to experience barriers in the most fundamental aspects of campus life – including physical accessibility, faculty awareness of procedures involving their role and responsibilities to provide accommodations, and the awareness of the presence and value of disability resource offices.

As leaders in higher education, encourage your campus community to continue to assess services in the following ways:

  1. Review and refine elements of campus access, including campus buildings and spaces.
  2. Provide training for faculty on making resources and accommodations available.
  3. Streamline campus requirements and procedures for attaining accommodations.
  4. Increase the promotion of resources and services for students with disabilities, particularly counseling services, libraries, career development, and learning centers.
  5. Promote a positive climate on campus by including disability as an aspect of student diversity training, infusing disability concepts into the curriculum, and supporting groups that promote disability communities.

While not highlighted in these recommendations, accessing information technology such as websites and course management systems is an important dimension for all students, even more so for students with disabilities. A recent study by McKinsey & Company found that, while overall college preparedness is top-of-mind, remote learning adds uncertainty. Only 25% of students feel prepared for a remote freshman year of college, compared with 54% who believe they are prepared for an in-person first year.

Colleges need to provide support for students to succeed in a remote learning environment, especially disabled students who may not have essential equipment. Take time to research options for, provide information to, and advocate for disabled students, including working with state and local providers and agencies to enlist government support.

Higher education leaders need to keep a close eye on the concerns of disabled students and their parents. Responding meaningfully in their best interests will position your institution to serve them well.

How virtual care supports students with disabilities

At TimelyCare, we are committed to accessible care for students. The TimelyCare platform has been thoroughly tested using the latest screen readers and accessibility settings available on iOS, Android, and modern web browsers against WCAG 2.1 AA. We’re committed to providing a high-quality experience for all users, with TimelyCare meeting ADA guidelines and annually being audited by a leading accessibility consultancy using WCAG AA. Additionally, the platform has been audited and tested to meet the VPAT 2.4 standard for accessibility.

If your campus is exploring virtual health and well-being services to support students. Let’s talk about how to create a healthier campus through a connected system of care that fills gaps with virtual care options.

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