Article

Social and Emotional Learning in Higher Education: Professors Supporting Mental Health Concerns

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Abstract

The United States is currently experiencing a drastic increase in mental health concerns among college students, impacting professors, higher education institutions, and society (Flannery, 2023). The social and emotional well-being of students is essential for them to thrive in the college setting. Professors across the nation are noting decreased attendance, limited class participation, and missing assignments (Basken, 2023). Poor performance in academic classes due to mental health concerns is one of the leading factors for college students considering dropping out (McPhillips, 2023). This has a direct impact on society as it creates fewer qualified candidates for various career areas that are experiencing a shortage of qualified workers (Ferguson, 2024). Professors are one piece of the puzzle to help combat this crisis. They may not be trained mental health professionals, but they are trained to deliver evidence-based teaching pedagogy. One practice for professors to consider embedding within their course design and delivery to support students with mental health concerns is Social and Emotional Learning (SEL). This article will provide practical recommendations for how that task can be accomplished in various content and delivery methods.

Keywords: Social and Emotional Learning, Higher Education, Teaching Pedagogy, Mental Health, College Students

How to Cite:

Severino, B. & Oswald, E., (2026) “Social and Emotional Learning in Higher Education: Professors Supporting Mental Health Concerns”, Journal of Effective Teaching in Higher Education 8(1), 44–63. doi: https://doi.org/10.5149/jethe.1671