National Academies Press: OpenBook
« Previous: References
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

Appendix A

Committee Biographies

Alan I. Leshner is Chief Executive Officer, Emeritus, of the American Association for the Advancement of Science (AAAS) and former Executive Publisher of the Science family of journals. Before this position, Dr. Leshner was Director of the National Institute on Drug Abuse at the National Institutes of Health. He also served as Deputy Director and Acting Director of the National Institute of Mental Health, and in several roles at the National Science Foundation. Before joining the government, Dr. Leshner was Professor of Psychology at Bucknell University. Dr. Leshner is an elected fellow of AAAS, the American Academy of Arts and Sciences, the National Academy of Public Administration, and many others. He is a member and served on the governing Council of the National Academy of Medicine (formerly the Institute of Medicine) of the National Academies of Sciences, Engineering, and Medicine. He served two terms on the National Science Board, appointed first by President Bush and then reappointed by President Obama. Dr. Leshner received Ph.D. and M.S. degrees in physiological psychology from Rutgers University and an A.B. in psychology from Franklin and Marshall College. He has been awarded seven honorary Doctor of Science degrees.

Chris Brownson, a licensed psychologist, is Associate Vice President for Student Affairs, Director of the Counseling and Mental Health Center, and a Clinical Associate Professor in the Counseling Psychology Program at The University of Texas (UT) at Austin. His portfolio also includes oversight of University Health Services, the Longhorn Wellness Center, and the Center for Students in Recovery. He is a faculty fellow of the Institute of Urban Policy and Research Analysis. Dr. Brownson is the director of the National Research Consortium of Counseling Centers in Higher Education, and his research interests include college student

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

suicide prevention, collaborative care models in primary care, and the intersection of mental health and academic success. As a consultant, he is regularly involved in program reviews and evaluations of college and university counseling centers and health centers. He is a past president of the Texas University and College Counseling Center Director’s Association. He is past chair of the Higher Education Mental Health Alliance, the Section on College and University Counseling Centers of the American Psychological Association’s Division of Counseling Psychology, and the Mental Health Section of the American College Health Association. He is a past member of the Board of Directors of the American College Health Association. He co-developed the Integrated Health Program at UT, which utilizes behavioral medicine and mindfulness-based interventions in a primary care environment, promoting collaboration between medical and mental health providers. In 2014, Dr. Brownson was appointed as a Chancellor’s Health Fellow at UT System and he currently leads a $6 million project implementing various mental health, student safety, and alcohol-related initiatives at the 14 academic and health institutions of the UT System. In 2016, he received the Texas Impact Award from Mental Health America Texas. Dr. Brownson has given over 90 invited addresses or professional conference presentations on topics such as behavioral health and primary care, smoking cessation, the roles of professional organizations within college mental health, collegiate recovery, college student mental health, college student suicide and suicide prevention, and the intersection of well-being and academic success. He has published more than 30 articles, book chapters, and opinion pieces on the role of research in college counseling centers, integration of mental health and primary care, group counseling, fatherhood, college student suicide prevention, the intersection of identity and suicidal behavior, and academic success. Dr. Brownson has his Ph.D. in counseling psychology and quantitative methods, with a specialization in psychometrics, from The University of Texas at Austin, where he also received his M.A. and his B.A.

Gerard Clancy, MD, serves as the Senior Associate Dean for External Affairs and Clinical Professor of Psychiatry in the University of Iowa’s Carver College of Medicine. He is a graduate of the University of Iowa with degrees in biochemistry and medicine, with Alpha Omega Alpha Honors, an American Heart Association Molecular Biology Research Fellowship and Residency Training as a Psychiatrist, with service as the Chief Resident. He served as a Flight Surgeon in the United States Air Force with specialty training in aerospace medicine, survival medicine and hostage negotiations. He is also a graduate of Harvard University programs in health policy and management and non-profit financial stewardship. Dr. Clancy has published peer-reviewed manuscripts and presented across the world on molecular biology, addiction, chronic mental illness, health disparities, and health systems transformation. He has received numerous teaching awards including the 2016 Crimson Apple Award for Teaching Excellence and the 2018 Outstanding Teacher Award in the University of Oklahoma—University of Tulsa

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

School of Community Medicine. In 2017, he received the National Brodie Medical Education Scholar Award. Dr. Clancy has been a founding Dean of a college twice. In 2008, he led the establishment of the University of Oklahoma—University of Tulsa School of Community Medicine. In 2015, he led the establishment of the University of Tulsa’s Oxley College of Health Sciences. He led the creation of numerous clinical and education programs including outreach mental health services for the homeless, school-based clinics, the Bedlam Evening Clinics for the uninsured, the Wayman Tisdale Clinic in North Tulsa, and Tulsa’s Albert Schweitzer Fellowship. Dr. Clancy was been deeply involved in the Tulsa Community. He was the team leader for the Lewin Study, which discovered the 14-year difference in life expectancy between north and south Tulsa. He was again the team leader in discovering a 27-year difference in life expectancy for those with chronic mental illness in the Tulsa region. In 2011 he was the Chairman of the Board of the Tulsa Regional Chamber of Commerce. In 2015, he was the Chairman of the Board of the Tulsa Area United Way. Over his 12 years as a university president at the University of Tulsa and the University of Oklahoma, Tulsa, Dr. Clancy has raised more than $510 million in support of student scholarships, 72 endowed chairs, 250,000 sq. ft. of new facilities, and a host of new education programs. Dr. Clancy has received the Distinguished Alumni Award for Early Achievement from the University of Iowa Carver College of Medicine and the Distinguished Alumni Award from the University of Iowa. He was Tulsa People magazine’s 2009 Tulsan of the Year, and in 2016 he received the Heart of Henry Zarrow Humanitarian Award. The National Alliance on Mental Illness presented Dr. Clancy with the Exemplary Psychiatrist Award and twice their Public Service Award. In January, Dr. Clancy received the 2020 National University President of the Year Award at the Student Veterans of America National Conference in Los Angeles for his work on student veteran well-being and academic success.

Bonnie Duran, DrPH, is a Professor in the Schools of Social Work and Public Health at the University of Washington (UW), in Seattle. After completing her doctoral degree at the University of California Berkeley, she has worked in public health and social care research, education and practice with a focus on Native Americans/Indigenous peoples and other communities of color for more than 35 years. Dr. Duran has conducted primary and secondary data analysis studies of mental disorder prevalence, risk and protective factors, victimization, and treatment seeking/barriers to care among people attending Indian Health Service (IHS) facilities and probability samples from the largest rural Tribal Nations in the United States. In partnership with communities, she has adapted and developed Indigenous interventions for system level, community, and individual health and wellbeing. Another aspect of Dr. Duran’s empirical work is the development of indigenous theory and Community-Based Participatory Research (CBPR) methods. She has pioneered the development and application of CBPR and other forms of Community-Engaged Research (CEnR) and has helped to articulate and

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

disseminate the theory of Historical Trauma. For the past 12 years she has worked in close partnership with the American Indian Higher Education Consortium and Tribal College faculty, staff, and students to conduct Indigenous culture-centered epidemiology and interventions research to enhance college success. Dr. Duran is currently co-chair of the Coronavirus Prevention Network Indigenous Expert Panel and is on a UW COVID-19 Vaccine Trial research team. The overall goals of her research and practice are to work in partnership with communities to design treatment and prevention efforts that are effective, empowering, and sustainable, and that have maximum public health impact. Dr. Duran is also a Buddhist Mindfulness practitioner and teacher. She teaches long and short retreats and advanced programs at the Insight Meditation Society (IMS) in Massachusetts and Spirit Rock Meditation Center (SRMC) in California and is on the SRMC Guiding Teachers Council.

Daniel Eisenberg is Professor of Health Policy and Management in the Fielding School of Public Health at the University of California (UC), Los Angeles. Previously he was a faculty member at University of Michigan from 2004-2020. His training is in economics (BA and PhD, Stanford University) and mental health services research (NIMH postdoc, UC Berkeley). His broad research goal is to improve understanding of how to invest effectively in the mental health of young people. He directs the Healthy Minds Network (HMN) for Research on Adolescent and Young Adult Mental Health (www.healthymindsnetwork.org). This research network administers the Healthy Minds Study, a national survey study of student mental health and related factors, and facilitates the development, testing, and dissemination of innovative programs and interventions for student mental health. He is currently writing a book about investments in children’s mental health, in collaboration with Ramesh Raghavan.

Raynard S. Kington began his work as Head of School at Phillips Academy in Andover, Massachusetts, in July 2020. Prior to joining Andover, he served for 10 years as President of Grinnell College (2010-2020) and previously in a range of positions at the National Institutes of Health (NIH), including NIH Principal Deputy Director and NIH Acting Director, NIH Associate Director for Behavioral and Social Sciences Research, and Acting Director of the National Institute on Alcohol Abuse and Alcoholism. Before NIH he was a division director at the Centers for Disease Control and Prevention and served as Director of the National Health and Nutrition Examination Survey (NHANES). He has also been a Senior Scientist at the RAND Corporation and an Assistant Professor of Medicine at UCLA. He was elected to the Institute of Medicine (now, the National Academy of Medicine) in 2006. Dr. Kington attended the University of Michigan, where he received both his BS with distinction and his MD and completed his residency in Internal Medicine at Michael Reese Medical Center in Chicago. He was a Robert Wood Johnson Clinical Scholar at the University

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

of Pennsylvania where he completed his MBA with distinction and his PhD with a concentration in Health Policy and Economics at the Wharton School and was awarded a Fontaine Fellowship. He received his board certification in Internal Medicine, Public Health and Preventive Medicine, and Geriatric Medicine. His research has focused on the social determinants of health and more recently on diversity in the scientific workforce.

Amy Lenhart is a licensed professional mental health counselor supervisor in the state of Texas (LPC-S) and also is a Nationally Certified Counselor (NCC). Ms. Lenhart has worked providing mental health counseling to students in the community college setting for more than twenty years. Amy is currently serving community college students in her twentieth year as a mental health counselor for Collin College, and has previous work experience in a domestic violence agency. Ms. Lenhart holds an MA in counseling and psychology in education, graduating with honors. A strong believer in advocacy for students and college counseling, Amy has worked to promote awareness in her state and national leadership roles. She is a past-president of the American College Counseling Association (ACCA) becoming the first president elected from a community college. She has also served as a member at large for ACCA. Ms. Lenhart was elected president of the Texas College Counseling Association (TCCA) having previously held the positions of senator and treasurer. She also chaired an ex officio committee for TCCA that resulted in changes by the Southern Association of Colleges and Schools in regard to specific language concerning college counseling standards. Awards and honors include a leadership award from ACCA, the TCCA award for Outstanding College Counselor, as well as a merit award from the Texas Career Development Association. She has presented internationally, nationally, and in her state on college counseling and mental health topics. She has been quoted by The Straits Times, The Chronicle of Higher Education, and Insight into Diversity for her expertise regarding mental health issues in the college setting. She is also the co-author of a national research survey on college counseling.

Frances Leslie, professor of Pharmaceutical Sciences at the University of California Irvine (UCI), is a neuropharmacologist with a primary interest in the effects of drugs of abuse on the developing brain. She received her PhD from the University of Aberdeen, Scotland, where she participated in landmark studies on the identification and mechanism of action of enkephalin, the first endorphin discovered. She has been continuously funded by the National Institutes of Health and the UC Tobacco Related Disease Research Program since establishing her laboratory in 1981. At UCI, she has also served as Associate Vice Chancellor for Research from 1995-1998 and Director of an NIH-funded Transdisciplinary Tobacco Use Center from 1999 to 2005. With a strong commitment to graduate education, Dr. Leslie served as Dean of UCI Graduate Division from 2008 to 2019. In this capacity, she focused on building resources to attract and retain the

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

best and brightest graduate students and to prepare them for future leadership positions. She created the Diverse Educational Community and Doctoral Experience (DECADE) program, with initial support from a Department of Education FIPSE grant, to establish a diverse student learning community on the UCI campus. This program was subsequently institutionalized and expanded with a Department of Education Title III award to establish a model of graduate student mentoring of undergraduate students.

Ben Locke, PhD, is the Founder and Executive Director of the Center for Collegiate Mental Health (CCMH, a practice-research network of more than 600 institutions), the Senior Director of Counseling and Psychological Services at Penn State, and affiliate graduate faculty in both the Counseling and Clinical Psychology departments at Penn State. Dr. Locke presents and consults widely about college student mental health, and counseling center administration and has published dozens of peer-reviewed articles in the field. Dr. Locke has more than 20 years of clinical experience in a wide variety of settings including wilderness therapy, psychiatric hospitals, group homes, community mental health, and college counseling centers. He received his BA in psychology from the University of New Hampshire, and his MA, and PhD in counseling psychology from Boston College.

Gail Mattox currently serves as professor and chair of the department of psychiatry at the Morehouse School of Medicine (MSM). She is a diplomate of the American Board of Psychiatry and Neurology with board certification in psychiatry and sub-specialty board certification in child and adolescent psychiatry. She is a graduate of Meharry Medical College and completed psychiatry training at the Northwestern University Feinberg School of Medicine. Dr. Mattox is a Distinguished Life Fellow of the American Psychiatric Association and a Distinguished Life Fellow of the American Academy of Child and Adolescent Psychiatry. Dr. Mattox is also a member of Alpha Omega Alpha Medical Honor Society and the Arnold P. Gold Humanism in Medicine Honor Society. In addition to teaching, patient care, community service, and administrative duties, Dr. Mattox served as Project Director for more than 10 years for the National Historically Black Colleges and Universities (HBCU) Center for Excellence in Behavioral Health funded through a cooperative agreement from the Substance Abuse and Mental Health Services Administration (SAMHSA).

Maria A. Oquendo MD, PhD is the Ruth Meltzer Professor and Chairman of Psychiatry at University of Pennsylvania and Psychiatrist-in-Chief at the Hospital of the University of Pennsylvania. She is a graduate of Tufts University and attended Vagelos College of Physicians and Surgeons, Columbia University. She completed residency at Payne Whitney Clinic, New York Hospital, Weil-Cornell. Until 2016, she was Professor of Psychiatry and Vice Chairman for Education

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

at Columbia. In 2017, she was elected to the National Academy of Medicine, one of the highest honors in medicine. Dr. Oquendo has used positron emission tomography and magnetic resonance imaging to map brain abnormalities in mood disorders and suicidal behavior. Her expertise ranges from psychopharmacology to global mental health. She has more than 400 peer-reviewed publications and an h-factor of 76 with more than 17,000 citations. Dr. Oquendo is Past President of the American Psychiatric Association (APA) and the International Academy of Suicide Research. She is President of the American College of Neuropsychopharmacology (ACNP) and of the American Foundation for Suicide Prevention’s Board of Directors and has served on the National Institute of Mental Health’s Advisory Council. She is a Fellow of the ACNP, APA, and American College of Psychiatrists (ACP). Dr. Oquendo is a member of Tufts University’s Board of Trustees, serves on its Executive Committee, and chairs Tufts’ Academic Affairs Committee. A recipient of multiple awards in the United States, Europe, and South America, most recently she was honored with the Virginia Kneeland Award for Distinguished Women in Medicine (Columbia University 2016), the Award for Mood Disorders Research (ACP 2017), the Alexandra Symonds Award (APA 2017), the APA’s Research Award (2018), and the Dolores Shockley Award (ACNP 2018).

Stephanie Pinder-Amaker, PhD is Chief Diversity, Equity, and Inclusion Officer at McLean Hospital and Director, College Mental Health Program. Dr. Pinder-Amaker is also Assistant Professor of Psychology, Department of Psychiatry at Harvard Medical School. She has more than 25 years of experience in college student mental health treatment, administration, and policy. She is the founding director of McLean Hospital’s College Mental Health Program, a unique initiative serving students from more than 200 institutions of higher education, providing student-focused treatment; consultation to students, parents, and college professionals, and nonprofits; and related research. Dr. Pinder-Amaker lectures and conducts workshops throughout the country on strengthening continuity of care, and on how to bolster communication between campus- and community-based systems, eliminate barriers to mental health treatment, and better support marginalized students. She is a member of the WHO World Mental Health International College Student Initiative and has published on the prevalence and distribution of mental disorders among college students and the integration of student concerns into traditional models of care. Dr. Pinder-Amaker has a BS from Duke University and a PhD in Clinical Psychology from Vanderbilt University.

Julie Posselt is an associate professor of higher education in the University of Southern California Rossier School of Education and was a 2015-2017 National Academy of Education/Spencer Foundation postdoctoral research fellow. Rooted in sociological and organizational theory, her research program uses mixed methods to examine institutionalized inequalities in higher education and

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

organizational efforts aimed at reducing inequities and encouraging diversity. She focuses on selective sectors of higher education—graduate education, STEM fields, and elite undergraduate institutions—where longstanding practices and cultural norms are being negotiated to better identify talent and educate students in a changing society. She was the recipient of the 2018 American Educational Research Association’s Early Career Award and the 2017 Association for the Study of Higher Education’s Early Career/Promising Scholar Award. Her book, Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping (2016, Harvard University Press), was based on an award-winning ethnographic study of faculty judgment in 10 highly ranked doctoral programs in three universities. This work has led to thriving research-practice partnerships with universities, disciplinary societies, graduate schools and programs, and other associations that are re-examining how we evaluate students and scholars for key academic opportunities—and support those who are in the system. Partners include the University of California, American Physics Society, and the Council of Graduate Schools. Her current scholarship, funded by three grants from the National Science Foundation and one from the Mellon Foundation, examines movements for equity and inclusion in graduate education and the humanistic and physical science disciplines. Dr. Posselt recently completed a National Academy of Education postdoctoral fellowship for the first national study of graduate student mental health. This concurrent mixed methods project identified factors associated with depression and anxiety; investigated the roles of discrimination, competitiveness, and faculty support in graduate student wellbeing; and measured disparities within and across academic disciplines. Dr. Posselt earned her PhD from the University of Michigan.

Claire Sterk is Charles Howard Candler Professor at the Rollins School of Public Health at Emory University. A pioneering public health scholar, Dr. Sterk has served for the past two decades as a social scientist, academic leader, and administrator at Emory, most recently as University President and Provost/Executive Vice President of Academic Affairs. She is a globally renowned thought leader who has deepened our understanding of social and health disparities; addiction and infectious diseases, specifically HIV/AIDS; community engagement; and the importance of mentoring and empowering women leaders. She has held numerous leadership positions in professional organizations. Her academic publications include three books and more than 125 peer-reviewed articles. Her work is widely cited and has received $30 million in external research funding. She has lectured widely on key topics in public health and in higher education, including the student experience and student health and wellbeing. She is a strong advocate for collaboration and innovation and a champion for global engagement. Sterk also is a member of the American Academy of Arts and Sciences and the National Academy of Medicine. A native of the Netherlands, Dr. Sterk earned her PhD in sociology from Erasmus University (Rotterdam, the Netherlands), a doctorandus

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

degree in medical anthropology (University of Utrecht, the Netherlands), and an undergraduate degree from the Free University in Amsterdam.

Jeanie Tietjen, PhD is the director for the Institute for Trauma, Adversity, and Resilience in Higher Education at MassBay Community College, where she also serves as a professor of English. MassBay’s Institute for Trauma, Adversity, and Resilience in Higher Education formalizes an ongoing recognition of complex interrelationships between trauma and learning in postsecondary education. It believes that every encounter area of the educational community—from pedagogy to campus safety, advising to financial aid, facilities to college policies and administration—can be informed by understanding the basics of the learning brain; the prevalence of trauma, adversity, and toxic stress; how resilience as skill can be encouraged through best practices and meaningful supports; and how evidence that just one relationship can powerfully bolster productive and resilient behaviors. Dr. Tietjen earned her PhD in English from Brandeis University.

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×

This page intentionally left blank.

Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 173
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 174
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 175
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 176
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 177
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 178
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 179
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 180
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 181
Suggested Citation:"Appendix A: Committee Biographies." National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press. doi: 10.17226/26015.
×
Page 182
Next: Appendix B: Minority Serving Institutions »
Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student Get This Book
×
Buy Paperback | $60.00 Buy Ebook | $48.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing.

The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed.

Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

    « Back Next »
  6. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  7. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  8. ×

    View our suggested citation for this chapter.

    « Back Next »
  9. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!