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6 A Research Agenda
Pages 143-150

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From page 143...
... DEVELOPING, EVALUATING, AND SUSTAINING A CAMPUS CULTURE CENTERED IN WELLBEING At the broadest level of public health and wellbeing programs and approaches, there is limited research to guide colleges and universities on ways to ensure that the entire campus, including virtual spaces, promotes wellbeing. This can vary from different definitions of wellbeing and how priorities may shift based on student demographics.
From page 144...
... • Do programs that institutions of higher education have implemented to address student wellbeing in fact improve student mental health? • Can virtual programs and mobile applications support student wellbeing and mental health?
From page 145...
... The long-term impacts of COVID on the college experience should be studied over time. • What risk and protective factors in the campus environment impact undergraduate and graduate student mental health, substance use, and wellbeing?
From page 146...
... POLICIES THAT PROMOTE POSITIVE STUDENT MENTAL HEALTH AND WELLBEING AND LOW LEVELS OF SUBSTANCE USE The impact of federal, state, and local regulations related to higher education policies would benefit from additional research to determine whether they are having the desired impacts and whether they might be at risk for harming students. • How do policies related to health leave impact students?
From page 147...
... mental health care system was out of the scope of this report; however, additional research for leaders in higher education to develop appropriate partnerships with community providers would be useful. • What is the role of local hospitals and providers providing mental health services to the student population?
From page 148...
... • What is the impact of policies and programs initiated to support student wellbeing and mental health during the COVID-19 pandemic? • In what ways can telehealth and virtual therapy provide evidence-based, high-quality mental health services in the higher education environment?
From page 149...
... Researchers pointing to lack of data also identify the culture of the two-year college, which by and large is not set up to support a research friendly culture.  • Collect more longitudinal data that can be disaggregated in terms of ° Institutional and program types such as community colleges, MSIs, graduate programs, and medical programs ° Student identities including gender, race and ethnicity, disability, first generation, nation of origin, documentation, student-athletes, post traditional and non-traditional students, students with dependents, sexual and gender minorities, and military service and veteran status ° Previous experiences with mental health, substance use, and trauma ° Differences in student mental health and substance use issues by dis cipline and professional field • Explore models of research partnership between under-resourced institu tions, such as community colleges, and researchers at well-resourced insti tutions that can develop meaningful data for under-resourced institutions • Develop, support, and maintain an ongoing, longitudinal national moni toring system that identifies student death by suicide • Conduct systematic evaluation of the outcomes of specific mental health services and programs


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