Many faculty are feeling the weight of student stress and mental health challenges in their classrooms. Participants in this FLC, which met during AY 2025-26, delved into how they, as educators, could more effectively respond to these critical issues. They explored practical strategies for recognizing distress, offering appropriate support, and understanding how these complex dynamics inevitably shape their teaching practices. Together, they grappled with the vital question of how to adapt their pedagogy to not only educate but also foster resilience and well-being in their students (and themselves).
The FLC learned about current mental health trends among students, how to recognize signs of distress, UMBC’s resources and referral pathways, creating supportive classroom environments, adopting pedagogies and assessment practices that foster student belonging and well-being, designing courses to promote resilience, and practicing faculty self-care and boundary-setting.
Members:
Elisabeth Arévalo-Guerrero, Facilitator (MLLI)
Tiffany Banks (SOWK)
Suzanne Braunschweig, Facilitator (GES)
Milvia Hernández (MLLI)
Dann Malihom, (SAPH)
Donald Snyder (MCS)
Samples of Work:
Resilience FLC slides with suggestions on how to foster resilience, resources at UMBC, and suggestions and recommendations.