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 \n\n| Volume 7 | Issue 2 | Article 2 |\n| --- | --- |\n| 12-11-2016\u003Cbr>Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education\u003Cbr>Maria Lucia DiPlacito-DeRango\u003Cbr>Humber Institute of Technology and Advanced Learning, [maria-lucia.diplacito@humber.ca](maria-lucia.diplacito@humber.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Disability and Equity in Education Commons, Educational Psychology Commons, Higher Education Commons, Mental and Social Health Commons, and the Student Counseling and Personnel Services Commons |  |\n\nRecommended Citation  \nDiPlacito-DeRango, Maria Lucia (2016) \"Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 2, Article 2.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/2](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/2)  \nAcknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education  \nAbstract  \nDespite marked improvements, intervention for students with a mental health problem or illness in Canadian higher education settings remains not yet successful, mature, or sustainable. A number of challenges have been identified as contributory to the shortcomings surrounding student mental health in colleges and universities. In this paper, I explore some of the more common barriers that currently limit the development, implementation, and sustainability of student mental health support practices. The barriers of focus include, prevailing stigma and stereotypes, underdeveloped policies, and minimal opportunities for professional development and training. I specifically highlight how these barriers frame the challenges for teaching faculty and academic staff in promoting or supporting student mental health and well-being. Following an identification and discussion of barriers, I offer suggestions on how they can be overcome, or at the very least minimized, and what this would mean for teaching and learning in relation to post-secondary student mental health. For example, in an attempt to clarify current policies surrounding mental health, I suggest and explore how institutions can assign particular individuals (i.e., a designated “task force”) as responsible for the development, implementation, and evaluation of mental health policies. Ultimately, the first step to better mental health support practices is to acknowledge how they are challenged.  \nMalgré de nettes améliorations, l’intervention pour les étudiants qui souffrent de problèmes de santé mentale ou de maladie mentale dans les établissements d’enseignement supérieur canadiens continue à ne pas êtreefficace, mature ou durable. Un certain nombre de défis ont été identifiés comme facteurs qui contribuent aux faiblesses en ce qui concerne la santé mentale des étudiants dans les collèges et les universités. Dans cet article, j’explore certains des obstacles les plus communs qui limitent à l’heure actuelle le développement, la mise enoeuvre et la durabilité des pratiques de soutien de la santé mentale des étudiants. Les obstacles comprennent les attitudes de stigmatisation et les stéréotypes, les politiques trop faibles et les opportunités minimes dedéveloppement professionnel et de formation. Je souligne en particulier comment ces obstacles encadrent les enjeux auxquels font face les enseignants et le personnel académique pour promouvoir ou soutenir la santé mentale et le bien-être des étudiants. Après avoir identifié et examiné les obstacles, je propose des suggestions sur la manière dont ils peuvent être surmontés ou, tout au moins, minimisés, et ce que cela pourrait signifier pour l’enseignement et l’apprentissage en relation avec la santé mentale des étudiants en milieu post","cbCaicukFe11JLR3","https://ap.wps.com/l/cbCaicukFe11JLR3","pdf",473720,14,"English","# Abstract\n## Barriers to student mental health support practices\n## Implications for teaching and learning\n## Suggestions to overcome barriers","[{\"question\":\"What barriers limit student mental health support in Canadian higher education?\",\"answer\":\"The paper highlights prevailing stigma and stereotypes, underdeveloped policies, and minimal opportunities for professional development and training.\"},{\"question\":\"How do these barriers affect teaching faculty and academic staff?\",\"answer\":\"They frame the challenges for teaching faculty and academic staff in promoting or supporting student mental health and well-being.\"},{\"question\":\"What approach does the paper suggest to improve mental health support practices?\",\"answer\":\"After identifying and discussing barriers, it proposes ways to overcome or minimize them, including assigning specific individuals (a designated “task force”) to develop, implement, and evaluate mental health policies.\"}]","Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education - Article 2 | PDF",1792081508,35]