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This essay integrates developmental theories, research, and personal reflection to argue that well-being depends on intentionally nurturing relationships among students and faculty, peers, and parents. Authors propose that honors programs and practitioners promote positive social interaction, appropriate parental involvement, and personal development through caring community structures.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-relationships-with-faculty-peers-and-parents-to-support-undergraduate-honors-students-mental-health/579763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-relationships-with-faculty-peers-and-parents-to-support-undergraduate-honors-students-mental-health/579763.png","ImageObject",300,407,{"name":92,"@type":93},"Ezra","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article focus on relationships to support honors students’ mental health?","Question",{"text":111,"@type":112},"It argues that honors programs must intentionally build structures that support relationships between students and faculty, peers, and parents to foster well-being.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What mental health challenges are discussed for undergraduate students?",{"text":116,"@type":112},"The text highlights elevated anxiety, depression, and stress, including increased reports of social anxiety in recent years.",{"name":118,"@type":109,"acceptedAnswer":119},"How might honors programs both increase risk and offer protection for students?",{"text":120,"@type":112},"The article notes that academic pressure may contribute to strain, but it also describes studies where honors students reported higher well-being, suggesting program context can be protective.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},579763,1792036274,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Fostering Relationships With Faculty, Peers, and Parents to Support Undergraduate Honors Students’ Mental Health  \nAllison A. Buskirk-Cohen and Alicia N. Shenko  \nDelaware Valley University  \nAbstract: Honors students are typically high-achieving, academically motivated individuals. Confronting the stressors of emerging adulthood makes them particularly vulnerable to heightened levels of anxiety, depression, and stress surrounding their performance and support networks. This essay blends developmental theories and research with personal reflection to underscore the importance of nurturing relationships among students and faculty, peers, and parents for promoting student well-being. Authors advocate honors programs and practitioners facilitate positive social interaction, appropriate parental involvement, and personal development. Strategies, such as smaller class size, non-traditional assessment, extracurricular engagement, and familial support, can help create caring communities within honors. Authors suggest that prioritizing the mental health of students and fostering supportive environments within honors programs are critical for holistic student success both in the classroom and beyond.  \nKeywords: higher education—honors programs & colleges; mental health of college students; community belonging; social support; Delaware Valley University (DE)–Honors Program  \nCitation: Journal of the National Collegiate Honors Council, 2024, 25(2): 31–39  \nNumerous studies have  \ndents are experiencing  \ndocumented that undergraduate college stuhigh levels of symptoms of depression, anxiety,  \nand stress (e.g., American College Health Association, 2022; Salimi et al., 2023) . Maureen Kelleher’s lead article in this issue’s Forum focuses on the response from higher education institutions and suggests how honors programs may have enhanced opportunities to support their students. We assert  \nBuskirk-Cohen and Shenko  \nthat honors programs must intentionally build structures that support relationships between students and their faculty, peers, and parents to foster well-being.  \nMENTAL HEALTH IN EMERGING ADULTHOOD  \nWhile dealing with mental health challenges is not new, researchers posit that the COVID-19 pandemic has magnified students’ struggles with them (Frazier et al., 2023; Salimi et al., 2023) . A recent national study of 180 college and university counseling centers had similar findings (Center for Collegiate Mental Health, 2023). Among students who utilize these centers, anxiety, depression, and stress continued to be top concerns for seeking mental health support. Interestingly, students’ reports of social anxiety have increased from previous years. The authors of that study question whether the shift from the remote learning environments ofthe COVID-19 pandemic to more traditional in-person classroom experiences may be related to this change. Perhaps today’s college students lack the development of and confidence in social skills that were once considered typical for this age group.  \nIt also is important to acknowledge the unique developmental phase of college students and to consider how it might impact their mental health and college experience. Emerging adulthood is a developmental period occurring from approximately age 18 to 25 (Arnett, 2000). Emerging adulthood is best characterized by identity exploration, instability, self-focus, feeling“in between,” and optimism for the future (Arnett, 2000) . The restrictions of the COVID-19 pandemic limited social interactions and opportunities for personal growth, and those restrictions may have been especially harmful for emerging adults who depend on opportunities for independence and development (van den Berg et al., 2021) .  \nPROTECTIVE AND RISK FACTORS OF HONORS PROGRAM STUDENTS  \nHonors students arrive in higher education with a history of academic and extracurricular achievements (Elkes, 2023), and they are highly motivated with a strong desire for achievement (Rinn & Plucker","cbCaimX5BfR2JrTc","https://ap.wps.com/l/cbCaimX5BfR2JrTc","pdf",196912,"English","# Mental Health in Emerging Adulthood\n## Protective and Risk Factors of Honors Program Students\n## Relationships With Faculty Members","[{\"question\":\"Why does the article focus on relationships to support honors students’ mental health?\",\"answer\":\"It argues that honors programs must intentionally build structures that support relationships between students and faculty, peers, and parents to foster well-being.\"},{\"question\":\"What mental health challenges are discussed for undergraduate students?\",\"answer\":\"The text highlights elevated anxiety, depression, and stress, including increased reports of social anxiety in recent years.\"},{\"question\":\"How might honors programs both increase risk and offer protection for students?\",\"answer\":\"The article notes that academic pressure may contribute to strain, but it also describes studies where honors students reported higher well-being, suggesting program context can be protective.\"}]","Fostering Relationships With Faculty, Peers, and Parents to Support Undergraduate Honors Students’ Mental Health | PDF",23]