THE ROLE OF MENTAL HEALTH ISSUES IN FACULTY-LED SHORTTERM STUDY ABROAD

Oct 15, 2026

Uploaded by kopisore

Examines how mental health issues influence faculty-led short-term study abroad (FLSTSA) experiences, using faculty instructors’ perspectives. The study addresses how student mental health needs shape outcomes for the affected student, peers in the program, and the instructors responsible for support. It situates FLSTSA growth within ongoing demand for campus-like student services, noting limited traditional mental health resources on short-term programs, while highlighting common challenges reported among students abroad.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Background on FLSTSA and mental health support needs

Study purpose and research focus

Students’ Experiences with Study Abroad and Mental Health

Prevalence and types of mental health issues abroad

Stressors and psychosocial impacts during study abroad

THE ROLE OF MENTAL HEALTH ISSUES IN FACULTY-LED SHORTTERM STUDY ABROAD Kaleb L . Briscoe Mississippi State University Elizabeth Niehaus University of Nebraska-Lincoln Matthew Nelson University of Nebraska-Omaha Angela Bryan University of Nebraska-Lincoln Mental health issues in faculty-led short-term study abroad (FLSTSA) courses are becoming increasingly prevalent. To date, little is known about the role mental health issues play in study abroad courses, including the implications for student affairs practice. This study examines the role of mental health issues in faculty-led short-term study abroad courses, from the perspective of the faculty instructors. Findings from this study provide a nuanced understanding of how student mental health issues shape study abroad experiences for the student experiencing mental health issues abroad, other students, and the faculty instructors. Please direct inquires about this manuscript to: Kaleb Briscoe, [kbriscoe@colled.msstate.edu](kbriscoe@colled.msstate.edu) College Student Affairs Journal, Volume 38(2), pp. 143-156 ISSN 2381-2338 Copyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 144 College Student Affairs Journal Vol. 38, No. 2, 2020 As higher education institutions seek to increase the number of students par ticipating in study abroad (American Council on Education, 2017), faculty-led, short-term study abroad (FLSTSA) courses are becoming increasingly popular (Institute for International Education [IIE], 2018; Tuma, 2007) . According to recent data from the IIE (2018), 65% of U.S. students who study abroad do so through short-term programs. The majority of short-term programs are courses led by individual faculty members who take a group of students, often from the same home institution, abroad fora relatively short period of time and focus on specific course-based learning objectives (Forum on Education Abroad, 2011; Tuma, 2007) . With the popularity of FLSTSA courses, greater attention needs to be paid to how institutions can continue to provide the level of support services students typically have access to on campus, often provided by student affairs professionals. This is particularly true with regard to mental health services. The American College Health Association (ACHA, 2015) estimated that at least one in four students experiences some sort of mental health challenge during college. These mental health issues cannot be put on hold while students are abroad, and yet the traditional support systems available on campus (e.g., counselors, resident assistants, and advisors) are generally not present on short-term study abroad courses. Instead, faculty members leading these courses are responsible not only for teaching, but also for ensuring students’ physical and mental health while abroad (Goode, 2007) . Despite the fact that students’ mental health needs do not stop at the U.S. border, little is known about how mental health issues are playing out in short-term study abroad courses. In order for student affairs professionals to provide the resources that both students and faculty members need to support students’ mental health, they must first understand what is happening while students are abroad and the role that mental health issues have in the experiences of those involved. As such, the purpose of this study is to examine the role of mental health issues in FLSTSA courses from the perspective of the faculty instructors. Students’ Experiences with Study Abroad and Mental Health College students’ mental health issues are becoming increasingly prevalent in short-term study abroad courses (Bathke & Kim, 2016; Prince, 2015) . Additionally, there has been an increase in the number of students seeking assistance and the severity of mental health issues (Holm-Hadulla & Koutsoukou-Argyraki, 2015) . The most common mental health issues encountered abroad include anxiety, depre

FAQs

What does the study focus on regarding mental health and faculty-led short-term study abroad?

It examines the role of mental health issues in FLSTSA courses from the perspective of faculty instructors.

Why is mental health support especially important in short-term study abroad programs?

Traditional campus support systems are generally not present on short-term programs, so faculty must help ensure students’ physical and mental well-being.

What mental health challenges are commonly encountered abroad according to the document?

Commonly cited challenges include anxiety, depression, substance/alcohol/drug abuse, psychosomatic problems, suicidal ideation, and personality disorders.

Oct 15, 2026

Uploaded by kopisore