I n support of Boston University’s spotlight on mental health in the month of October, this is a meaningful time to reflect on how wellbeing can be shaped in so many ways–and it’s also essential to effective teaching and learning.
In today’s higher education landscape, cultivating a sense of belonging and connection in the classroom has become essential to supporting students’ academic success and overall wellness. Faculty play a critical role in this work. Through thoughtful course design, inclusive pedagogical approaches, and attention to the social and emotional dimensions of learning, faculty have an opportunity to create environments where students feel seen, supported, and empowered in their learning journey.
Wendy Colby, Vice President & Associate Provost at the Institute sits down with Sarah Ketchen Lipson, associate professor at the Boston University School of Public Health and a leading scholar on college student mental health and well-being, to explore how faculty can intentionally design for belonging in their teaching. Together, they discuss the growing connection between student wellness and academic success, evidence-based strategies for creating a sense of belonging and connection, and the importance of equipping faculty with the tools to support students holistically—inside and outside the classroom.
About “In Conversation with…”
In conversation with the Institute for Excellence in Teaching and Learning – a series of thought-provoking exchanges designed to introduce new approaches to teaching that engage students and boost learning outcomes. The higher education landscape continues to evolve, and it becomes more important than ever to equip students with the real-world skills they need to thrive in a rapidly changing professional landscape.
BU Institute
Can you start by sharing a bit about your own background? What experiences or moments led you to focus on student well-being and the role of faculty in supporting it?
Sarah Ketchen Lipson
I began my career working in residence life, which shaped my entire trajectory. That experience opened my eyes not only to the prevalence of mental health problems in student populations, but also the extent to which mental health affects and is affected by every other aspect of students’ lives in college. That experience led me to pursue a joint PhD in higher education and public health, allowing me to now have the career that I have, which blends public health research and dissemination of evidence to higher education audiences.
Our classrooms can be small ecosystems of stability and connection—places where rigor and compassion coexist, and where students are reminded that they’re not navigating these challenges alone.
Sarah Ketchen Lipson
BU Institute
We hear so much about student mental health and well-being today. Why do you think this issue is so front and center now? Is it more pronounced than in the past, and if so, what factors are driving that shift?
Sarah Ketchen Lipson
Student mental health has become front and center because of a convergence of factors—from its high prevalence to its deep connections with academic performance, persistence, and equity. Through more than 15 years of data collection in the national Healthy Minds Study, we saw clear evidence that mental health challenges among college students steadily worsened from 2015 through 2022, with rates of depression, anxiety, and suicidality increasing each year and continuing to rise during the pandemic. In the past three years (2022–2025), we’ve observed slight improvements across these indicators, but it’s important to emphasize that overall prevalence remains high. These patterns have made mental health not only a public health priority but also an academic one, as institutions recognize that supporting student well-being is integral to learning and students’ ability to persist to graduation.
BU Institute
National data, including the Healthy Minds Study, show that nearly half of college students report symptoms of anxiety or depression, and many feel isolated. Can you share some highlights from that research and how it has shaped your perspective as a professor?
Sarah Ketchen Lipson
The latest Healthy Minds Study data underscore both progress and ongoing urgency in addressing student mental health. In 2024–25, nearly half of college students reported symptoms of depression or anxiety, and about two-thirds said they feel lonely. Even as rates of severe depression and anxiety have begun to decline modestly since 2022, the data make clear that mental health challenges remain a pervasive barrier to students thriving in college. As both a researcher and professor, these findings deeply shape how I approach the classroom. I think constantly about the levers I can pull to reduce unnecessary stress while maintaining academic rigor—structural, not sentimental, changes that signal care. For example, I set assignment deadlines at 5 p.m. instead of midnight, which communicates that students deserve rest and helps prevent the unhealthy norm of late-night work. I build short “buffer” periods into the course schedule and design assignments that balance challenge with flexibility. I also tell students why I am doing this: because I care about their wellbeing. These small shifts don’t lower standards; they create the conditions for positive learning. When students feel supported and part of a community, they are better able to meet high expectations, take intellectual risks, and thrive.
Within teaching itself, I focus on practices that foster connection and predictability: building community early, communicating transparently about expectations, giving feedback that emphasizes growth, and incorporating moments of reflection or pause.
Sarah Ketchen Lipson
BU Institute
How do broader societal pressures—like the pandemic’s lasting effects, social media, or economic uncertainty—show up in the lives of our students? What does that mean for the role of faculty?
Sarah Ketchen Lipson
Broader societal pressures show up in my students’ lives in sometimes quiet but profound ways. The lingering effects of the pandemic have shaped how many students relate to one another and to learning itself—many are still rebuilding social confidence or recalibrating what “normal” feels like. Social media amplifies comparison, anxiety, and distraction, while economic uncertainty adds another layer of stress that can make it hard to focus or plan for the future. Targeted attacks against certain groups—like LGBTQ+ students or international students—create fear and anxiety. Together, these forces create a baseline of strain that sits beneath even the most motivated student’s day-to-day experience. For faculty, this means our role extends beyond delivering content; we are context shapers. How we design courses, set expectations, and model empathy can either compound those pressures or help buffer against them. Our classrooms can be small ecosystems of stability and connection—places where rigor and compassion coexist, and where students are reminded that they’re not navigating these challenges alone.
BU Institute
Research shows that students who feel a sense of belonging are more likely to thrive academically. Can you share examples of teaching practices you’ve used—or seen colleagues use—that help students feel engaged, connected, and included?
Sarah Ketchen Lipson
A sense of belonging is essential to both learning and well-being. In my own teaching, I’ve seen that when students feel part of a community, they’re more engaged, open, and able to take intellectual risks. Belonging isn’t separate from learning—in my mind, it’s what makes deep learning possible. One simple but powerful way I try to foster that connection is through what I call “Community Time.” At the start of every class—usually about 10 minutes—I set aside time for my students to talk with one another. I’ll pose a question and ask them to get in a small group to discuss. It’s always a question that I think they’ll have lots to say about. The only rule is that the room has to be loud. I want people connecting. As the semester progresses, I might make the “Community” prompt something more vulnerable like, “What is a recent “struggle bus” moment you’ve had?” I’ll share one of my own to set the tone. Without exception, the classroom is loud and boisterous when I pose that question. Periodically throughout the semester, I will ask students to find someone they don’t yet know to do the “Community” prompt with. Students have told me multiple times that they came into a course knowing no one and left with new friends. This brief ritual transforms the atmosphere of the class. It helps students build relationships and gets students’ vocal cords warmed up for a discussion-based class. A win-win.
BU Institute
Faculty often wonder where the boundaries are—how much support they can and should provide, and when it’s best to connect a student with campus resources. What guidance would you give? Are there particular techniques, in the teaching and learning experience, that can support overall wellbeing and connections?
Sarah Ketchen Lipson
Faculty aren’t mental health professionals, but we play a crucial role in creating environments that protect and promote well-being. The boundary isn’t about doing everything—it’s about doing something consistently: noticing, normalizing, and connecting. When a student seems disengaged or distressed, I reach out briefly but directly — “I’ve noticed you’ve been quiet lately; how are you doing?” If needed, I guide them toward campus resources. Often that small act of noticing is the most powerful intervention. Obviously, that’s harder to do in a large class, but there are still ways. Within teaching itself, I focus on practices that foster connection and predictability: building community early, communicating transparently about expectations, giving feedback that emphasizes growth, and incorporating moments of reflection or pause.
