If you’re feeling burned out from teaching, you’re not alone. 53% of faculty surveyed by Timely Care say they considered leaving their job because of burnout, increased workload, and stress. We talked to Gina DiMartino, who is studying adjunct faculty burnout caused by the pandemic. She shares her research, introduces the concept of compassion fatigue, and offers practical solutions for colleges and universities to support faculty so they can better support their students.
Watch the full interview with Gina DiMartino here.
In the TimelyCare study, 3 out of 4 people surveyed say more mental health support would increase their job satisfaction. Faculty are specifically looking for more peer-to-peer support groups and virtual counseling.
DiMartino suggests “compassion fatigue” is part of the problem for faculty.
“We can talk about all of the work we did and working nonstop. And what I found the number one contributing factor to the fatigue that we’re experiencing right now as educators is compassion fatigue.” She continues that it’s the role of faculty to mentor students, and it’s become an expectation and need for students that mentorship includes mental health.
We know students are asking for easy access to more mental health resources. Faculty need the same resources to maintain their health and to be a well-prepared resource for students. “We know that students talk to us. We know that students tell us some very challenging things, and we feel like we need to do something to help them. Many faculty on the front lines of working with their students do not feel prepared to address mental health issues with their students. None of us are equipped for that. That’s not part of the training in your master’s program. There’s nothing about how to support students’ mental health after a pandemic.”
Faculty Playbook
DiMartino suggests schools create a comprehensive Faculty Playbook. This playbook should be an accessible, user-friendly guide that outlines available mental health resources, support systems, and the steps to take when a student is in need. Equipping faculty with this tool empowers them to advocate for student well-being proactively. It’s also essential faculty and adjuncts know where to find the playbook and how to use it.
Mental Health and Faculty Training
Schools can use faculty trainings as a place to start. Faculty can learn about student and staff mental health resources as part of the curriculum. As faculty are often the first point of contact for students facing challenges, they need to know where to direct students for help and get support themselves.
Faculty training should cover more than just knowing where to find the resources. It can be a connection point for faculty to share stories, ideas, and resources, providing the peer-to-peer support mentioned in the TimelyCare survey.
Removing the Stigma of Mental Health
Like students, faculty may hesitate to acknowledge their struggles due to fear of judgment or professional repercussions. Cultivating an environment where mental health and wellness are openly discussed and normalized is essential. As faculty members feel more comfortable discussing their own mental health, they can better empathize with and support their students.
Investing in mental health resources is an investment in the future success and fulfillment of students, faculty, and adjuncts. Recognizing the symbiotic relationship between mental health and successful learning environments is crucial. By providing faculty with accessible resources, incorporating mental health training into faculty development programs, and actively working to remove the stigma surrounding mental health discussions, higher education institutions can foster a community that prioritizes the well-being of everyone involved.
Angela
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