The state of college students’ mental health is a growing phenomenon across university campuses. Educators often watch students struggle with academic, social, financial, and familial issues. Over the past decade, these issues have led to an increasing number of students exhibiting behavior related to anxiety, depression, and other mental health disorders.

Raising Mental Health Awareness in Higher Education: Emerging Research and Opportunities describes the current state of college students’ mental health in the United States, influences that contribute to wavering mental health, factors that promote flourishing mental health, and interventions that support mental health. While highlighting present programs and activities, readers will find new methods that can be implemented to support the needs of college students. This book is an important resource for staff and faculty in postsecondary institutions seeking current research on the growing problem of mental health in higher education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Anxiety
Campus Initiatives
Classroom Strategies
Depression
Mental Health
Mental Health Factors

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Editor/Author Biographies

Melissa S. Martin, Ph.D. is an Assistant Professor in the Teacher Education department at the State University of New York (SUNY) – Plattsburgh. Currently, she teaches courses related to Childhood Education and Special Education to preservice general and special educators. Previously, she was a self-contained special education teacher at an elementary school in South Carolina for several years. Her research interests include writing instruction and motivation for students with disabilities and collaboration and co-teaching in higher education.

Jean Mockry, CAS and MS Ed, is a Lecturer and Program Leader in the Undergraduate Childhood Education at the State University of New York at Plattsburgh, in Plattsburgh, NY. She earned these degrees from SUNY Plattsburgh with her MS Ed thesis focus on comparing elementary reading instructional programs and her CAS thesis an analysis of eating disorders in High School students. She has been a practitioner for over twenty years in teaching elementary students and high school students English, along with serving as school counselor to both elementary and high school students and administration as a building principal (K-8). For the last decade she has worked in Higher Education as a Lecturer and student teaching supervisor in Teacher Education in both the undergraduate and graduate programs. She carries a strong interest in teacher preparation and in mental health.

Alison Puliatte, Ph.D, is an Assistant Professor of Teacher Education at the State University of New York at Plattsburgh. She earned a Ph.D. in Educational Psychology with a concentration in Learning, Development and Instruction from the CUNY Graduate Center. She earned a C.A.S. in Educational Leadership, an M.S.Ed. in Special Education, and a B.A. in Psychology and Elementary Education from Queens College, CUNY. She was an elementary teacher in Nassau County, NY where she taught pre-kindergarten, first and fifth grade in an integrated co-teaching setting. She served as an elementary school principal for 12 years in Lynbrook, NY. She currently teaches undergraduate and graduate courses in Childhood and Special Education. Her research areas of interest include teacher knowledge, literacy, social contexts, and teacher perceptions.

Denise Simard, Ph.D is presently an Associate Professor and Interim Dean of the School of Education, Health, and Human Services at the State University of New York at Plattsburgh, in Plattsburgh NY. She began her professional journey as a special education teacher. She then began collaborating with children and families to access technology devices and services to empower them to be more independent in their daily lives. She used those experiences to become an advocate for change and subsequently managed local and state professional development initiatives related to the infusion of technology into instructional practices to improve learning outcomes for all students, especially those with special needs. She also supported the strategic planning process, facilitation, and evaluation of online learning communities for education organizations on a local, state, and national level. Currently she teaches undergraduate classes in the childhood education program and graduate classes in special education, and serves as Department Chair in the Teacher Education Unit. Her areas of interest and research include multiculturalism, special education, assistive technology, online learning, and communities of practice. Through her various roles in higher education, she has had the wonderful opportunity to examine aspects of leadership and the nuances and intricacies involved.

Maureen E. Squires, Ed.D. is an Associate Professor of Teacher Education at the State University of New York at Plattsburgh, in Plattsburgh, NY. She earned an Ed.D. in Educational Theory and Practice (2011) and a C.A.S. in Educational Leadership (2008) from Binghamton University, an M.S.Ed. in Special Education (2003) from LeMoyne College, and a B.A. in English (2001) with a concentration in Secondary Education from Nazareth College. She holds multiple New York State teaching and leadership certifications. Her professional career began as an English teacher at LaFayette Junior/Senior High School in LaFayette, NY. Currently, she teaches graduate courses and supervises teacher candidate fieldwork in the Special Education program and the Adolescence Education program. Her areas of interest and research include teacher preparation, special education, ethics and education, and the education of Native Americans/American Indians.

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