Addressing Faculty Mental Health | Insight Into Diversity

Faculty members are the backbone of higher education, yet their mental health is often overlooked. 

As universities face the ongoing pressures of enrollment challenges, funding shortfalls, and ever-changing socio-political demands, faculty are increasingly expected to navigate heavy course loads, perform groundbreaking research, participate in time consuming service and committee work, all while maintaining exceptional teaching standards. 

These expectations are compounded by the precarious nature of many academic roles — adjuncts and non-tenured faculty often lack job security, access to benefits, and robust institutional support. Much of academia operates within a culture that glorifies “overwork,” and the resulting toll on mental health and wellbeing has reached critical levels. 

Rebecca Pope-Ruark, PhD, director of the office of faculty professional development at Georgia Tech, wrote in her article, “A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being” for the digital newsletter Faculty Focus, “Academia has normalized burnout. Faculty are seen as intellectual machines rather than individuals with emotional and mental health needs.” 

Additionally, the stigma surrounding mental health in academia often prevents faculty from seeking support. A 2023 survey by the American Association of University Professors found that 42% of faculty members experiencing mental health issues refrained from seeking help due to fears of professional repercussions or appearing “weak.” Addressing this concern is a critical first step for colleges in creating healthier work environments. 

From Stigma to Support 

Universities can take thoughtful, organized steps to normalize and encourage faculty use of mental health support by offering free or low-cost services, training department chairs to recognize signs of burnout by using tools such as the Mental Health First Aid program from the National Council for Mental Wellbeing, and establishing peer-support networks. The Mindful Professor Training Program at the University of Rochester, for example, provides faculty and student-facing staff with mindfulness training to improve their own wellbeing and better assist students. 

Concerns about stigmatization often lead faculty to suffer in silence, fearing that disclosures could harm their careers or brand them negatively when they seek tenure or promotion. Communication that addresses this, and includes clear information about available resources and the importance of self-care, can further mitigate these concerns and help create an environment where faculty feel safe seeking help. Vanderbilt University’s Mental Health & Wellbeing website was designed to offer this type of comprehensive information tailored for faculty. 

Excessive work hours and course overloads can increase the risk of anxiety, depression, and burnout. Annually reviewed workload and service equity plans, like the one established at North Carolina Agricultural and Technical State University, create and sustain fair expectations, helping to prevent these issues. 

Additionally, scheduling no-meeting weeks during high-stress periods, such as the start and end of semesters, allows faculty to focus more fully on student engagement. Washington State University incorporated a “no standing meetings on Fridays” policy into its standard practices after a successful pilot program in the spring of 2022. 

Encouraging rest and recovery is another essential element of a healthy work environment. Faculty who are given the opportunity to recharge without fear of falling behind or being perceived as less committed are better positioned to handle everyday challenges. Georgia Institute of Technology, for example, offers a comprehensive range of leave benefits for eligible employees. Regular, full-time, and part-time faculty and staff can accrue sick leave, and those employed for at least six months may participate in the shared sick leave program. 

DEIA (diversity, equity, inclusion, and accessibility) is central to successful faculty well-being. Educators from marginalized backgrounds often face additional stressors, including microaggressions and inequitable workloads. Colleges can address these issues through implicit bias training for leadership – such as the series offered at the Ohio State University Kirwan Institute for the Study of Race & Ethnicity, which provides an Implicit Bias Module Series aimed at educating university leadership and staff on recognizing and addressing implicit biases — and other internal policies that promote inclusion. Although political resistance to DEIA programs has grown, colleges have a responsibility to ensure that all faculty feel supported and valued. 

Building a sense of community is equally beneficial. Faculty often report feelings of isolation, particularly those in research-intensive roles. The Stress Management and Resiliency Training (SMART) Program at Harvard Medical School teaches self-care practices to help participants buffer daily stress, regain emotional control, and enhance quality of life. 

Hosting retreats and opportunities for collaborative teaching and research can foster stronger connections. The University of Houston-Downtown sponsors faculty retreats at the beginning of each fall and spring semester that provide opportunities for colleagues to engage in professional development and connect with each other before the semester begins. Creating spaces like this can alleviate feelings of alienation by providing a supportive network and mentoring opportunities. 

Faculty mental health is not a peripheral issue — it is foundational to the success of higher education. Colleges have an opportunity to shift their cultures to prioritize holistic wellbeing. As Pope-Ruark wrote, “When faculty thrive, students thrive. It’s a symbiotic relationship that institutions cannot afford to ignore.”