CUNY Policies

• The City University of New York Policy on Equal Opportunity and Non-Discrimination
• CUNY IT Accessibility Statement
• Reasonable Accommodations and Academic Adjustments

Context and history

• Overview of commonly shared mental health issues
  • Mental Health
  • Mental Health Conditions
  • The Mental Health Crisis on College Campuses
  • Black Indigenous and People of Color (BIPOC) Mental Health Fact Sheet

• Overview of mental health diagnoses for which students can request accommodation
  • Accommodating Mental Health
  • Protecting Students with Disabilities
  • An Educator’s Guide to Academic Accommodations for Psychiatric Disabilities

Mental Health for All of Us

• Common instructor mental health challenges and recommendations
  • Heeding the happiness call: why academia needs to take faculty mental health more seriously
  • Mental health in academia: The challenges faculty face predate the pandemic and require systemic solutions
  • Supporting Faculty and Staff Mental Health
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• Common student mental health behavior manifestations and recommendations
  • College Students’ Anxiety, Depression Higher Than Ever, but So Are Efforts to Receive Care (University of Michigan)
  • Student mental health is in crisis. Campuses are rethinking their approach (American Psychological Association)
• Hypo-arousal and hyper-arousal in the classroom: awareness and self-monitoring
  • Informational Article: Hyperarousal & Hypoarousal
  • Trauma, Covid-19, and the College Classroom
• I belong, I matter, I contribute, I receive: framing mental health through core beliefs
  • Core beliefs: What they are and how to identify them
  • The Role of Personal Values in Learning Approaches and Student Achievements

Mental Health and Teaching

• Teaching Students with Mental Health Disabilities
• Tackling Students’ Mental Health in the Classroom
• Trauma-Informed Teaching Strategies
• Resilience and Learning Minds (video)
• How to Engage Students and Manage Conflict in the Classroom (video)
• Caring vs. Caretaking (video)

Boundaries and Balance 

• Ten Simple Rules to Improve Academic Work-Life Balance (NIH)(attached)
• Dever (2021): Work-Life (Im)balance (attached)
• Diego-Medrano and Salazar (2021): Examining the Work-Life Balance of Faculty in Higher Education (attached)

• Ormiston, H. E., Nygaard, M. A., & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14(4), 802-817.

• Rosa (2021): The trouble with ‘work–life balance’ in neoliberal academia: a
  systematic and critical review (attached)

• Southall, A. (2023). The trauma challenge: How teachers experience students with complex trauma. British Journal of Special Education, 1-12. (attached)

• Grace Beard, “Il Dolce Far Niente: Mastering the Italian Art of Doing Nothing”(16 October 2019), Cutlure Trip (attached)

Mental Health and Researchers 

• The impact of working in academia on researchers’ mental health and well-being: A systematic review and qualitative meta-synthesis: Helen Nicholls, Matthew Nicholls, Sahra Tekin, Danielle Lamb, Jo Billings.
• Early career researchers and mental health: Observational study of challenge and wellbeing: Eleonora Cilli, Jessica Ranieri, Federica Guerra, Dina Di Giacomo.
• Gushulak, Cale AC, et al. “The Silent Mental Health and Well-Being Crisis of Early Career Researchers in Aquatic Sciences.” Limnology (2023).

Making referrals

• Kognito 
• Counseling Services Center 
• Public Safety complaint information
• Behavioral Intervention Team (BIT) complaint form
• CCA trainings