A skills‑based approach to supporting first‑gen students’ mental health and academic performance

Mental health issues have emerged as  a significant concern in higher education across U.S. institutions (Lipson et al., 2022). Clinical data collected over five academic years (2010–2015) showed small but significantly increasing trends for self-reported distress in generalized anxiety, depression, social anxiety, family distress, and academic distress, with the largest effect sizes observed for generalized anxiety, depression, and social anxiety (Xiao et al., 2017). The mental difficulties faced by college students have a powerful effect on their ability to cope, connect with others, and achieve their academic goals (Markoulakis & Kirsh, 2013).In this light, it has become increasingly important for student affairs professionals to be aware of the unique role they have, and with proper knowledge, they can act as an additional resource for mental health assistance in their functional areas (Massey et al., 2005). Student affairs professionals can work with students to recognize mental health difficulties and connect them to appropriate resources as part of their regular campus roles (Burke et al., 2016). Drawing on journal articles and books, this paper will examine the current mental health crisis in higher education and how student affairs professionals can use various helping skills to support students of color and first-generation students.