The Science of Well-being: LSU College of Science’s Commitment to Student Mental Health

 

College life today brings challenges that go far beyond academics, as students navigate personal growth, future planning, and other pressures that affect their mental well-being. A 2022 report by the American Psychological Association highlights that nearly 46% of young adults aged 18 to 35 struggle to function due to stress on most days. Similarly, a Gallup poll in March 2023 revealed that 66% of college students reported high levels of stress, and 51% said they were worried for much of the day. The emotional toll is especially pronounced among female students, with 72% experiencing high stress levels, compared to 56% of male students. According to the Lumina Foundation-Gallup 2022 study, these emotional stains are major factors in students considering dropping out.

However, these stressors don’t stop at academics. Many students face added burdens like food insecurity and housing instability, all of which contribute to their overall mental health struggles. Experts say that the COVID-19 pandemic has intensified these issues, leaving students feeling isolated and vulnerable. 

Recognizing the importance of mental health support, LSU’s College of Science (COS) has integrated mental wellness initiatives into its Strategic Plan 2030. This plan emphasizes expanding mental health resources and educating faculty and staff about available support, aiming to create a supportive, inclusive environment that prioritizes students' mental well-being. From orientation through graduation, the COS is committed to helping students thrive. 

We recently spoke with LSU faculty and mental health experts, including Dr. David J. Vinyard, Associate Professor in the Department of Biological Sciences, who shared observations from his experiences with students, and Dr. Nathalie Cahill, a provisionally licensed psychologist at LSU's Student Health Center, who provided expert insights on the mental health challenges students face and the support available to help them navigate these issues.

Dr. Nathalie Cahill explains that today’s college students face unique challenges, including the social and academic disruptions caused by the COVID-19 pandemic. Many are relearning social interactions and grappling with unresolved trauma. Additionally, the pressure to maintain idealized images on social media can impact self-worth, identity, and personal meaning. “College students are questioning their values and beliefs,” says Dr. Cahill, “and this can create stress as they strive to find their place in the world.” Dr. Vinyard, who works closely with students pursuing challenging academic paths, including those in pre-health tracks, highlights the prevalence of test anxiety, particularly among high-achieving students. “Testing anxiety is very common, especially in the College of Science,” he observes, underscoring the importance of addressing academic stress for mental health.

Both highlight the importance of faculty noticing signs that a student may be struggling. Dr. Vinyard emphasizes the need for professors to build connections with students to establish a baseline understanding of their typical behaviors and performance. This can make it easier to identify changes that might signal a need for support, such as missed classes, incomplete assignments, or even subtle shifts in demeanor and personal care. Dr. Cahill echoes this sentiment, noting that signs of struggle might include withdrawal from social interactions, diminished academic motivation, and changes in mood or appearance. Recognizing these signs early can help students get the support they need before issues worsen.

Some students feel they aren’t “bad enough” to warrant professional support or worry about the stigma associated with seeking help. Some even think, “If others don’t seem to care about me, why bother?”

-Dr. Nathalie Cahill

Provisionally Licensed Psychologist

LSU Student Health Center

Despite increased awareness of mental health resources, students may still hesitate to seek help. Dr. Cahill explains that some students feel they aren’t “bad enough” to warrant professional support or worry about the stigma associated with seeking help. Some even think, “If others don’t seem to care about me, why bother?” Financial concerns also play a role, even though therapy services at the Student Health Center are covered through their student health fee. Dr. Vinyard has observed that many students mistakenly believe that mental health resources come at a high cost, an assumption that can prevent them from accessing essential support. Both Dr. Cahill and Dr. Vinyard emphasize the importance of self-care and building a balanced routine. Dr. Vinyard often encourages students to prioritize sleep, eat well, and take breaks during busy days, noting, “Once they take care of themselves physically, they’re better able to handle academic and emotional challenges.” Dr. Cahill also highlights the value of scheduling “me-time” as a way to recharge. This approach allows students to refocus on their personal well-being alongside their academic and social commitments.

To help students overcome barriers to help-seeking, Dr. Cahill suggests that faculty and staff openly discuss mental health resources and emphasize that seeking support is a normal and healthy part of college life. Dr. Vinyard adds that meeting students where they are—whether through classroom discussions or targeted wellness campaigns—can encourage a stronger sense of community. “There is a culture at LSU where we take care of each other,” he says, highlighting LSU's commitment to student support.

One thing that I really like about Gen Z students is that they are open to talking about mental health, much more so than my generation or older generations. I find that this generation of students wants to be better, and they're looking for resources.

-Dr. David J. Vinyard

Associate Professor

LSU Department of Biological Sciences

Building resilience is essential. Dr. Vinyard recommends that students create structured schedules that balance academic tasks, personal care, and social activities. This kind of planning can alleviate some of the stress and anxiety associated with college. He also notes, “One thing that I really like about Gen Z students is that they are open to talking about mental health, much more so than my generation or older generations.” He adds, “I find that this generation of students wants to be better, and they're looking for resources.” Dr. Cahill also emphasizes, “It is okay to say things are hard and to ask for help.” She highlights the various resources LSU offers for the betterment of students, such as the Student Health Center, outstanding professors, academic advisors, the Center for Academic Success, University Housing, Financial Aid, LSU Cares, and many more, reinforcing that seeking support is not only okay but encouraged.

According to research, mindfulness could be another powerful tool for managing stress. A recent study shows that mindfulness-based courses help college students reduce stress and enhance resilience. Minimizing the stigma around seeking help can enhance the positive impact of mindfulness practices. By normalizing conversations about mental health and mindfulness in classroom settings, faculty can help students see these practices as integral parts of personal and academic success. 

At the College of Science, we recognize that as students face the challenges of college life, support from faculty, friends, and mental health resources is essential. Through our ongoing commitment to student wellness, we strive to foster a compassionate environment that empowers students to approach their academic and personal challenges with confidence and resilience.