Addressing the Mental Health Needs of Students on College Campuses *************************************** Karen Bower Senior Staff Attorney

Presentation Outline Student data trends Typical college response Opportunities to shift response and engage students  Examples of success

Data Trends More students with psychiatric diagnoses in high school and college More students using counseling services – on campus and in community

High School Student Data Problem pervasive in high school as well In high school, 16.9% of students reported that they seriously considered attempting suicide during the 12 months preceding the survey. Up from 13.8% in 2009 (CDC).

College Student Data In the past 3 months, 63% of students said they’ve been so stressed they couldn’t get school work done. (MtvU, AP poll, Mar. 2008) 30.7% reported feeling so depressed it was difficult to function. National College Health Assessment 2010.

College Student Data – Suicide Among 15-24 year olds, there are approximately 100-200 attempts for every completed suicide. Suicide is the 2nd leading cause of death for 25-34 year olds and 3rd leading cause of death among 15-24 year olds. (CDC)

College Student Data Suicide rate for college students is half that of matched non-college students. Implications?

Typical College Responses In response to students with mental health crises, discussion often focuses on whether, consistent with the Americans with Disabilities Act, schools can use disciplinary action or leave of absence / suspension to remove students from campus. In wake of VA Tech crisis increase in such practices

The Americans with Disabilities ACT (ADA) Prohibits discrimination against students whose mental health problems substantially limit a major life activity, including students regarded as disabled

Involuntary Leave Infrequently used – only if student cannot safely remain at school or meet academic standards even with accommodations and other supports If safety is an issue, individualized assessment that considers the nature and severity of the risk, the probability that injury will actually occur, and whether accommodations can sufficiently mitigate the risk to allow the student to meet academic standards and remain safely in school. Due process protections

Consequences of Colleges’ Responses Isolates students from friends and supports Discourages students from seeking help Sends the wrong message Has negative consequences for all students May violate the Americans with Disabilities Act (ADA)

How Should Colleges Respond? Since students are a captive audience colleges offer a unique opportunity to engage students and connect them to array of services There are several best practice models

How Should Colleges Respond? Best Practices Commit to the Success of All Students No disciplinary action for self-injurious thoughts or acts Involuntary leave infrequently used Individualized assessment – no blanket policies Reasonable accommodations – remove barriers Due process protections / grievance procedure Suicide Prevention Provide and encourage counseling Supportive policies – encourage help-seeking w/o negative consequences

Best Practices Confidentiality: Essential to encouraging students to seek help Student is the client Firewall between counseling and administration Counseling records Protect privacy - limits on disclosure (return conditions not onerous) can encourage students to share info with family or others Clear/transparent policies Recognize school may be the best place to recover Provide reasonable accommodation Community-wide interventions

Reasonable Accommodation Provide reasonable accommodations – including voluntary leave and removing barriers to taking leave I.e.: Allowing students additional time to complete exams Provide modified deadlines for assignments and exams Reduce course load or alternate work assignments Allow excused absences Allow the student to work from home Allow the student to drop courses Allow the student to change roommates or rooms Allow an aide or helper to stay in the student’s room Provide retroactive withdrawals from courses if academic difficulties were due to depression or another mental health condition

Community-wide Intervention Behavioral Support Teams / Behavioral Intervention Teams Provide information sharing and support Create Caring Environment Not Big Brother Threat Assessment: Stigmatizing Equates mental illness with violence/dangerousness Discourages students from seeking help Unhelpful for majority of cases

Opportunities Unfortunately, many colleges and universities are ill-equipped to address mental health needs of students Examples of Positive Responses: - Garrett Lee Smith Memorial Act - Mental Health on Campus Improvement Act: Grants for comprehensive approach to behavioral health issues, expanding campus mental health services

Successes Active Minds – Outreach/Education/Awareness Riverside City – Dept MH, CA, needs assessment and fund Active Minds chapters & activities NYU - expanded counseling center Daytona State - collaborate with faith-based and veterans groups

Supporting Students Bazelon Model Policy http://bazelon.org.gravitatehosting.com/Where-We-Stand/Community-Integration/Campus-Mental-Health.aspx Your Mind. Your Rights. http://bazelon.org.gravitatehosting.com/Who-We-Are/Leadership-21/Campus-Rights-Guide.aspx

Future Contact The Law Office of Karen Bower Office: (202)503-9093 Cell: (202)557-1273 Email: kboweratty@gmail.com Thank you!